intro: introduction to world geography and map skills...archaeology provides historical and...

6th Grade Social Studies Curriculum

Robert Mungo, Director of Curriculum and Instruction James DiDonato, Superintendent

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Intro: Introduction to World Geography and Map Skills

Unit 1: Paleolithic and Neolithic Ages

Unit 2: Ancient River Valley Civilizations

Part A: Mesopotamia

Part B: Egypt

Part C: Ancient India

Part D: Ancient China

Unit 3: The Classical Civilizations of Mediterranean World

Part A: Ancient Greece

Part B: Ancient Rome

Intro: Introduction to World Geography and Map Skills

Unit Summary:

● General introduction to 6th Grade Social Studies and the key concepts of geography.

NJ Social Studies Standards:

6.1.8. B.1.b Analyze the world in spatial terms (e.g., longitude and latitude) using historical maps to

determine what led to the exploration of new water and land routes.

Enduring Understandings

● The key elements to on a map are Title, Scale, Legend, and the Compass Rose.

● Different types of maps are used for different purposes.

● The five themes of geography are location, place, region, interaction, and movement.

● Longitude and Latitude are used to analyze the world in spatial terms.

Key Vocabulary- Scale Legend Title Absolute Location

Relative Location Longitude Latitude Compass Rose

Political Map Geographical Map Continent 5

Themes of Geography (Location, Place, Region, Movement, and Interaction)

BIG QUESTION- What are the key components of a Map and how are Maps used?

Engage: “Continents” https://www.flocabulary.com/unit/continents/

Explore: Using “Continents Examining the Lyrics,” research facts and then label “Seven Continents Map.”

Explain: Watch Brain pop “Map Skills” and complete graphic organizer labeling the key concepts of a map.

Elaborate: Using types of maps notes, Groups will fill out “When would You Use One?” worksheet to

hypothesize when each given map would be useful.

Evaluate: Create a map, which will include all key concepts of a map.

BIG QUESTION- What can the five themes of geography tell us about a location, to include lines of

longitude and latitude?

Engage: Five Themes of Geography https://www.flocabulary.com/unit/five-themes-of-geography/

Explore: Research given locations using longitude and latitude.

Explain: Transform the classroom into a grid pattern to place “Classroom Battleship”

https://www.flocabulary.com/unit/continents/

https://www.flocabulary.com/unit/five-themes-of-geography/



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Elaborate: Research the five themes of geography for Mount Holly

Evaluate: Create a place poster, using the five themes of geography.

Unit 1: Paleolithic and Neolithic Ages

Unit Summary:

● 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.

NJCCCS: 6.2 World History/Global Studies: All students will acquire knowledge and skills to think

analytically and systematically about how past interactions of people, cultures, and the environment affect

issues across time and cultures. Such knowledge and skills enable students to make informed decisions as

socially and ethically responsible world citizens in the 21st century.


Geography, People, and the Environment

6.2.8. A.1.a- Compare and contrast the social organization, natural resources, and land use of early

hunters/gatherers and those who lived in early agrarian societies.

Government, Civics, and Human Rights

6.2.8.B.1.a- Explain the various migratory patterns of hunters/gatherers that moved from Africa to

Eurasia, Australia, and the Americas, and describe the impact of migration on their lives and on the

shaping of societies

Economics, Innovations, and Technology

6.2.8. C.1.a- Describe the influence of the agricultural revolution (e.g., the impact of food surplus from

farming) on population growth and the subsequent development of civilizations.

6.2.8. C.1.b- Determine the impact of technological advancements on hunter/gatherer and agrarian

societies.

History, Culture and Perspectives

6.2.8. D.1.a- Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms

of relative length of time.

6.2.8. D.1.b- Describe how the development of both written and unwritten languages impacted

human understanding, development of culture, and social structure.

6.2.8. D.1.c- Explain how archaeological discoveries are used to develop and enhance understanding

of life prior to written records.

Enduring Understandings

● Archeologist and scientists learn about prehistory/history by analyzing artifacts and fossils.

● Paleolithic people lived in small family groups, made simple stone tools, and lived a nomadic lifestyle

by following herds and gathering food.

● The Great Migrations was time when humans began to explore beyond the continent of Africa due to

a variety of Push/Pull factors.



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● The Agricultural Revolution marked the beginning of the Neolithic Age, a time of communities,

advancements in technology, specialization in labor, and animal domestication, leading to the

beginning of civilization.

Key Vocabulary- Prehistory Artifacts Fossils Archeology

Nomads Migration Paleolithic (The Old Stone Age)

Neolithic (The New Stone Age) Hunter-Gatherers

Land Bridge Agriculture Specialized Labor

BIG QUESTION- How does archaeology provide historical and scientific explanations for how ancient

people lived?

Engage: Observe a “mystery object” in the classroom. Discuss the object and note questions students ask-

What is it? Where did it come from? Who left it there? What was it for?

Explore: Artifact QR Code Research- Observe Stone Age artifacts and write “What I see” and “What I think.”

Explain: Students will research keywords, phrases, and jobs associated with the study of history. They will

collaborate to create definitions in small groups.

Elaborate: BCE/BC/AD/CE- Learn the importance of categorizing historical discoveries in relation to time

throughout history.

Evaluate: Create a timeline from BCE to the current year, with a marker in the middle to show BCE/BC. Use

pictures to show artifacts of familiar events or images and discuss when they happened on the timeline.

Then, add a new sentence strip labeled “Pre-History” at the beginning to indicate the time periods that will be

studied.

BIG QUESTION- What were the challenges early man faced?

Engage: https://www.youtube.com/watch?v=bsIvCdBS_aI

Explore: Lost in the Woods- Small groups will read through a scenario about getting lost in the woods and

make a variety of choices to survive.

Explain: Create explanations for how Hunters and Gatherers 1) Found Food 2) Had Shelter 3) Divided the

Roles of Men and Women and 4) Created Tools

Elaborate: Students will compete in a simulation activity where they follow specific directions to survive as a

hunter/gather.

Evaluate: Writing Activity analyzing the challenges experienced while participating in the simulation.

BIG QUESTION- What were the migration patterns of hunters/gatherers?

Engage: Writing Activity- “People move all the time, sometimes they want to, and other times they move

because they have to. List four possible reasons people choose to move.”

Explore: Partners read “Early Humans Settle Around the World.”

Explain: Using “Early Humans” reading, read about different situations and determine if the reason for

migration is a push or pull factor.

Elaborate: Read article about the different migrations theories regarding how early people got to the

Americas.

Evaluate: Debate which migration theory is the most likely and why.

BIG QUESTION- What are the advantages and disadvantages between nomadic societies and settled

societies?

https://www.youtube.com/watch?v=bsIvCdBS_aI



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Engage: https://www.flocabulary.com/topics/world-history/ and

https://www.brainpop.com/socialstudies/worldhistory/agriculturalrevolution/

Explore: Small groups will compete in a simulation activity where they follow specific directions to survive as

a small agrarian society.

Explain: Writing Activity analyzing the challenges experienced while participating in the simulation.

Elaborate: Create explanations for how Hunters and Gatherers 1) Found Food 2) Had Shelter 3) Divided the

Roles of Men and Women and 4) Created Tools

Evaluate: Groups will create a Venn diagram to show the similarities and differences between Agrarian

societies and Nomadic Societies. (Hunter Gatherer vs. Agricultural)

Modifications

ESL Special Ed

● WIDA Can-Do Descriptors

https://www.wida.us/standards/CAN_DOs/ ● Development of target vocabulary ● Scaffolding content-area reading ● Using visual aids, such as videos (with

subtitles), illustrations, pictures, and drawings to explain or clarify

● Eliminating non-essential information ● Decreasing the amount of work presented or

required ● Modifying tests to reflect selected objectives ● Allowing students to correct errors ● Allowing products to demonstrate learning

(projects, timelines, demonstrations, models, drawings, poster boards, charts, graphs, slideshows, videos, etc.)

● Allowing the use of note cards or open-book during testing

● Collaborating with ESL specialist to modify vocabulary, omit or modify items to reflect objectives for students.

● Scaffolding comprehension questions for content-area reading

● Development of target vocabulary ● Highlighting key aspects of a topic,

eliminating non-essential information ● Using visual aids, such as video,

illustrations, pictures, and drawings to explain or clarify

● Allowing students to correct errors ● Allowing products to demonstrate learning


● Modifying tests to reflect selected objectives ● Reducing the number of answer choices on

multiple choice tests ● Allowing the use of note cards or open-book

during testing ● Utilizing graphic organizers ● Providing visual aids ● Strategic grouping

Advanced At Risk of Failure

● Modify activities/assignments/projects/ assessments

● Small group and individual enrichment ● Multiple intelligence options ● Multiple or higher level texts on any given

subject ● Provide options for alternative activities/

assignments/projects/ assessments ● Bloom’s Taxonomy -Stress higher ordering

thinking skills

● Positive Reinforcement ● Adjust time for completion of assignments ● Preferential seating ● Individual or small group instruction ● Emphasize critical information/key concepts ● Pre-teach vocabulary ● Provide visual aids ● Adjust level of assignment ● Provide directions in multiple ways (Read to

student, show examples, provide reference

https://www.flocabulary.com/topics/world-history/

https://www.brainpop.com/socialstudies/worldhistory/agriculturalrevolution/

https://www.wida.us/standards/CAN_DOs/



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● Flexible grouping ● Independent projects

sheet) ● Frequent checks for understanding

Interdisciplinary Connections

Archaeology

Fossils

Prehistory

BCE/CE BC/AD

Stone Age Boy by Satoshi Kitamura

Sustainability

How did the Agricultural Revolutions contribute to population growth and specialized labor?

In small groups design a village/town, explaining what roles and responsibilities individuals would have to

have to be able to sustain the population.

Unit 2: Ancient River Valley Civilizations Part A: Mesopotamia

Part B: Egypt

Part C: Ancient India

Part D: Ancient China

Unit Summary: ● Early river valley civilizations (e.g., Mesopotamia, Egypt, Indus River, and, later, Yellow River Valley

in China) developed due to favorable geography.

● Phic conditions. They created centralized systems of government and advanced societies.







6.2.8. A.2.a- Explain how/why different early river valley civilizations developed similar forms of

government and legal structures.

6.2.8. A.2.b- Determine the role of slavery in the economic and social structures of early river valley

civilizations.


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 early river valley civilizations.

6.2.8. B.2.b- Compare and contrast physical and political maps of early 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.



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Economics, Innovations, 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 early river valley civilizations.

History, Culture and Perspectives

6.2.8. D.2.a- Analyze the impact of religion on daily life, government, and culture in various early river

valley civilizations.

6.2.8. D.2.b- Explain how the development of written language transformed all aspects of life in early

river valley civilizations.

6.2.8. D.2.c- Analyze the factors that led to the rise and fall of various early river valley civilizations

and determine whether there was a common pattern of growth and decline.

6.2.8. D.2.d- Evaluate the importance and enduring legacy of the major achievements of the early

river valley civilizations over time.

Part A: Mesopotamian Enduring Understandings ● Geography, People, and the Environment

○ Mesopotamia literally means “The Land Between the River,” referring to the Tigris and

Euphrates.

○ The first civilizations started in the Fertile Crescent, where Annual River flooding produced

rich soil, leading to abundant crops.

○ Flat land made the conquering of territory east, causing many different civilizations to emerge.

● Government, Civics, and Human Rights

○ Politically independent City-States began to form, which had their own governments, religions,

and social classes.

● Economics, Innovations, and Technology

○ Specialized labor lead to advancements in technology, architecture, agricultural, warfare, and

travel/trade.

● History, Culture and Perspectives

○ Cuneiform was the first known form of writing, used to keep records and write down stories.

○ Hammurabi’s code were the first written laws in history.

Key Vocabulary- Drought City-State Cuneiform Mesopotamia

Fertile Crescent Ziggurat Scribe Irrigation

Silt Polytheism Hammurabi's Law Code

BIG QUESTION- How did the geography of Mesopotamia influence the development of early

civilizations?

Engage: Groups will make choices in “Village to City State Activity,” simulating the formation of the first

civilization, located in Mesopotamia.

Explore: Recreate a map of ancient Mesopotamia, labeling major geographical feature and locations.

Explain: Fill out a graphic organizer, highlighting key information on the geography of Mesopotamia.

Elaborate: Compete in “Where in the World” activities, showing what has been learned about the Geography

of Mesopotamia.

Evaluate: Completed “5 Themes of Geography” worksheet for Mesopotamia.

BIG QUESTION- What are the characteristics of a Mesopotamian city-state?



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Engage: https://drive.google.com/drive/u/0/folders/0B3BB_JqPmweIdXVJM1BFWjdHY0E

“Mesopotamia from Nomad to Farmers”

Explore: Create a chart, displaying the 7 characteristics of civilization.

Explain: Synthesize the characteristics of civilization, using own country, city, town, etc...

Elaborate: Research the deities of Mesopotamia, using collaborative conversation worksheet with a partner

for deeper analyzes.

Evaluate: Interpret artifacts, to identify certain deities and their importance to the Mesopotamians.

BIG QUESTION- How did Mesopotamia earn the title, “The Cradle of Civilization?”

Engage: http://tfx.grolier.com/video/node-33059/01001880

Explore: Complete graphic organizer, researching what made the Sumer, the first city-state, so great.

Explain: Create presentation on Sumerian achievements demonstrating their life challenges, inventions that

helped overcome those challenge, and how it sprang the civilization forward.

Elaborate: Groups compete against peers to become the conquering/winning city-state.

Evaluate: Analyze the different civilizations that emerged in the fertile crescent and debate which one was

the best.

BIG QUESTION- What is the enduring legacy of Mesopotamia?

Engage:https://drive.google.com/drive/u/0/folders/0B3BB_JqPmweIdXVJM1BFWjdHY0E

“Development of Written Language” and Worksheet

Explore: Research Hammurabi's Code; find a law that is interesting, a law that is disturbing, and a law that

similar to one in modern times, and a law that would seem strange in modern times.

Explain: Hammurabi's Code Fair or Not Fair writing activity.

Elaborate: Write name in cuneiform

Evaluate: Complete G.R.A.P.E.S worksheet for Mesopotamia.

Part B: Egypt Enduring Understandings ● Geography, People, and the Environment

○ Ancient Egypt formed along the Nile River, where predictable annual flooding deposited rich

soil for farming.

○ Egypt's geographical location, surrounded by desert and seas, made invasion difficult,

allowing the civilization to last for 3,000 years.


○ The Egyptians were ruled by pharaohs, who were considered Gods, with absolute power.

○ The Egyptians had a complex social structure with many a pyramid style class system.


○ Egyptian history is divided into three major time periods, different defining characteristics. The

Old Kingdom, the Middle Kingdom, and the New Kingdom.

■ The great pyramids were constructed during the Old Kingdom.

■ The “Golden Age” of Egypt took place during the Middle Kingdom.

■ The New Kingdom was considered a time of great expansion and cultural diffusion.

○ Egyptians used papyrus, to write their hieroglyphic language.


○ The Egyptians were polytheistic, with many important Gods.

○ The Egyptians ruled for 3000, influencing many other ancient civilizations.

https://drive.google.com/drive/u/0/folders/0B3BB_JqPmweIdXVJM1BFWjdHY0E

http://tfx.grolier.com/video/node-33059/01001880

https://drive.google.com/drive/u/0/folders/0B3BB_JqPmweIdXVJM1BFWjdHY0E



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Key Vocabulary- Pyramid Pharaoh Hieroglyphics Delta

Papyrus Kingdoms (Old, Middle and New) Mummification

Vizier Regent Lower/Upper Egypt

BIG QUESTION- How did the geography of Egypt influence how the civilization formed?

Engage: Take a “Field Trip to Egypt,” using Google Maps/Earth to make observations on specific locations.

Explore: Recreate a map of ancient Egypt, labeling major geographical feature and locations.

Explain: Fill out a graphic organizer, highlighting key information on the geography of Egypt.


of Egypt.

Evaluate: Completed “5 Themes of Geography” worksheet for Egypt.

BIG QUESTION- How did the social structure of ancient Egypt affect its people on a daily basis and

as a whole?

Engage: Participate in a simulation station activity, rotating to experience what daily life was like for the

different social classes in ancient Egypt.

Explore: Create a social pyramid, highlighting the major social classes/social structure of ancient Egypt.

Explain: Students will write a diary entry from the perspective of one of the social groups

Elaborate: Groups choose a major ruler/Pharaoh of Egypt to research their major contributions,

accomplishments, and achievements.

Evaluate: Present Pharaoh findings through choosing a movie trailer, speech, talk show, scrapbook, song,

poem, rap, or other suggested output.

BIG QUESTION- What advancements and revisions in technology did the Egyptians create, allowing

them to last as a civilization for more than 3000 years, longer than any other civilization before or to

date?

Engage: Video, “Unlocking the Great Pyramids”

https://drive.google.com/drive/folders/0B3BB_JqPmweIZHJxZGFXX3hkOTQ

Explore: In small groups, research the theories behind how the Great Pyramids of the Old Kingdom were

built.

Explain: Debate with other group on which theory is most probable.

Elaborate: Research and explain the characteristics of the three kingdoms of Egypt.

Evaluate: Place facts about the three Kingdom of Egypt into categories on a graphic organizer.

BIG QUESTION- What is the enduring legacy of Egypt?

Engage: Write name in hieroglyphics and decipher a secret message.

Explore: Research an assigned deity of Egypt, then create them a social media account.

Explain: Complete “Book of the Dead” graphic organizer, after watching a video about the soul's journey in

the afterlife and interpreting primary document excerpts from the Book of the Dead.

Elaborate: Participate in a Mummification simulation, following step-by-step directions to mummify a peer.

Evaluate: Complete G.R.A.P.E.S worksheet for ancient Egypt.

Part C: India Enduring Understandings ● Geography, People, and the Environment

○ India’s early civilizations were formed alongside the Indus River and Ganges River to take



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advantage of their fertile soil for farming.

○ India is considered a subcontinent, influenced by powerful seasonal monsoon winds.


○ The caste system, a social system that separates people based on their birth, was established

in ancient India and is still a huge part of modern Indian society today.

○ Hinduism was created through the cultural diffusion of Aryan beliefs and those of India’s

original settlers.


○ Harappa and Mohenjo-Daro, the oldest Indian civilizations, were laid out on grids implying

superior planning.

○ During the Golden Age, the Gupta Empire invented a printing on cloth technique, the decimal

system, the concept of zero, and established many types of schools.


○ Two out of the five major religions practiced today, Hinduism and Buddhism, were established

in India.

○ Culture and religion spread rapidly through missionaries, trade, and war.

Key Vocabulary- Monsoons Citadel Sanskrit Caste System

Subcontinent Reincarnation Karma Hinduism

Buddhism Rock Edicts Vedas

BIG QUESTION- How did the geography of India influence how the civilization formed?

Engage: http://www.teachertube.com/video/ancient-india-73126

Explore: Recreate a map of ancient India, labeling major geographical feature and locations.

Explain: Fill out a graphic organizer, highlighting key information on the geography of India.


of India.

Evaluate: Completed “5 Themes of Geography” worksheet for India.

BIG QUESTION- How did the social structure of ancient India affect its people on a daily basis and as

a whole?

Engage: Aryan Invasion reading.

Explore: Research the different castes using “Aryans and the Caste System” reading, and create a caste

system pyramid.

Explain: Organize the key concepts of Hinduism on a graphic organizer.

Elaborate: Modern day untouchables.

Evaluate: Small groups will play “Snakes and Ladders” game, then write how the game retaliated to the key

concepts of Hinduism.

BIG QUESTION- What advancements in economics and technology set ancient India apart from other

early civilizations?

Engage: https://www.youtube.com/watch?v=gN_ZH2mcinc

Explore: In small groups research the discovery of the ancient Indian cities of Moreno-Dara and Harappa.

Explain: Create an explanation of how the early civilizations of Moreno-Dara and Harappa are vastly different

from other ancient civilizations.

https://www.youtube.com/watch?v=gN_ZH2mcinc



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Elaborate: Given a list of information about the Maura and Gupta empires, fact check the information and

make corrections to false information.

Evaluate: Groups will participate in the station activity “What’s the Value,” rating the value of Grupta

accomplishments in modern society.

BIG QUESTION- What is the enduring legacy of ancient India?

Engage: The story of Buddha https://www.youtube.com/watch?v=_3gK4VO9roE

Explore: Research the the origins of Buddhism and their key values and practices.

Explain: Analyze primary documents to uncover how Buddhism and all major religions spread throughout the

world.

Elaborate: Compare and contrast the two major religions from India, Hinduism and Buddhism, using a

graphic organizer.

Evaluate: Complete G.R.A.P.E.S worksheet for ancient India.

Part D: China Enduring Understanding ● Geography, People, and the Environment

○ Huang River, nicknamed The Yellow River due to the Loess in the water, provided fertile soil

for farming.


○ China practiced “Dynastic Rule” as their form of government, with lasting contributions from

the Shang, Zhou, and Han dynasties.


○ The Great Wall of China was built to keep the Mongols out and is still considered a wonder of

the modern world.

○ The Silk Road united Eastern and Western culture for over 1,000 years across over 4,000

miles in Asia.


○ Confucianism and Taoism, were a mix of religion and philosophy established in China.

○ Culture and religion spread rapidly through missionaries, trade, and war.

Key Vocabulary- Confucianism Dynasty Emperor Famine

Ancestor Silk Road Loess Mandate of Heaven

Buddhism Homage

BIG QUESTION- How did the geography of China influence how the civilization formed?

Engage: Outer China vs. China Proper.

Explore: Recreate a map of ancient China, labeling major geographical feature and locations.

Explain: Fill out a graphic organizer, highlighting key information on the 4 key features of outer China

(Taklimakan Desert, Gobi Desert, Manchurian Plain, and Tibetan Plateau) and 3 rivers in China proper

(Huang He River, Yangtze River, and Pearl River).

Elaborate: Compete writing prompt recapping how the geography impacted the lives of the ancient Chinese.

Evaluate: Completed “5 Themes of Geography” worksheet for China.

BIG QUESTION- What was it like for different people to living under an ancient Chinese Empire?

Engage:



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Explore:

Explain:

Elaborate:

Evaluate:

BIG QUESTION- What advancements in economics and technology set ancient China apart from

other early civilizations?

Engage:

Explore:

Explain:

Elaborate:

Evaluate:

BIG QUESTION- What is the enduring legacy of ancient China?

Engage:

Explore:

Explain:

Elaborate: Using the Three Doctrines from ancient China (Confucianism, Taoism, and Buddhism), determine

how and why an individual from each would respond to the same set of problems.

Evaluate: Complete G.R.A.P.E.S worksheet for ancient China.

Modifications

ESL Special Ed





















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thinking skills ● Flexible grouping ● Independent projects


student, show examples, provide reference sheet)

● Frequent checks for understanding


City of Rainbows: A Tale from Ancient Sumer by Karen Foster

Mummies, Gods, and Pharaohs by Workman

Becoming Buddha: The Story of Siddhartha by Whitney Stewart

Sustainability

How were some River Valley Civilizations able to last for thousands of years while others were constantly

rising and falling?

Using the River Valley Civilizations, explain what you think their most sustainable practice was and imagining

you were a ruler of the civilization, an idea for improvement.

Unit 3:The Classical Civilizations of Mediterranean World Part A: Ancient Greece Part B: Ancient Rome

Unit Summary: ● 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.







6.2.8. A.3.a- Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic



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structures) used by the rulers of Rome, China, and India to control and unify their expanding empires.

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.

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.

6.2.8. A.3.d- Compare the status (i.e., political, economic, and social) of groups in the Ancient World

to those of people today and evaluate how individuals perceived the principles of liberty and equality

then and now.

6.2.8. A.3.e- Compare and contrast the American legal system with the legal systems of classical

civilizations, and determine the extent to which these early systems influenced our current legal

system.


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. 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 decline.

Economics, Innovations, and Technology 6.2.8. C.3.a- Analyze the impact of expanding land and sea trade routes as well as a uniform system of exchange in the Mediterranean World and Asia. 6.2.8.C.3.b- 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.

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. 6.2.8. D.3.b Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han China. 6.2.8. D.3.c- Evaluate the importance and enduring legacy of the major achievements of Greece, Rome, India, and China over time. 6.2.8. D.c.d- Compare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of globalization. 6.2.8. D.3.e- Determine the extent to which religion, economic issues, and conflict shaped the values and decisions of the classical civilizations.

Part A: Ancient Greece Enduring Understandings ● Geography, People, and the Environment

○ Greece was made up of islands and peninsulas, which made travel difficult.

○ Greek city-states developed independently from one another, only joining together during

times of war.


○ The Greeks practiced multiple forms of government; Tyranny, Monarchy, Oligarchy, and

Democracy.

○ Independent city-states had different philosophies on human rights, most contrasting Sparta

and Athens.


○ Due to the lack of natural resources, the Greeks became leaders in Mediterranean sailing and



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trade.

○ “Alexander the Great” spread Greek culture over Persia, Egypt, and lands beyond the Indus

River.


○ Philosophy and the arts were a major part of Greek culture.

○ Mythology was used to warn the people about the Gods, explain natural events, for

entertainment, to teach lessons, and understand history.

Key Vocabulary- Peninsula Mythology Minoans Mycenaean’s

Olympic Games Philosophy Hellenistic Monarchy

Democracy Tyranny Oligarchy Acropolis

Agora Polis City-State Citizen

BIG QUESTION- How did the geography of ancient Greece influence how the civilization formed? Engage: “Lay of the Land” investigative packet. Explore: Recreate a map of ancient Greece, labeling major geographical feature and locations. Explain: Fill out a graphic organizer, highlighting key information on the geography of Greece. Elaborate: Compete in “Where in the World” activities, showing what has been learned about the Geography of Greece. Evaluate: Completed “5 Themes of Geography” worksheet for Greece. BIG QUESTION- What were the similarities and differences of the ancient Greek City-States? Engage: Historic Wife Swap Video: http://www.schooltube.com/video/f8836a3434a31a97579b/HORRIBLE%20HISTORIES%20-%20Wife%20Swap:%20Spartans%20and%20Athenians Explore: Research the differences between Athens and Sparta in terms of government, values, economics, and social structure. Explain: Writing activity: Would you rather live in Athens or Sparta? Compare/contrast two of the four categories researched. Elaborate: “Greek Government Myth busters” activity. Bust 6 myths surrounding the different governments practiced in ancient Greece. Evaluate: Complete a graphic organizer comparing the four major forms of government practiced in ancient Greece. BIG QUESTION- What advancements in economics and technology set the Greeks apart from other early civilizations? Engage: “Ancient Greece” Flocabulary video- https://www.flocabulary.com/unit/ancient-greece/ Explore: Station activity about the accomplishments during the “Golden Age” of Greece. Small groups will complete a graphic organizer on architecture, science, theater, sports, philosophers, and inventions. Explain: Choose two elements of Greek culture and describe their impact on modern society. Elaborate: Read statements about Alexander III of Macedon and then decide if he was actually that “Great.” Evaluate: Choose 3 activities to complete from tic-tac-toe “The Legacy of Ancient Greece”. BIG QUESTION- What is the enduring legacy of ancient Greek civilization? Engage: Read “Theseus and the Minotaur” Story. Explore: Research artifacts to make connections to the mythological story about the Minotaur. Explain: Use artifacts to make predictions about the early Greek civilization, the Mycenaean’s. Elaborate: Research a myth or God and create a fact vs. fiction or wanted poster. Evaluate: Complete G.R.A.P.E.S worksheet for ancient Greece.

https://www.flocabulary.com/unit/ancient-greece/



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Part B: Ancient Rome Enduring Understandings ● Geography, People, and the Environment

○ The Roman Empire was the largest ever seen in the ancient world, where many different

cultures were accepted.

○ The geography of Rome allowed for them to unite, with the fresh water from rivers they could

grow their own food (be independent). They also could travel easily, being a peninsula on the

Mediterranean.


○ There were two major social groups in ancient Rome: The Patricians and Plebeians.

○ American government is based on and structured the same as the Roman Republic

○ Roman government transformed from a republic to an empire after the dramatic death of

Julius Caesar.


○ The Romans developed many new techniques for buildings and construction of all types

including concrete, roads, arches, and aqueducts


○ Mythology played a huge role, specifically the story of Romulus and Remus, in establishing

the Romans as a civilization.

○ The rise and fall of the empires result from many factors, including religion and economics.

Key Vocabulary- Republic Empire Senate Triumvirate

Christianity Aqueducts Persecute Martyr

Mercenary

BIG QUESTION- How did the geography of ancient Rome influence how the civilization formed? Engage: Readers theater about the origin story of Rome, “Romulus and Remus.” Explore: Recreate a map of ancient Rome, labeling major geographical feature and locations. Explain: Fill out a graphic organizer, highlighting key information on the geography of Rome. Elaborate: Compete in “Where in the World” activities, showing what has been learned about the Geography of Rome. Evaluate: Completed “5 Themes of Geography” worksheet for Rome. BIG QUESTION- How did government in Rome evolve into a Democracy, then an Empire? Engage: Brian Pop “Roman Republic” https://www.brainpop.com/socialstudies/worldhistory/romanrepublic/ Explore: Research, collect data on “The Roman Struggle” differences Patricians vs Plebeians The Twelve Tables Explain: Daily Life Elaborate: Evaluate: BIG QUESTION- What advancements in economics and technology set the Romans apart from other early civilizations? Engage: Explore: Explain: Elaborate: Evaluate:



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BIG QUESTION- What is the enduring legacy of the ancient Romans? Engage: Roman Gods Explore: Explain: Elaborate: Evaluate: Complete G.R.A.P.E.S worksheet for Ancient Rome.

Modifications

ESL Special Ed























thinking skills ● Flexible grouping ● Independent projects


student, show examples, provide reference sheet)

● Frequent checks for understanding





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Mythical Illusions

Science vs Mythology

The Iliad Homer

Sustainability

The Classical Civilizations, at their peak, expanded through Europe, Asia, and Africa. How is it possible to

endure with that big of a population?

21st Century Skills

Unit Summary: ● Recognize the causes and effects of prejudice on individuals, groups, and society.

● Recognize the value of cultural diversity, as well as the potential for misunderstanding.

● Critically analyze media to assess different viewpoints and detect bias, opinion, and stereotypes.

Listen open-mindedly to views contrary to their own.

● Collaboratively develop and practice strategies for managing and resolving conflict.

● Demonstrate understanding of democratic values and processes.

● Recognize that the actions or inactions of individuals, groups, and nations can have intended and

unintended consequences.

● Challenge unfair viewpoints and behaviors by taking action.

● Make informed and reasoned decisions.

● Accept decisions that are made for the common good.

NJCCCS: 6.3. Active Citizenship in the 21st Century: All students will acquire the skills needed to be active,

informed citizens who value diversity and promote cultural understanding by working collaboratively to

address the challenges that are inherent in living in an interconnected world.


6.3.8. A.1- Deliberate on a public issue affecting an upcoming election, consider opposing

arguments, and develop a reasoned conclusion.

6.3.8. A.2- Participate in a real or simulated hearing to develop a legislative proposal that addresses

a public issue, and share it with an appropriate legislative body (e.g., school board, municipal or

county government, state legislature).

6.3.8.A.3- Collaborate with international students to deliberate about and address issues of gender

equality, child mortality, or education


6.3.8. B.1- Evaluate alternative land use proposals and make recommendations to the appropriate governmental agency regarding the best course of action.

Economics, Innovations, and Technology 6.3.8. C.1- Examine the perspectives of multiple stakeholders involved in the local budget process (e.g., obtaining information, discussing priorities).

History, Culture and Perspectives 6.3.8. D.1- Engage in simulated democratic processes (e.g., legislative hearings, judicial proceedings, elections) to understand how conflicting points of view are addressed in a democratic



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society.

intro: introduction to world geography and map skills...archaeology provides historical and...

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