1 | P a g e...Identify prime meridian, equator, and cardinal directions Identify location using latitude and longitude. Use a map to identify absolute and relative location. Mapping

1 | P a g e

6th

Grade Course Title: The Ancient World Month: September

Big Ideas/Enduring Understandings

Showing respect for others and acting responsibly are necessary to promote the common good.

Careful analysis of, and organization of information allows one to process concepts and become life-long learners.

Essential Questions

How do various social scientists influence and interpret clues from the past?

How is it possible for different social scientists to interpret an event differently?

PA Academic Standards PA Social Studies Standards Content Skills Assessment

CC.8.5.6-8.B.

Determine the central ideas or

information of a primary or secondary

source; provide an accurate summary

of the source distinct from prior

knowledge or opinions.

CC.8.5.6-8.C.

Identify key steps in a text’s

description of a process related to

history/social studies (e.g., how a

bill becomes law, how interest rates

are raised or lowered).

CC.8.5.6-8.D.

Determine the meaning of words and

phrases as they are used in a text,

including vocabulary specific to domains related to history/social

studies.

CC.8.5.6-8.G.

Integrate visual information (e.g., in

charts, graphs, photographs, videos, or

maps) with other information in print

and digital texts.

7.1.6A: Describe how common

geographic tools are used to organize

and interpret information about

people, places, and environment.

7.1.6.B: Describe and locate places and regions as defined by physical

and human features.

7.2.6.A: Describe the characteristics

of places and regions.

7.2.6.B: Describe the physical

processes that shape patterns on

Earth’s surface.

.

STUDENT “TRAINING”

BEFORE ENTERING

SPECIFIC CONTENT FOR

COURSE

* Classroom expectations – Establishing classroom

Rules and procedures

* Cooperative learning

procedures

- Cooperative learning roles

(Project Manager, Quality

Controller, Materials Master,

Quiet Captain, Giver, Chronos,

Scribe)

- Regular notebook or Interactive notebooks (purpose,

how it works, how it will be

graded)

Geography: * Geography Challenge

- Seven continents (North

America, South America,

Europe, Asia, Africa, Australia,

Antarctica)

- Five oceans (Atlantic, Pacific, Indian, Arctic,

Southern)

- Red Sea, Persian Gulf,

Mediterranean Sea, Caspian

Sea, Black Sea, Nile River,

Tigris River, Euphrates River.

Following verbal, visual, and

written directions.

Interacting respectfully with

peers.

Recording information/

homework in school agenda

book.

Identify prime meridian,

equator, and cardinal

directions

Identify location using

latitude and longitude.

Use a map to identify absolute and relative

location.

Mapping skills: Locate and

label seven continents,

oceans, major river systems,

and United States in relation

to the area of the world in

which this course will focus

on a world map.

- legends

- scale

- global grid

Available Options:

Reading Notes, “Sloppy

Notes”-bullet pointing,

Cornell Notes, etc.

Teacher Generated Chapter test which may include:

Definitions

Multiple choice

Short answer

Open-ended

questions

Map identification

Etc.

Writing Activities which may

include:

mnemonic devices

Short answers

Classroom discussions

Notebook (Interactive)

Informal observations of

classroom activities

2 | P a g e

6th

Grade Course Title: The Ancient World Month: September - October


CC.8.6.6-8.A.

Write arguments focused on

discipline-specific content.

Introduce claim(s) about a

topic or issue, acknowledge

and distinguish the

claim(s)from alternate or

opposing claims, and organize

the reasons and evidence

logically.

Support claim(s) with

logical reasoning and relevant,

accurate data and evidence

that demonstrate an

understanding of the topic or

text, using credible sources.

Use words, phrases, and

clauses to create cohesion and

clarify the relationships among

claim(s), counterclaims,

reasons, and evidence.

Establish and maintain a

formal style.

Provide a concluding

statement or section that

follows from and supports the

argument presented.

CC.8.6.6-8.C. Produce clear and coherent writing

in which the development,

organization, and style are

appropriate to task, purpose, and

audience.

5.3.6.A: Describe the responsibilities and

powers of the three branches of

government.

8.4.6.B: Identify and explain the

importance of historical documents,

artifacts, and sites which are critical to

world history

INVESTIGATING THE

PAST: CHAPTER 1

History Alive Lesson 1

Key Terms

* archeologists, historians,

geographers, artifact,

pre-historic, ritual, hominid

Types of Social Scientists

* archeologists

* historians

* geographers

Describe how social

scientists such as

archeologists, historians, and geographers investigate the

past: they ask questions,

study the evidence for clues,

and form hypotheses.

Use primary and secondary

sources (be able to

distinguish between primary

and secondary)

Students will make

observations about the lives of early hominids and

compare their ideas with

those offered by social

scientists.

Read, locate, and take notes

on pertinent information

from the History Alive

textbook.

Read, locate, and analyze

text for Constitution Day

Options Constitution Day

Teacher Generated Materials

Brain pop – Constitution or

Bill of rights

Political party worksheet

(During presidential election

year – Compare the

candidates)

3 | P a g e

6th

Grade Course Title: The Ancient World Month: October - November


Physical and cultural features of an area determine the distribution of people and resources.

Geographic tools and technologies can be used to acquire, process and record information.

Essential Questions (bulleted)

How do civilizations develop?

How and why do civilizations interact?

How does geography influence where people live?

How did the development of agriculture change daily life in the Neolithic Age?

How did geographic challenges lead to the rise of city-states in Mesopotamia?

Why do historians classify ancient Sumer as a civilization?


CC.8.5.6-8.B.

Determine the central ideas or information of a primary or

secondary source; provide an

accurate summary of the source

distinct from prior knowledge or

opinions.

CC.8.5.6-8.C.

Identify key steps in a text’s

description of a process related to

history/social studies (e.g., how a

bill becomes law, how interest rates are raised or lowered).

CC.8.5.6-8.D.

Determine the meaning of words

and phrases as they are used in a

text, including vocabulary specific

to domains related to history/social

studies.

GEOGRAPHY: CP 3, 4, 5

7.1.6.A: Describe how common

geographic tools are used to organize and

interpret information about people,

places, and environment.

7.1.6.B: Describe and locate places and

regions as defined by physical and human

features.

7.2.6.A: Describe the characteristics of

places and regions.

7.3.6.A: Describe the human

characteristics of places and regions using

the following criteria: Population, culture,

settlement, economic activity, political

activities

7.4.6.A: Describe and explain the effects

of the physical systems on people within

regions.

7.4.6.B: Describe and explain the effects of people on the physical systems within

regions.

8.1.6.A: Explain continuity and change

over time using sequential order and

context of events.

GEOGRAPHY: CP 3, 4, 5 * Fertile Crescent * Iraq, Iran, Saudi Arabia,

Afghanistan, Sumer and review

locations from previous month.

* Describe the crucial role the

Tigris and Euphrates rivers

played in the development of

the Mesopotamian civilization.

* The Tigris and Euphrates

rivers are part of the “Fertile Crescent” within which the

geographic conditions created a

suitable environment for the

Mesopotamian civilization to

develop. The periodic yet

unpredictable flooding of these

rivers deposited rich nutrients

and minerals in the soil leading

to high yields of crops. The use

of these waters to irrigate

expanded the amount of land

that could be farmed.

Geography: Locate and

label the area known as Mesopotamia / Fertile

Crescent on a map to help

explain the development of

ancient Mesopotamia.




textbook.

Reading Notes, Sloppy

Notes, or Cornell Notes

Teacher Generated Chapter

test which may include:

Definitions

Multiple choice

Short answer

Open-ended

questions

Map identification

Etc.

Writing Activities which may

include:

Acrostic Poems

mnemonic devices

cave paintings

TRANSFER TASK OPTION

ONE

Use the writing process including a prewrite, draft,

peer/teacher editing, and

revising.

4 | P a g e

6th




ONE

Write at least a five sentence

persuasive paragraph

explaining:

Which time period would you

prefer to live: Stone Age or

Modern Age?

Include a thesis sentence,

three reasons with details,

and a concluding sentence.

Classroom discussions

Notebook (Interactive)

Informal observations of

classroom activities

5 | P a g e

6th



CC8.6.6-8C Produce clear and

coherent writing in which the

development, organization, and style are appropriate to task,

purpose, and audience.

CC.8.6.6-8.D. With some guidance

and support from peers and adults,

develop and strengthen writing as

needed by planning, revising,

editing, rewriting, or trying a new

approach, focusing on how well

purpose and audience have been

addressed.

CC.8.6.6-8.I. Write routinely over

extended time frames (time for

reflection and revision) and shorter

time frames (a single sitting or a

day or two) for a range of

discipline-specific tasks, purposes,

and audiences.

6.1.6.A: Explain how limited resources

and unlimited wants cause scarcity.

6.1.6.B: Compare ways that people meet

their needs with how they meet their

wants. Describe how resources are

combined to produce different goods and

services.

6.4.6.A: Explain why people specialize

in the production of goods and services

and divide labor.

FROM HUNTERS AND

GATHERERS TO FARMERS:

CHAPTER 3

* Brain Pop – Agricultural

Revolution

* History Alive Lesson 3

Key Terms

Chapter 3 – Paleolithic, Neolithic, Stone Age,

domesticate, agriculture, trade,

ore.

* Hunter gatherer groups began

to settle on land that offered

abundance of food needed. As

they became more attached to

one place they began building

longer lasting homes, mortars

and bins as a means to store the surplus of food. These

permanent items furthered the

attachment to the land and made

movement both more difficult

and less desirable. They began

to learn more about their

environment, the habits of the

animals and the various uses for

indigenous plants. This

understanding led to the

domestication of plants and animals makes possible the

beginning of agriculture.

CH.3: Explain and

demonstrate understanding

of the key terms.

CH.3: Identify important

changes in the lives of

people during the Neolithic

Age.




textbook.

Available Options:


Notes”-bullet pointing, Cornell Notes, etc.



Definitions

Multiple choice

Short answer

Open-ended

questions

Map identification

Etc.

Completing a graphic

organizer (“The Blog” / Five

Features of a Civilization

chart).

OPTIONAL ACTIVITY

Writing for Understanding:

Explain how the

domestication of plants and

animals created a stable food supply and led to important

changes in shelter,

communities, jobs, and trade

6 | P a g e

6th



* Advantages of moving from a

hunter-gatherer to an agrarian

based civilization include surplus food supply, security,

permanence, specialized labor

and a growth of population. As

more food becomes available

the population grows. With

more members in the

population, individuals begin to

take on different roles and jobs.

THE RISE OF SUMERIAN

CITY-STATES: CHAPTER 4 * History Alive Lesson

- Food Shortages in the Hills

- Uncontrolled Water Supply

in the River Valley

- Difficulties in Building and

Maintaining a Complex

Irrigation System.

- Attacks by Neighboring

Communities

- From Small Farming

Villages to Large City-states

Key Terms Chapter 4 – Sumer, Sumerians,

Mesopotamia, levee, city-states,

irrigation system, reservoir,

dams, canals, ditches.

Key features of a city-state

(Ziggurat, system of protection

(wall and moat) shelter,

irrigation system (levee, canals,

dams, reservoir, river) and farmland outside the protection

system)

CH.4: Describe the

development of agricultural

techniques – such as

irrigation systems – and

other factors that led to the

emergence of city-states in

Mesopotamia.

CH.4: Identify how physical

setting contributed to the

development of city-states in Mesopotamia.

CH.4: List the key features

of a city-state.




textbook.

Available Options:



Cornell Notes, etc.



Definitions

Multiple choice

Short answer

Open-ended

questions

Map identification

Etc.


TWO

Conversational script:

7 | P a g e

6th

Grade Course Title: The Ancient World Month: November




artifacts, and sites which are critical to world history.

WAS ANCIENT SUMER A

CIVILIZATION? CP 5

Key Terms

Chapter 5 – culture, civilization,

technology, status, ziggarut,

chariot, scribe, arch, cuneiform,

pictograph.

Examples of the five

characteristics of civilization

found in Mesopotamia are:

Stable food supply

Specialization of labor

System of government

Social levels and

A highly developed culture including: Writing, Art, leisure,

literature, music, architecture,

religion, and technology.

CH.5: Define and provide

examples for each of the five

characteristics of a civilization specific to

Mesopotamia: Stable Food

Supply, System of

Government, Specialization

of Labor, Social Levels,

Highly Developed Culture.

CH.5: Analyze artifacts from

ancient Sumer and explain

how they are examples of

the various characteristics of

civilization.

Identify modern-day artifacts

that are examples of

characteristics of

civilization.




textbook.

Taking notes using a graphic

organizer – finding examples

to meet the characteristics of

a civilization.

Available Options:





Definitions

Multiple choice

Short answer

Open-ended

questions

Map identification

Etc.




chart).

8 | P a g e

6th

Grade Course Title: The Ancient World Month: December - January


Over time, societies developed five specific features of a civilization.

Historic knowledge is passed from generation to generation and continues to influence modern people.

Essential Questions:

What does it mean to live in a civilized society?

How have the experiences of ancient civilizations influenced the modern world?

How do the forces of conflict and cooperation among people influence the division and control of Earth’s resources?

What were the most important achievements of the Mesopotamian Empires?


CC.8.5.6-8.B Determine the

central ideas or information of a

primary or secondary source;

provide an accurate summary of the source distinct from prior



meaning of words and phrases as

they are used in a text, including

vocabulary specific to domains

related to history/social studies.

CC.8.5.6-8.D Integrate visual

information (e.g., in charts, graphs,

photographs, videos, or maps) with other information in print and

digital texts.

5.2.6.C: Describe the importance of

political leadership and public service.

6.2.6.G: Examine how various economic systems address the three basic questions

– What to produce? How? For whom?

6.4.6.A: Explain why people specialize

in the production of goods and services

and divide labor.




world history.

8.4.6.C: Explain how continuity and

change have impacted world history.

* Belief systems and religions

* Commerce and industry

* Technology

* Politics and government

* Physical and human geography

* Social organizations

EXPLORING FOUR

EMPIRES OF

MESOPOTAMIA: CP 6

Key terms * empire, stele, capital, tribute,

siege, aqueduct, bas- relief,

astronomy

Empires

* Akkadian, Babylonian,

Assyrian, Neo-Babylonian.

Leaders: Sargon I,

Hammurabi, and

Nebuchadnezzar

The interaction of the five

characteristics of a civilization

created a unified society. The

success of the culture fostered

the growth of populations, the

development of cities,

technological advancement,

trade, sense of identity and

security.

The continuing success of

Mesopotamian civilizations

resulted in population growth,

which required additional

resources (land, minerals,

power, influence, etc.).

CH.6: Identify the locations

of the early empires of the

Akkadians, Babylonians,

Assyrians, and Neo-Babylonians.

CH.6: Describe the major

achievements each Empire.

CH. 6: Research on-line

about the empire’s

achievement. Students will

locate at least two to three

additional facts about their

achievement to support why

it made their empire the most accomplished.

CH 6: Students will be able

to cite the source and include

it in their essay.

CH.6: Identify the

achievements of Sargon I,

Hammurabi, and

Nebuchadnezzar, including

the significance of Hammurabi's code.

PDE’s = (Pictionary)

Illustrated Dictionary Entries

Available Options: Reading Notes, “Sloppy


Cornell Notes, etc.



Definitions

Multiple choice

Short answer

Open-ended

questions

Map identification

Etc.

Student Notebooks

9 | P a g e

6th



CC.8.6.6-8.A Write arguments

focused on discipline-specific content.

•Introduce claim(s) about a

topic or issue, acknowledge and

distinguish the claim(s) from

alternate or opposing claims, and

organize the reasons and evidence

logically.

• Support claim(s) with logical

reasoning and relevant, accurate

data and evidence that demonstrate an understanding of the topic or

text, using credible sources.

• Use words, phrases, and

clauses to create cohesion and

clarify the relationships among

claim(s), counterclaims, reasons,

and evidence.

• Establish and maintain a

formal style.

• Provide a concluding

statement or section that follows

from and supports the argument

presented.

CC.8.6.6-8.C. Produce clear and

coherent writing in which the

development, organization, and

style are appropriate to task,


8.4.6.D: Examine patterns of conflict and

cooperation among groups and organizations that impacted the

development of the history of the world.

The need to secure additional

resources led to expansion.

When this expansion brought more than one culture into

contact with another, the

outcomes varied between

peaceful trade relationships and

forceful control over others.

The first empires evolved when

one nation conquered several

other nations.

The achievements of the

Mesopotamian Empires

(Akkadian, Babylonian, Assyrian, Neo-Babylonian)

includes the development of

writing, system of irrigation,

centralized government

(including a written code of

law), organized religion,

advances in literature (epic

poetry), architecture (the

ziggurat), astronomy (moon-

based calendar), mathematics

(place value in mathematics, 60-minute hour), and inventions

such as the wheel, the plow, the

sailboat, and bronze for stronger

tools and weapons)


on pertinent information from the History Alive

textbook. Taking notes

using a graphic organizer –

finding examples to meet the

characteristics of a

civilization.

Cite document referenced

Processing assignments Following the writing

process students will write a

persuasive essay – Which

empire accomplished the

most? (Cite document

referenced)

OR

Prove that Mesopotamia met

the criteria of a civilization.

(Cite document referenced)

Visual assessment –

classifying artifacts

Teacher generated chapter

tests

Continue to add to previous

graphic organizer (The Blog /

five features of a civilization

chart).

10 | P a g e

6th



CC.8.6.6-8.D. With some

guidance and support from peers

and adults, develop and strengthen writing as needed by planning,

revising, editing, rewriting, or

trying a new approach, focusing on

how well purpose and audience

have been addressed.

CC.8.6.6-8.H Draw evidence

from informational texts to support

analysis reflection, and research

CC.8.6.6-8.I. Write routinely

over extended time frames (time for reflection and revision) and

shorter time frames (a single sitting

or a day or two) for a range of


and audiences.

Midterm Assessment

Geography Map Elements

Investigating The Past thru

Mesopotamia

11 | P a g e

6th

Grade Course Title: The Ancient World Month: January – February


Over time, societies developed five specific features of a civilization.

Historic knowledge is passed from generation to generation and continues to influence modern people.

Essential Questions

What does it mean to live in a civilized society?


How do the forces of conflict and cooperation among people influence the division and control of Earth’s resources?

How did geography affect early settlement in Egypt?

What did the pharaohs Egypt accomplish and how did they do it?

How did social class affect daily life in ancient Egypt?


CC.8.5.6-8.B. Determine the


primary or secondary source; provide an accurate summary of

the source distinct from prior


CC.8.5.6-8.C. Identify key steps

in a text’s description of a process

related to history/social studies

(e.g., how a bill becomes law, how

interest rates are raised or

lowered).


meaning of words and phrases as






photographs, videos, or maps) with

other information in print and

digital texts.


geographic tools are used to organize and interpret information about people,




features.


places and regions.

7.4.6.A: Describe and explain the effects of the physical systems on people within

regions.

GEOGRAPHY AND EARLY

SETTLEMENT OF EGYPT:

CHAPTER 7

Key Terms

* environmental factors

* topography

* vegetation

* delta

* fertilization

* papyrus

* nomad

Map of ancient Egypt

Geography Challenge

* Lybian desert, Nubian

desert, Arabian desert, review of

Nile river, Mediterranean sea,

Red Sea.

* History Alive chapter 7

Lesson for Egypt only (do

not do Cannan.)

CH.7: Identify the physical

geography, including major river system of ancient

Egypt.

CH.7: Identify locations of

human settlement in the

area.

CH.7: Describe how

environmental factors

affected permanent

settlement and the early civilizations in these regions.




textbook.

Available Options:

Reading Notes, “Sloppy Notes”-bullet pointing,

Cornell Notes, etc.



Definitions

Multiple choice

Short answer

Open-ended

questions

Map identification

Etc.

Debriefing Activity

History Alive Processing

Assignment for chapter 7




chart).

12 | P a g e

6th

Grade Course Title: The Ancient World Month: January – February



coherent writing in which the development, organization, and





context of events.



6.3.6.A: Examine government's role in

providing public goods and services.




world history

THE ANCIENT EGYPTIAN

PHARAOHS: CHAPTER 8 * History Alive Lesson 8

Focus on: Pharaoh Khufu

Pharaoh Senusret I, Pharaoh

Hatshepsut, Pharaoh Ramses I.

Key Terms:

* Pharaohs

* pyramid

CH.8: Writing for

Understanding: Students

will take a trip down the Nile River on a felucca, or

Egyptian sailboat and

analyze the role and major

accomplishments of the

Egyptian pharaohs.

CH.8: Stations: Each

student will visit a

"monument" (station) built

by the pharaoh. Students

will read station directions,

discuss questions being asked at each station,

complete a task at each

station, and record

information on a set of

reading notes.

Available Options:





Definitions

Multiple choice

Short answer

Open-ended

questions

Map identification

Etc.

Postcards /Letter to friend

about your felucca tour of

ancient Egyptian monuments

Continue completing

previous graphic organizer

for Egypt. (“The Blog” / Five


chart).

13 | P a g e

6th

Grade Course Title: The Ancient World Month: February – March


CC.8.6.6-8.B Write

informative/explanatory

texts, including the narration

of historical events, scientific

procedures/ experiments, or

technical processes.

* Introduce a topic clearly,

previewing what is to follow;

organize ideas, concepts, and

information into broader

categories as appropriate to

achieving purpose; include

formatting (e.g., headings),

graphics (e.g., charts, tables),

and multimedia when useful

to aiding comprehension.

* Develop the topic with

relevant, well-chosen facts,

definitions, concrete details,

quotations, or other

information and examples.

* Use appropriate and varied

transitions to create cohesion

and 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 and objective

tone.

* Provide a concluding statement or section that follows from and

supports the information or

explanation presented.

8.4.6.A: Explain the social, political,

cultural, and economic contributions of

individuals and groups to world history.




world history.





* Technology

* Politics and government * Physical and human geography



cooperation among groups and

organizations that impacted the


DAILY LIFE IN ANCIENT

EGYPT: CHAPTER 9

News broadcast (materials attached)

Focus on Social classes of

Egypt: Government officials,

priests, scribes, artisans, and

peasants.

Key Terms:

* social class

* social pyramid

* artisan

* peasant * vizier

* alliance

* embalm

* sarcophagus

* hieroglyph

* census

* famine

CH.9: Provide examples for

each of the five

characteristics of a civilization specific to

Egypt: Stable Food Supply,

System of Government,

Specialization of Labor,

Social Levels, Highly

Developed Culture.

CH.9: Explain the social

pyramid of ancient Egyptian

society.

CH.9: Bring to life a typical scene from the daily life of a

social class in ancient Egypt.

CH.9: Identify key aspects

of daily life of various social

classes in ancient Egyptian

society.

CH. 9: Students will

research to add more to their

social level to help prepare for their performance.




textbook.

Available Options:





Definitions

Multiple choice

Short answer

Open-ended

questions

Map identification

Etc.

Newscast performance

assessment: Students are

given a specific Egyptian

social level where they will

produce a news broadcast

OR

Students are given a specific Egyptian social level whey

they will create an original

play presenting the daily life

within the social level.

14 | P a g e

6th

Grade Course Title: The Ancient World Month: February – March


CC.8.6.6-8.D. With some guidance

and support from peers and adults,

develop and strengthen writing as needed by planning, revising,

editing, rewriting, or trying a new

approach, focusing on how well

purpose and audience have been

addressed.

CC.8.6.6-8.E. Use technology,

including the Internet, to produce

and publish writing and present the

relationships between information

and ideas clearly and efficiently.







and audiences.

15 | P a g e

6th

Grade Course Title: The Ancient World Month: March


Cultures evolved and continue to evolve with interaction with other cultures.

Cultures evolved and continue to evolve within the specific constraints of the geographic conditions present.

The development and diffusion of a culture occurs when societies share cultural traits.

Essential Questions

How does geography influence the settlement and way of life in ancient Greece?

How could daily life differ between different regions with the same civilization – Athens and Sparta?

How did democracy develop in ancient Greece?



CC.8.5.6-8.B. Determine the


primary or secondary source; provide an accurate summary of

the source distinct from prior


CC.8.5.6-8.C. Identify key steps

in a text’s description of a process

related to history/social studies

(e.g., how a bill becomes law, how

interest rates are raised or

lowered).

CC.8.5.6-8.B Determine the meaning of words and phrases as




6.1.6.A: Explain how limited resources

and unlimited wants cause scarcity.

6.2.6.G: Examine how various economic

systems address the three basic questions

– What to produce? How? For whom?

6.3.6.D: Explain the benefits of

international trade.


geographic tools are used to organize and

interpret information about people,




features.


places and regions.

NEW "FIVE FEATURES"

SHEET SHOULD BE GIVEN

FOR GREECE UNIT.

GEOGRAPHY AND THE

SETTLEMENT OF

ANCIENT GREECE: CP 25

* The geography of Greece as a

mountainous peninsula

influenced the development of

every aspect of Greek

civilization…

Map of Greece

(Mediterranean / Asia) * Geography Challenge

- Crete, Greece, Aegean Sea,

Ionian Sea, Adriatic Sea, Mt.

Olympus, Peloponnesus review

Mediterranean Sea, peninsula,

and all areas covered thus far.

Key Terms:

* Isolated communities,

colonies, trade, settlement,

shelter ,colonist, merchant, plains, costal settlements,

isthmus

CH.25: Identify key

physiographic features of

ancient Greece and describe the connection between

geography and the

development of colonization

and city-states in the region

of the Aegean Sea.

CH.25: Explain how

rivalries among Greek city-

states over control of

farmland often led to wars.

CH.25: Describe the patterns of trade and commerce

among Greek city-states and

within the wider

Mediterranean region.




textbook.

Available Options:





Definitions

Multiple choice

Short answer

Open-ended

questions

Map identification

Etc.

Processing Assignment 25

Explain how the geography

of Greece influenced their

settlement and culture.

* PSSA’s

Find examples of five

features of ancient Greece

and add to a graphic organizer. (“The Blog” / Five


chart).

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6th

Grade Course Title: The Ancient World Month: March




photographs, videos, or maps) with other information in print and

digital texts.

CC.8.5.6-8.J. By the end of grade

8, read and comprehend

history/social studies texts in the

grades 6–8 text complexity band

independently and proficiently.


coherent writing in which the development, organization, and









and audiences.

7.4.6.A: Describe and explain the effects

of the physical systems on people within

regions.

7.4.6.B: Describe and explain the effects

of people on the physical systems within

regions.



context of events.

Examples of the five

characteristics of civilization

found in Greek civilization are:

For their stable food supply

they grew grapes and olives

fished and became

excellent sea traders.

For their system of

government they had

independent city-states each

with its own governmental

system. (Such as,

monarchy, oligarchy,

tyranny, democracy).

For their specialization of labor, they had an extensive

variety of trades and

professions.

For their social levels, they

had rulers, aristocrats,

citizens, metics and slaves.

For their highly developed

culture, they had the

Parthenon, the Iliad and the

Odyssey, drama

competitions, religious festivals…

(This is only a sampling of the

many examples to be found in

the text.)

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6th

Grade Course Title: The Ancient World Month: April


5.2.6.D: Explain why participation in

government and civic life is important





* Technology

* Politics and government

* Physical and human geography


THE RISE OF

DEMOCRACY: CP 26

* Brain Pop - Democracy

Key Terms:

* monarch (monarchy),

aristocrat, oligarch (oligarchy),

tyrant (tyranny), citizen,

assembly, democracy

Rise of Democracy: Athenian

government developed through

the stages of monarchy,

oligarchy, tyranny, and

democracy.

For their system of government

they had independent city-states

each with its own governmental

systems.

CH.26: Trace the transition

from tyranny and oligarchy

to early democratic forms of government and back to

dictatorship in ancient

Greece.

CH.26: Explain the reasons

for the failure of monarchy,

oligarchy, and tyranny in

ancient Greece.

CH.26: State the key

differences between

Athenian, or direct democracy and

representative democracy.




textbook.

Available Options:





Definitions

Multiple choice

Short answer

Open-ended

questions

Map identification

Etc.

Complete a Venn Diagram

comparing and contrasting

the United States Democracy

with Athenian Democracy.

Processing Assignment 26 -

Explain the reasons for the

failure of monarchy,

oligarchy, and tyranny in ancient Greece.

Continue to find examples of

five features of ancient

Greece and add to a graphic

organizer. (“The Blog” / Five


chart).

18 | P a g e

6th

Grade Course Title: The Ancient World Month: April


5.1.6.B: Compare and contrast a direct

democracy with a republican form of

government.

5.2.6.A: Compare and contrast rights and

responsibilities of citizenship in the

community, state, and nation.

5.2.6.B: Explain how citizens resolve

conflicts in society and government.

5.2.6.D: Explain why participation in

government and civic life is important.

6.4.6.B: Explain how trade affects standards of living.





7.3.6.A: Describe the human

characteristics of places and regions using

the following criteria: Population, culture,

settlement, economic activity, political activities

LIFE IN TWO CITY-

STATES: ATHENS AND

SPARTA – CHAPTER 27 * History Alive Lesson 27

Key Terms:

* Peloponnesus

* agora

* priestess

* perioikoi

* helots

Athens and Sparta were both

powerful Greek city-states,

which shared the heritage of Greek culture. These similarities

allowed the Greeks to unite in

their opposition to and defeat of

the Persians… Athens and

Sparta were very different

societies in their government,

economy, education, social

relationships, child rearing

practices, etc… These

differences resulted from the

contrast between the narrow militaristic culture of the

Spartans and the more broadly

philosophical, democratic

culture of the Athenians… these

differences eventually lead to

the Peloponnesian War…

CH.27: Describe Athenian

and Spartan government,

economy, education, and treatment of women and

slaves.

CH.27: Compare and

contrast life in Athens and

Sparta.

CH.27: Describe the artistic

achievements of Athens in

architecture, sculpture, and

drama.

CH.27: Interpret

philosophical statements of

Socrates.

CH.27: Provide examples for

each of the five

characteristics of a

civilization specific to

Greece.

Read, locate, and take notes on pertinent information


textbook.

Available Options:



Cornell Notes, etc.



Definitions

Multiple choice

Short answer

Open-ended

questions

Map identification

Etc.

TRANSFER TASK II:

OPTION ONE

Essay

Write a paragraph explaining

which city-state the student

would prefer to live in.

Include two of the four topics

covered in the chapter

(economy, education,

government, and the treatment of women and

slave), comparing and

contrasting Athens and

Sparta. In your paragraph,

you must support your

position with information

about each city (minimum of

three facts).


five features of ancient Greece and add to a graphic



chart).

19 | P a g e

6th

Grade Course Title: The Ancient World Month: May – June


5.4.6.B: Explain the difference between

allies and adversaries





FIGHTING THE PERSIAN

WARS:

Chapter 28 and 30 (Optional)

Key Terms 28:

* cavalry

* Hellenspont

Key Terms 30: (Optional)

* ally

* appoint

As the Greek city-states grew

larger and more successful, they

experienced the need for more land and resources. This brought

them into conflict with one

another in the limited geography

of the Greek peninsula… Larger

and more successful Greek city-

states became targets for the

expanding Persian empire in the

east and the Macedonians in the

north… After Alexander

conquers Greece he spreads

Greek culture throughout his Empire. Explain the techniques

that Alexander used to

consolidate and expand the

influence of Greek civilization.

CH.28: Outlining the

founding, expansion, and

political organization of the Persian Empire.

CH.28: Explain the causes of

the Persian wars.

CH.28: Understand the roles

of Athens and Sparta in the

Persian wars.

CH.28: Describe the results

of the Persian wars.

CH.28: Summarize key

battles of the wars in a

dramatic presentation.

OPTIONAL

CH.30: explain the roles of

Athens and Sparta in the

Peloponnesian War.

CH.30: speculate about the

chances for success of Philip's and Alexander's war

plans as they trace the

development of each.

CH.30: describe and

speculate about the chances

of success of Alexander's

plan to unite his empire

including his plans to spread

Greek culture eastward.

Read, locate, and take notes on pertinent information


textbook.

Available Options:



Cornell Notes, etc.



Definitions

Multiple choice

Short answer

Open-ended

questions

Map identification

Etc.

Visual Discovery: students

analyze images of a war

council, Marathon,

Thermopylae, and Salamis.

They then use visual details

in the images, and

information from their books

and a student handout, to

create a scene for a short play

that might include the

background of each battle,

key personalities, and the results of each battle.

Processing assignment 28

Chapter test 28 (Ch. 30

Optional)




organizer. (The Blog / five features of a civilization

chart).

20 | P a g e

6th








world history.

THE GOLDEN AGE OF

ATHENS: CHAPTER 29

* History Alive Lesson 29

Key Terms:

* acropolis

* Parthenon

* myth

* architecture

* sculpture

* drama

* philosophy

* Metope

* Doric

* Ionic * Corinthian

Greek contributions: medicine,

mathematics, sciences,

architecture, entertainment, and

sports

Option: Greek Mythology

Religion in ancient Greece

Creation myth

Olympian Gods

Recognize Greek

contributions to modern

language and literature.

Describe the contributions of

important Greek figures in

medicine, mathematics, and

the sciences.

Identify political practices of

our democracy that came

from the Greeks.

Describe architectural

features of modern buildings that can be traced to the

Greeks.

Contributions to modern

entertainment and sports.




textbook.

Available Options:





Definitions

Multiple choice

Short answer

Open-ended

questions

Map identification

Etc.

TRANSFER TASK II

OPTION TWO

Scrapbook: Travels in

Athens





Features of a Civilization chart).

Teacher generated test

21 | P a g e

6th



8.4.6.A: Explain the social, political,

cultural, and economic contributions of individuals and groups to world history.




world history.

THE LEGACY OF

ANCIENT GREECE: CP 31

The achievements and lasting

influence of the Greeks are

democracy and the value of the

individual, philosophy, classical

architecture, comedies and

tragedies

Key Terms:

* geometry

* contributions

* longitude

* latitude * Pentathlon

* pediment

* frieze

* metope

CH.31: recognize Greek


language and literature.

CH.31: describe the

contributions of important

Greek figures in medicine,

mathematics, and the

sciences.

CH.31: identify political

practices of our democracy

that came from the Greeks.

CH.31: describe architectural features of

modern buildings that can be

traced to the Greeks.

CH.31: recognize Greek


entertainment and sports.



from the History Alive textbook.

Available Options:



Cornell Notes, etc.



Definitions

Multiple choice

Short answer

Open-ended

questions

Map identification

Etc.

Students match 11

descriptions of modern arts,

government, entertainment,

and scientific beliefs and

practices with images

showing the Greek

achievements that made these

modern aspects of our lives

possible. After matching

each image, they read about

additional Greek

contributions in the respective fields. Finally,

students apply their

knowledge in a Processing

assignment.

Complete graphic organizer

detailing the five features of

ancient Greece. (“The Blog” /

Five Features of a

Civilization chart).

Documents

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