Mount Laurel Township Schools Social Studies Curriculum Grade 6 Unit: The Classical Civilizations of the Mediterranean World, India, and China (1000 BCE – 600 CE) ANCIENT GREECE Stage 1: Desired Results NJCCCS: 6.2 World History/Global Studies: All students will acquire the 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. Transfer Goal: I want you to learn Ancient Greece, so that, in the long run, on your own, you will understand the impact past cultures have had on our society. Enduring Understanding(s): Essential Questions: • Previous civilizations impact future • How have economic, political, and cultural decisions promoted or prevented civilizations. the growth of personal freedom, individual responsibility, equality, and respect for human dignity? • A civilization is a multi-faceted (technology, religion, politics) organization. • How has cultural borrowing impacted civilizations throughout history? • Ancient civilizations developed because of • How does geography affect the development of cultural borrowing? the civilization’s relationship with its • To what extent have the legacies of ancient Greece impacted world cultures? environment. • How can the study of multiple perspectives, beliefs systems, and cultures provide a context for understanding and challenging public actions and decisions in a diverse and interdependent world? Students will know… Students will be able to… Content Statement(s): CPI# Cumulative Progress Indicator •
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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.
6.2.8.A.3.a 6.2.8.A.3.b 6.2.8.A.3.c 6.2.8.A.3.d
Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures; communication and transportation systems) used by the rulers of Greece, Rome, China, and India to control and unify their expanding empires. Compare and contrast the rights and responsibilities of free men, women, slaves, and foreigners in political, economic, and social structures of classical civilizations. Determine the foundational concepts and principles of Athenian democracy and the Roman Republic that later influenced the development of the United States Constitution. Compare and contrast the roles and responsibilities of citizens in Athens and Sparta to those of the United States citizens today, and evaluate how citizens perceived the
Mount Laurel Township Schools Social Studies Curriculum Grade 6 •
Classical civilizations declined as a result of internal weaknesses and external invasions, but they left 6.2.8.A.3.e lasting legacies for future civilizations. 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.C.3.c 6.2.8.D.3.a 6.2.8.D.3.d 6.2.8.D.3.f
Stage 2: Assessment/Benchmark Evidence: Suggested Performance Task(s): You are a researcher. Choose a topic from the legacy of Ancient Greece. You will conduct research beyond the scope covered in class to create a display that shows how the legacies of Greece have been incorporated into modern society. Each display should focus on one theme of this rich legacy (e.g., Olympics, democracy, philosophy, theatre, architecture). Each display should utilize technology (Glogster, iMovie, Garage Band, Multimedia – PowerPoint)
principles of liberty and equality then and now. Compare and contrast the American legal system and the legal systems of classical civilizations, and determine the extent to which the early systems influenced the current legal system. 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. Explain how geography and the availability of natural resources led to both the development of Greek city-states and to their demise. Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China. Explain how the development of a uniform system of exchange facilitated trade in classical civilizations. 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. Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality. Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that represent world legacies. Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies.
Other Assessments
Mount Laurel Township Schools Social Studies Curriculum Grade 6 to create an effective display. Students will be required to interact with their classmates on their researched topic. The presentation has to include the students’ facts, how their topic has influenced the world we live in today, and it must be visually appealing to the audience. This display will be graded using a rubric. Stage 3: Suggested Learning Plan • KWL – Greece Students write prior knowledge of ancient Greece. • Map building – Geography of Greece Students will locate key aspects of the geography of Greece. • Define - Key Terms Students will create note cards of key ( city-states) vocabulary. • Read and Discuss – City-States Students will understand how city-states developed and functioned. • Define - Key Terms Students will create note cards of key (society/economy) vocabulary. • Read and Discuss – Society/Economy Students will understand that conquest, trade, and colonization were spurred by limited natural resources. • Simulation – City-States Students will choose a city-state to understand how citystates interacted with each other. • Define - Key Terms Students will create note cards of key (Democracy/Oligarchy) vocabulary.
• Define - Key Terms Students will create note cards of key (War between Greece and Persia) vocabulary. • Read and Discuss – War between Greece and Persia Students will understand the causes of the conflict and why the city-states united. • Map Skills – Peloponnesian Wars Students will understand how the geography affected the outcome of the wars. • Writing to Persuade Students will write an article to support democracy or oligarchy as a form of government. • Define - Key Terms Students will create note cards of key (War between Greece and Persia) • Interview a Warrior – Peloponnesian Wars Students will understand the thoughts and feelings of a warrior. • Define- Key Terms Students will create note cards of key (Alexander’s Empire) vocabulary. • Read and Discuss - Alexander’s Empire and spread of Greek culture. Students will understand how Alexander’s conquests helped spread Greek culture. • View Video – Legacies of Ancient Greece
Mount Laurel Township Schools Social Studies Curriculum Grade 6 Students will enhance their understanding of the legacies of Ancient Greece • Read and Discuss – Democracy and Oligarchy Students will understand the key differences between these and its impact on modern cultures. forms of government. • Performance Task • Create a Venn Diagram – Democracy vs. Oligarchy Students will develop a Venn diagram based on their discussion findings. Core Instruction Materials: 2012 Pearson myWorld History Unit Strategies/Modifications: Special Education Students: Development of target vocabulary Scaffolding comprehension and content-area reading Decreasing the amount of work presented or required Using videos, illustrations, pictures, and drawings to explain or clarify graphic organizers Teaching key aspects of a topic. Eliminating nonessential information Providing study guides Allowing students to correct errors (looking for understanding) Marking students’ correct and acceptable work, not the mistakes Allowing products (projects, timelines, demonstrations, models, drawings, poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning Modifying tests to reflect selected objectives Using true/false, matching, or fill in the blank tests in lieu of essay tests Reducing the number of answer choices on a multiple choice test Allowing the use of note cards or open-book during testing Utilizing graphic organizers Providing visuals Strategic grouping
Mount Laurel Township Schools Social Studies Curriculum Grade 6 Gifted Students: Guided Reading Groups Literature Circles Flexible grouping in content areas Independent projects Differentiated product assignments Student Choice Multiple texts Multiple intelligence options Group investigation Research Bloom’s Taxonomy - Stress higher order thinking skills Habits of Mind Webb’s Depth of Knowledge – Emphasis on Level 3 and 4
Students at Risk of Failure: Adjust time for completion of assignments Allow frequent breaks Preferential seating Reduce/minimize distractions Emphasize teaching (auditory, visual, auditory, tactile) Individual/small group instruction Emphasize critical information/key concepts Pre-teach vocabulary Provide visual cues Adjust length of assignment Break assignments into smaller units Read directions to student Positive reinforcement Frequent checks for understanding
Mount Laurel Township Schools Social Studies Curriculum Grade 6 Adapt assessments
English Language Learners: WIDA Can-Do Descriptors http://www.wida.us/standards/CAN_DOs/ Development of target vocabulary Scaffolding comprehension, content-area reading Decreasing the amount of work presented or required; Using videos, illustrations, pictures, and drawings to explain or clarify. Graphic organizers Teaching key aspects of a topic. Eliminating nonessential information. Allowing students to correct errors (looking for understanding); Marking students’ correct and acceptable work, not the mistakes; Showing products (projects, timelines, demonstrations, models, drawings, poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning; Modifying tests to reflect selected objectives; Using true/false, matching, or fill in the blank tests in lieu of essay tests; Reducing the number of answer choices on a multiple choice test; Allowing the use of note cards or open-book during testing; Collaborating (general education teacher and specialist) to modify vocabulary, omit or modify items to reflect objectives for the student
Suggested Literacy Integration: Three Greek Children by Alfred J. Church Ancient Greece and the Olympics by Mary Pope Osborne Adventures in Ancient Greece by Linda Bailey Julius Caesar: Ancient Leader by Christine Dugan Level Q Rigby Socrates: Greek Philosopher Level R Rigby Life in Ancient Greece Level S Rigby
Mount Laurel Township Schools Social Studies Curriculum Grade 6 Life in Ancient Rome Level S Rigby The Greek News Level S Rigby
