6th Course Title: The Ancient World · 6th Grade Course Title: The Ancient World Month: September . Big Ideas/Enduring Understandings • Showing respect for others and acting responsibly

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?

Common Core Standards PA Standards Content Skills Assessment

RH.6-8.2. 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. RH.6-8.3. 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). RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.7. 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.

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

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6th Grade Course Title: The Ancient World Month: September

Common Core Standards PA Standards Content Skills Assessment WHST.6-8.1. 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. WHST.6-8.4. 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 Preamble – meaning What gives you the right – Bill of rights – Socratic seminar using supreme court cases Brain pop – Constitution or Bill of rights Political party worksheet (During election year – Compare the candidates)

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6th Grade Course Title: The Ancient World Month: Sept. and Oct. Big Ideas/Enduring Understandings

• 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?


RH.6-8.2. 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. RH.6-8.3. 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). RH.6-8.4. 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.http://www.pdesas.org/Standard/StandardDetail/23473?standardID= 7.1.6.B: Describe and locate places and regions as defined by physical and human features.http://www.pdesas.org/Standard/StandardDetail/23485?standardID= 7.2.6.A: Describe the characteristics of places and regions .http://www.pdesas.org/Standard/StandardDetail/23491?standardID= 7.3.6.A: Describe the human characteristics of places and regions using the following criteria: Population, culture, settlement, economic activity, political activities

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. Read, locate, and take notes on pertinent information from the History Alive textbook.

Reading Notes, Sloppy Notes, or Cornell Notes Teacher Generated Chapter test which may include:



Writing Activities which may include:

• Acrostic Poems • mnemonic devices • cave paintings

TRANSFER TASK OPTION ONE Use the writing process including a pre-write, draft, peer/teacher editing, and revising.

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http://www.pdesas.org/Standard/StandardDetail/23473?standardID=








6th Grade Course Title: The Ancient World Month: Sept. and Oct. Big Ideas/Enduring Understandings

• 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?


7.4.6.A: Describe and explain the effects of the physical systems on people within regions. http://www.pdesas.org/Standard/StandardDetail/23521?standardID= 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.

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6th Grade Course Title: The Ancient World Month: Sept. and Oct.


TRANSFER TASK OPTION ONE Write at least a five sentence persuasive paragraph explaining: Which time period would you prefer to live Paleolithic or Neolithic? Include a topic sentence, three reasons with details, and a concluding sentence. (See SharePoint) Classroom discussions Notebook (Interactive) Informal observations of classroom activities

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http://nsd-web/socialstudies/Shared%20Documents/Forms/AllItems.aspx?RootFolder=%2fsocialstudies%2fShared%20Documents%2f06th%20Grade&View=%7bAD9D6BBF-EB03-4FF0-8F11-D03D1CE29A8B%7d


Common Core Standards PA Standards Content Skills Assessment WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.10. 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. Read, locate, and take notes on pertinent information from the History Alive textbook.




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

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* 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. Read, locate, and take notes on pertinent information from the History Alive textbook.




TRANSFER TASK OPTION TWO Conversational script: (See SharePoint)

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8.4.6.B: Identify and explain the importance of historical documents, 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. Read, locate, and take notes on pertinent information from the History Alive textbook. Taking notes using a graphic organizer – finding examples to meet the characteristics of a civilization.




Completing a graphic organizer (The Blog / five features of a civilization chart).

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6th Grade Course Title: The Ancient World Month: Oct. & Nov. Big Ideas/Enduring Understandings

• 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? Common Core Standards PA Standards Content Skills Assessment

RH.6-8.2. 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. RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.7. 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. 8.4.6.B: Identify and explain the importance of historical documents, artifacts, and sites which are critical to 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 Notes”-bullet pointing, Cornell Notes, etc. Teacher Generated Chapter test which may include:



Student Notebooks

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6th Grade Course Title: The Ancient World Month: Oct. & Nov. Common Core Standards PA Standards Content Skills Assessment

WHST.6-8.1. 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. WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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)

Read, locate, and take notes 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).

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6th Grade Course Title: The Ancient World Month: Oct. & Nov.


WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research WHST.6-8.10. 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.

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6th Grade Course Title: The Ancient World Month: Nov. – Jan Big Ideas/Enduring Understandings

• 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?


RH.6-8.2. 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. RH.6-8.3. 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). RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

7.1.6.A: Describe how common geographic tools are used to organize and interpret information about people, places, and environment.http://www.pdesas.org/Standard/StandardDetail/23473?standardID= 7.1.6.B: Describe and locate places and regions as defined by physical and human features.http://www.pdesas.org/Standard/StandardDetail/23485?standardID= 7.2.6.A: Describe the characteristics of places and regions.http://www.pdesas.org/Standard/StandardDetail/23491?standardID= 7.4.6.A: Describe and explain the effects of the physical systems on people within regions.http://www.pdesas.org/Standard/StandardDetail/23521?standardID=

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. Read, locate, and take notes on pertinent information from the History Alive textbook.




Debriefing Activity History Alive Processing Assignment for chapter 7 Completing a graphic organizer (The Blog / five features of a civilization chart).

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6th Grade Course Title: The Ancient World Month: Nov. – Jan

Common Core Standards PA Standards Content Skills Assessment WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

8.1.6.A: Explain continuity and change over time using sequential order and context of events. 5.2.6.C: Describe the importance of political leadership and public service. 6.3.6.A: Examine government's role in providing public goods and services. 8.4.6.B: Identify and explain the importance of historical documents, artifacts, and sites which are critical to 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.




Postcards, letter to friend about your felucca tour of ancient Egyptian monuments Continue completing previous graphic organizer for Egypt. (The Blog / five features of a civilization chart).

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Common Core Standards PA Standards Content Skills Assessment WHST.6-8.2. 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 state mentor 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. 8.4.6.B: Identify and explain the importance of historical documents, artifacts, and sites which are critical to 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 8.4.6.D: Examine patterns of conflict and cooperation among groups and organizations that impacted the development of the history of the world.

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. Read, locate, and take notes on pertinent information from the History Alive textbook.




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.

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WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. WHST.6-8.10. 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.

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6th Grade Course Title: The Ancient World Month: Feb –June Big Ideas/Enduring Understandings

• 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 development of civilizations? • How could daily life differ between different regions with the same civilization? • How have the experiences of ancient civilizations influenced the modern world? Common Core Standards PA Standards Content Skills Assessment

RH.6-8.2. 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. RH.6-8.3. 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). RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

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. 7.1.6.A: Describe how common geographic tools are used to organize and interpret information about people, places, and environment.http://www.pdesas.org/Standard/StandardDetail/23473?standardID= 7.1.6.B: Describe and locate places and regions as defined by physical and human features.http://www.pdesas.org/Standard/StandardDetail/23485?standardID= 7.2.6.A: Describe the characteristics of places and regions.http://www.pdesas.org/Standard/StandardDetail/23491?standardID= http://www.pdesas.org/Standard/StandardDetail/23521?standardID=

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. Read, locate, and take notes on pertinent information from the History Alive textbook.




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 features of a civilization chart).

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6th Grade Course Title: The Ancient World Month: Feb –June

Common Core Standards PA Standards Content Skills Assessment RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.10. 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.

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.

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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5.2.6.D: Explain why participation in government and civic life is important.http://www.pdesas.org/Standard/StandardDetail/22477?standardID= 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

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. Read, locate, and take notes on pertinent information from the History Alive textbook.




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 features of a civilization chart).

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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.http://www.pdesas.org/Standard/StandardDetail/22459?standardID= 5.2.6.D: Explain why participation in government and civic life is important.http://www.pdesas.org/Standard/StandardDetail/22477?standardID= 6.4.6.B: Explain how trade affects standards of living. 8.4.6.D: Examine patterns of conflict and cooperation among groups and organizations that impacted the development of the history of the world. 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… ADD to the Blog (Five Characteristics of Greece)

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 from the History Alive textbook.




TRANSFER TASK:

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). (See SharePoint) Continue to find examples of five features of ancient Greece and add to a graphic organizer. (The Blog / five features of a civilization chart).

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5.4.6.B: Explain the difference between allies and adversaries 8.4.6.D: Examine patterns of conflict and cooperation among groups and organizations that impacted the development of the history of the world.

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 from the History Alive textbook.




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. 30Optional) Continue to find examples of five features of ancient Greece and add to a graphic organizer. (The Blog / five features of a civilization chart).

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5.2.6.C: Describe the importance of political leadership and public service. 8.4.6.B: Identify and explain the importance of historical documents, artifacts, and sites which are critical to 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. Read, locate, and take notes on pertinent information from the History Alive textbook.




TRANSFER TASK OPTION TWO Scrapbook: Travels in Athens (See SharePoint) Continue to find examples of five features of ancient Greece and add to a graphic organizer. (The Blog / five features of a civilization chart). ADD to the Five characteristics of Greece Teacher generated test

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8.4.6.A: Explain the social, political, cultural, and economic contributions of individuals and groups to world history. 8.4.6.B: Identify and explain the importance of historical documents, artifacts, and sites which are critical to 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 contributions to modern 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 contributions to modern entertainment and sports. Read, locate, and take notes on pertinent information from the History Alive textbook.




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).