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Published by dmtills, 2018-06-06 08:31:25

MS World History OP 6

Organizing Principle 6

Organizing Principle 6: The Roman Republic and Empire greatly shaped the cultural legacy of Western 9 Weeks- March-May
civilization through its system of laws and republican government, the Latin language, its military and Benchmarks Content Vocabulary
technological accomplishments, and the spread of Greek ideas.

Topics Curriculum Standards/Benchmark Clarification

Reminder: All standards from Geography/Research Literacy need to be reviewed Chapter 11
republic, legion
with each organizing principle.
patrician, veto, dictator,
Identify the characteristics of civilization. SS.6.W.2.3 plebeian, praetor, civic duty,
Some examples of success criteria may include: consul, tribune

Examples may include, but are not limited to, public works, urbanization, specialized labor, advanced technology, organized latifundial, triumvirate

government, religious institutions, social classes, writing, and art and architecture. SS.6.W.2.2 Pax Romana, proconsul
SS.6.W.2.4
Describe how the developments of agriculture and metallurgy related to settlement, population growth, Chapter 12
and the emergence of civilization. gladiator, satire, anatomy,
Some examples of success criteria may include: ode, vault
• Students will identify the relationship between the domestication of plants and animals and the development of early
reforms
settlements.
• Students will analyze how the development of metallurgy helped early civilizations to grow. mosaics, saints
• Students will interpret the effect of a surplus of food as a cause for population growth in successful Neolithic settlements.
• Students will compare behaviors of Neolithic people who started in Europe, India, Egypt, China, and Mexico. Chapter 13
parable, apostle, resurrection,
Compare the economic, political, social, and religious institutions of ancient river civilizations. salvation
Some examples of success criteria may include:
martyr, doctrine, laity,
Examples may include, but are not limited to, Nile, Tigris-Euphrates, Indus, and Huang He. SS.6.W.3.8 hierarchy, gospel, clergy,
pope
Determine the impact of significant figures associated with ancient Rome.
Some examples of success criteria may include: icon, schism, iconoclast,
monastery, excommunicate
Examples may include, but are not limited to, Augustus, Cicero, Cincinnatus, Cleopatra, Constantine the Great, Diocletian,

Tiberius and Gaius Gracchus, Hadrian, Hannibal, Horace, Julius Caesar, Ovid, Romulus and Remus, Marcus Aurelius, Scipio

Africanis, Virgil, Theodosius, and Attila the Hun.

Explain the impact of the Punic Wars on the development of the Roman SS.6.W.3.9

Empire.
Some examples of success criteria may include:

• Students will apply their knowledge to discuss how the territorial expansion from the Punic Wars led Rome to be one

the most powerful nations in the western world.

Examples may include, but are not limited to, the First Punic War securing control of Sicily, Sardinia, and Corsica; the Second

Punic War giving Rome control over Spain and areas in the eastern Mediterranean; and the Third Punic War giving Rome

Ancient Rome control over North Africa and the western Mediterranean. SS.6.W.3.10
Describe the government of the Roman Republic and its contribution to the development of democratic

principles (separation of powers, rule of law, representative government, civic duty).
Some examples of success criteria may include:
• Students will discuss how the government of the Roman Republic influenced the development of democracy in the

modern United States.

Page 30 6th Grade Ancient World History

Explain the transition from Roman Republic to empire and Imperial Rome, and compare SS.6.W.3.11

Roman life and culture under each one.

Some examples of success criteria may include:

• Students will describe the conditions that led to the transition from a republic to an imperial form of government.

• Students will compare and contrast Roman life and culture under the Roman Republic and the Roman Empire.

Explain the causes for the growth and longevity of the Roman Empire. SS.6.W.3.12

Some examples of success criteria may include:

Examples may include, but are not limited to, centralized and efficient government, religious toleration, expansion of

citizenship, the legion, the extension of road networks.

Identify key figures and the basic beliefs of early Christianity and how these beliefs impacted the SS.6.W.3.13
Roman Empire.

Some examples of success criteria may include:

Examples may include, but are not limited to, Christian monotheism, Jesus as the son of God, Peter, and Paul.

Describe the key achievements and contributions of Roman civilization. SS.6.W.3.14

Some examples of success criteria may include:

Examples may include, but are not limited to, government, art and architecture, engineering, law, literature, and technology.

Explain the reasons for the gradual decline of the Western Roman Empire after the Pax Romana. SS.6.W.3.15

Some examples of success criteria may include:

Examples may include, but are not limited to, internal power struggles, constant Germanic pressure on the frontier, economic

policies, overdependence on slavery, and mercenary soldiers.

Compare life in the Roman Republic for patricians, plebeians, women, children, and slaves. SS.6.W.3.16

Explain the spread and influence of the Latin language on Western Civilization. SS.6.W.3.17

Some examples of success criteria may include:

• Students will explain how Rome’s conquests helped spread the Latin language.

• Students will discuss the widespread use of Latin in law, medicine, government, religion, and education due to roman

expansion into neighboring areas.

• Students will discuss the Latin language influence in the development of modern-day languages because of its widespread

use.

• Examples may include, but are not limited to, education, law, medicine, religion, and science.

Identify how the government of the Roman Republic contributed to the development of democratic SS.6.C.1.2
principles (separation of powers, rule of law, representative government, civic duty).

Identify principles (civic participation, role of government) from ancient Greek

and Roman civilizations which are reflected in the American political process today and discuss their SS.6.C.2.1
effect on the American political process.

Identify the factors (new resources, increased productivity, education, SS.6.E.1.1
technology, slave economy, territorial expansion) that increase economic growth.

Identify examples of mediums of exchange (currencies) used for trade (barter) for each civilization and

explain why international trade requires a system for a medium of exchange between trading both SS.6.E.3.1

inside and among various regions.

Page 30 6th Grade Ancient World History

Categorize products that were traded among civilizations, and give examples of barriers to trade of SS.6.E.3.2
those products.

Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of those economies that led SS.6.E.3.3
to the rise of a merchant class and trading partners.

Describe the relationship among civilizations that engage in trade, including the benefits and drawbacks SS.6.E.3.4
of voluntary trade.

Use maps to trace significant migrations, and analyze their results SS.6.G.4.2
Prehistoric Asians to the Americas, Aryans in Asia, and Germanic tribes throughout Europe

Locate sites in Africa and Asia where archaeologists have found evidence of early human societies, and SS.6.G.4.3
trace their migration patterns to other parts of the world.

Identify the methods used to compensate for the scarcity of resources in the ancient world. SS.6.G.5.1

Use geographic terms and tools to explain why ancient civilizations developed networks of highways, SS.6.G.5.2
waterways, and other transportation linkages. SS.6.G.5.3
Use geographic terms and tools to analyze how famine, drought, and natural disasters plagued many SS.6.G.6.2
ancient civilizations
Compare maps of the world in ancient times with current political maps

Page 30 6th Grade Ancient World History

Resources Ancient Rome

Textbook Discovering Our Past: A History of the World –Early Ages Chapters 11-13

Standards Discovering Our Past: A History of the World –Early Ages Online Teacher’s Guide Correlations

Alignment

Safari Montage • Ancient Rome For Children (29:33)

• Roman City (56:08) see individual chapters

• Horrible Histories: The Rotten Romans (24:09)

• What is Christianity?

Websites http://blogs.dalton.org/rome/ Rome Resources
http://www.bbc.co.uk/guides/z2sm6sg#zxy6hyc What Was Life Like in Ancient Rome?
http://www.bbc.co.uk/history/ancient/romans/launch_gms_gladiator.shtml Gladiator Game
http://www.bbc.co.uk/history/ancient/romans/launch_gms_gladiator.shtml Romans
http://www.the-map-as-history.com/demos/tome12/12_03_founding_of_rome_downfall_empire.php Rome and Its Empire
https://www.nationalgeographic.org/activity/physical-geography-and-power-ancient-rome/ Roman Empire Geography activity
http://www.pbs.org/wgbh/nova/lostempires/roman/aqueduct.html Construct an Aqueduct Game
http://www.the-map-as-history.com/maps/12-roman_empire_rome.php Map As History Ancient Rome
https://www.youtube.com/watch?v=oPf27gAup9U&list=PLBDA2E52FB1EF80C9&index=10 Crash Course: The Roman Empire
http://www.pbs.org/empires/romans/special/emperor_game.html Emperor of Rome Game
https://www.youtube.com/watch?v=zRSjFrGYClE Why the Roman Aqueduct was an Engineering Miracle

McGraw-Hill Lesson videos and presentations Differentiated Instruction
Online Guided Reading Activity Reading Essentials and Study Guides
Resources 21st Century Skills Activity Student Audio
Reading Essentials and Study Guide Spanish Chapter Summary
McGraw-Hill Networks Worksheets Graphic Novel
Hands on Chapter Project
Technology Extension
Idea Factory
Study Smart
Chapter Interactive Notebook

Page 4 6th Grade Ancient World History

DBQ DBQ Binder Activities
• Mini-Q: Citizenship in Athens and Rome: Who Had the Better System?
• Mini-Q: How Did Christianity Take Hold in the Ancient World?
• Mini-Q: Why Did Rome Fall?

Teacher Hints Suggested Resources for Teacher Background Knowledge:

• “Foundations of Western Thought” by Timothy B. Shutt (see pdf file)

• Twelve Greeks and Romans Who Changed the World by Carl J. Richard

Assessment • Chapter Processing activities

• Chapter tests and quizzes

• Teacher Created Formative/Summative Assessments

CPALMS URL: http://www.cpalms.org/Public/search/Resource Instructions:

Resources 1. Click the live link above (paste into address bar if live link is not available)
2. Input standard within search field

3. Click Search

4. Click resource attached to standard for further information

SS.6.W.1.3- Lesson Plan SS.6.W.1.4- Lesson Plans (2)

*At this time, CPALMS did not have any resources available for the unlisted standards. Please keep in mind CPALMS is updated often.

Florida Literacy Activities

Standards

Reading: 5, 6 Previewing chapters for text structure

(LAFS.68.RH.2.5)

(LAFS.68.RH.2.6)

Reading: 1, 10
(LAFS.68.RH.1.1)
(LAFS.68.RH.4.10)

Reading: 1 Mini-Qs: Citizenship in Athens and Rome: Who Had the Better System?
(LAFS.68.RH.1.1) How Did Christianity Take Hold in the Ancient World?

Writing: 1, 2 https://connected.mcgraw-
(LAFS.68.WH.1.1) hill.com/media/repository/protected_content/COMPOUND/50001556/83/39/DOPW_EA_OLP_OSE_Florida_Tracker_5_23_16.
(LAFS.68.WH.1.2) html

McGraw-Hill
Standards

Page 5 6th Grade Ancient World History


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