Volusia District Social Studies Office 2018-2019
Social Studies
Curriculum Map
Volusia County Schools
M/J World History and M/J World History Advanced
2109010/NEB
2109020/NEC
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Volusia District Social Studies Office 2018-2019
UNDERSTANDING THE CURRICULUM MAPS
Everything begins with the purpose, the Organizing Principle. The OP is like a thesis statement in an essay. It provides the direction for an essay and
lets the reader know what the writer is trying to prove. Similarly, an OP provides direction for a unit of study in a classroom. It lets the student know
what you as a teacher are trying to prove. All the measurement topics, curriculum standards and vocabulary that you teach should come back to the
Organizing Principle in some way.
The Measurement Topic reflects the standards created by the Department of Education and the Curriculum Standards reflect the benchmarks created
by the Department of Education.
The Measurement Topics and the Curriculum Standards have been chunked together to allow for a Resource Page to immediately follow the
standards/content. The Resource Page includes textbook alignment, Safari Montage links, websites, Document Based Question (DBQ) lesson plans,
teacher hints, assessment and Activities aligned to the Florida Literacy Standards. These are only examples of some of the items you can use to teach
the unit.
Considering the Next Generation Sunshine State Standards, please keep in mind the Department of Education has determined the content that will be
delivered to students. Please find in the curriculum maps the pacing expected when delivering the content. Additionally, the Florida Literacy Standards
are complimentary to the NGSS standards we are expected to teach. Florida Literacy Standards alignment is found on the Resource Page with example
activities.
The maps are designed to help teachers determine areas of coverage and to avoid trying to teach every chapter in a textbook. Instead the maps are
designed around the Organizing Principles and are broken down into Curriculum Standards. Teachers are encouraged to use a variety of resources to
teach the content and skills. The textbook should be merely one of the resources used.
The mapping teams have done a great job on the maps, but something important to know is the curriculum maps are not static documents; they are
dynamic and open to revision. If you have questions or suggestions, please contact the Volusia County Social Studies Office.
Robert Milholland Curriculum Map Revision Committee
Social Studies Curriculum Specialist Tiffany Bowen Linda Colandrea Sharron DeRosier
Volusia County Schools Tambra Heaberlin Amanda Muessig Lynette Taylor
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Social Studies Curriculum Mapping
-TEACHING WITH A PURPOSE IN MIND-
Next Generation Sunshine
State Standards
Organizing Principle
(Thesis)
Measurement Topic Curriculum Standards (NGSSS) Academic Language Teaching Resources (Florida
Literacy Standards)
Assessment
Formative and Summative
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ADVANCED COURSE - Teacher and Student Expectations
Advanced coursework is offered in middle school to provide a more rigorous course of study for middle school students and to prepare them for advanced work in high school.
After taking Advanced courses, an incoming freshman should be prepared to take and be successful in courses such as AP Human Geography and World History, or Pre-IB
Government and Economics. To this end, Advanced Middle School Social Studies teachers are expected to utilize a variety of instructional strategies / activities and students are
expected to participate in more rigorous coursework to include the following:
- Instruction should be based on content / skills from the Volusia County Schools Curriculum Map. The course curriculum map should serve as the instructional guide, not a
textbook or other resource.
- Use the unit Organizing Principle as your starting point: have it posted, and review it regularly with your students to provide them with a framework for instruction
(remember, it’s like a thesis in an essay) and a purpose for learning all the unit content. The same holds true for the Curriculum Standards you are focusing on each day.
They should be visible and discussed before and after instruction.
- Social Studies Literacy Strategies should be utilized regularly (Cornel Notes or similar note-taking method, SOAPStone or APPARTS analysis tools, and PERSIA or G-
SPRITE categorization tools).
- Activities should include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary sources), methodology
affecting the multiple intelligences and utilizing both individual and cooperative learning (e.g. Geography/History Alive lessons).
- Students should conduct research projects related to the Social Studies Fair (Geography and History) or portfolios related to Project Citizen (Civics)
- Assessment should include both formative assessments “for learning” and summative assessments. Questions should include Level 1 items that involve low order,
foundational knowledge/skills; Level 2 items require students to infer or draw conclusions; and Level 3 questions require more abstract thought, thinking beyond the
information at hand.
- Writing for Understanding is not only the name of a TCI strategy but is an essential element in the learning process. Students should be engaged in higher order writing on a
regular basis, short and extended responses, more in-depth essays, and authentic writing. Students must be able to produce historical writing, that is, they must be able to take
a position on a subject (thesis) and defend it with examples (facts) and sound reasoning (logic).
- Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments), they provide cohesion and
structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive Student Notebook).
- Teachers should assign, and students should complete targeted homework - students should be expected to complete homework regularly but homework shouldn’t be
assigned simply for the sake of giving homework. Homework can include preview or process activities, vocabulary/concept building, work related to projects, etc.
o Previews involve activating prior knowledge, preparing students for the next topic of instruction.
o Process activities relate to content/skills recently learned where students are involved in metacognition.
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Key Ideas and Details
LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources.
LAFS.68.RH.1.2 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.
LAFS.68.RH.1.3 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).
Craft and Structure
LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social
studies.
LAFS.68.RH.2.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
LAFS.68.RH.2.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas
LAFS.68.RH.3.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
LAFS.68.RH.3.8 Distinguish among fact, opinion, and reasoned judgment in a text.
LAFS.68.RH.3.9 Analyze the relationship between a primary and secondary source on the same topic.
Text Types and Purposes
LAFS.68.WHST.1.1 Write arguments focused on discipline-specific content.
a. 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.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or
text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
LAFS.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
a. 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.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
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Production and Distribution of Writing
LAFS.68.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.68.WHST.2.5 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.
LAFS.68.WHST.2.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and
efficiently.
Research to Build and Present Knowledge
LAFS.68.WHST.3.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating
additional related, focused questions that allow for multiple avenues of exploration.
LAFS.68.WHST.3.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each
source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
LAFS.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research.
Range of Writing
LAFS.68.WHST.4.10 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.
Speaking and Listening: Comprehension and Collaboration
LAFS.6.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics,
texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence
on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue
under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
LAFS.6.SL.1.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic,
text, or issue under study.
LAFS.6.SL.1.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Presentation of Knowledge and Ideas
LAFS.6.SL.2.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes;
use appropriate eye contact, adequate volume, and clear pronunciation.
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution.
They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a
solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler
forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if
necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on
their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations,
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verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or
trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically
proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?”
They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.5.1 Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in
constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their
conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They
justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data,
making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are
also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is
flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete
referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are
not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies.
Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to
clarify or improve the arguments.
Use appropriate tools strategically.
MAFS.K12.MP.6.1 Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include
pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical
package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or
course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and
their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated
using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge.
When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions,
explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to
identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve
problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with
others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently
and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with
quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision
appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By
the time they reach high school they have learned to examine claims and make explicit use of definitions.
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Language of Social and Instructional Purposes
ELD.K12.ELL.SL.1 English language learners communicate for social and instructional purposes within the school setting.
Language of Social Studies
ELD.K12.ELL.SS.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of
Social Studies.
Internal and External Influence
HE.6.C.2.4 Investigate school and public health policies that influence health promotion and disease prevention.
Remarks/Examples:
Fitness reports for students, school zone speeding laws, school district wellness policies, and helmet laws.
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Important Events Observed by Volusia County Social Studies Courses
September American Founders Month
All public and private educational institutions are to recognize and observe this occasion through appropriate programs, meetings, services, or celebrations in which state,
county, and local governmental officials are invited to participate.
All public schools in the state are encouraged to coordinate, at all grade levels, instruction related to our nation's founding fathers.
(H.B. 7069, Section 683.1455)
Sept 17-23 Constitution Week
All social studies courses will study one of the most important documents in United States history. Constitution Week commemorates the formation and signing of the U.S.
Constitution by thirty-nine brave men on September 17, 1787, recognizing all who, are born in the U.S. or by naturalization, have become citizens.
(Teachers will receive further instruction from content area specialist)
Celebrate Freedom Week: FL Statute: 1003.421 Recitation of the Declaration of Independence.—
(1) To educate students about the sacrifices made for freedom in the founding of this country and the values on which this country was founded, the last full week of
September classes in September shall be recognized in public schools as Celebrate Freedom Week. Celebrate Freedom Week must include at least 3 hours of appropriate instruction in
each social studies class, as determined by each school district, which instruction shall include an in-depth study of the intent, meaning, and importance of the Declaration
Last full week of of Independence.
the month
(2) To emphasize the importance of this week, at the beginning of each school day or in homeroom, during the last full week of September, public school principals and
teachers shall conduct an oral recitation by students of the following words of the Declaration of Independence: “We hold these truths to be self-evident, that all men are
created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these
rights, governments are instituted among men, deriving their just powers from the consent of the governed.”
(3) Student recitation of this statement shall serve to reaffirm the American ideals of individual liberty
(4) Upon written request by a student’s parent, the student must be excused from the recitation of the Declaration of Independence.
History.—s. 1, ch. 2002-213.
September 15- Hispanic Heritage Month
October 15 Each year, Americans observe National Hispanic Heritage Month from September 15 to October 15, by celebrating the histories, cultures and contributions of American
citizens whose ancestors came from Spain, Mexico, the Caribbean and Central and South America. The observation started in 1968 as Hispanic Heritage Week under
President Lyndon Johnson and was expanded by President Ronald Reagan in 1988 to cover a 30-day period starting on September 15 and ending on October 15. It was
enacted into law on August 17, 1988, on the approval of Public Law 100-402. The day of September 15 is significant because it is the anniversary of independence for Latin
American countries Costa Rica, El Salvador, Guatemala, Honduras and Nicaragua. In addition, Mexico and Chile celebrate their independence days on September 16 and
September 18, respectively. Also, Columbus Day or Día de la Raza, which is October 12, falls within this 30 day period.
November Native American Heritage Month
What started at the turn of the century as an effort to gain a day of recognition for the significant contributions the first Americans made to the establishment and growth of the
U.S., has resulted in a whole month being designated for that purpose.
November 11th Veterans Day - celebrates the service of all U.S. military veterans
February
Black History Month
February is "Black History Month," a time to commemorate African-Americans who have changed the world.
Celebrating Black History began in 1926, when Dr. Carter G. Woodson, a Harvard Ph.D., initiated "Negro History Week." Dr. Woodson, a historian, chose the second week
in February because it included the birthdays of Frederick Douglass and Abraham Lincoln. In 1976, the Bicentennial (200th birthday) of the U.S.A., the week-long observance
was extended to the entire month of February in order to have enough time for celebratory programs andactivities.
(Teachers will receive further instruction from content area specialist)
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March Women's History Month
Women’s History Month had its origins as a national celebration in 1981 when Congress passed Pub. L. 97-28 which authorized and requested the President to proclaim the
week beginning March 7, 1982 as “Women’s History Week." Throughout the next five years, Congress continued to pass joint resolutions designating a week in March as
"Women’s History Week." In 1987 after being petitioned by the National Women’s History Project, Congress passed Pub. L. 100-9 which designated the month of March
1987 as “Women’s History Month." Between 1988 and 1994, Congress passed additional resolutions requesting and authorizing the President to proclaim March of each year
as Women’s History Month. Since 1995, Presidents Clinton, Bush and Obama have issued a series of annual proclamations designating the month of March as “Women’s
History Month.”
March 25th Medal of Honor Day - Public Law 101-564: Whereas the Medal of Honor is the highest distinction that can be awarded by the president, in the name of the congress, to
members of the armed forces who have distinguished themselves conspicuously by gallantry and intrepidity at the risk of their lives above and beyond the call of duty…
May
Last Monday Memorial Day is a day of remembering the men and women who died while serving.
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Year at a Glance
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
August Ch. 1 and Ch. 2 Lesson 1 Geography and Research Literacy
September
October OP1- Ch. 3 Agricultural Revolution & Ch. 4 Mesopotamia
November OP2- Ch. 5 Egypt
December
January OP2- Ch. 6 Israel OP4- Ch. 9 India
February
March OP4- Ch. 9 India
April
May OP5- Ch. 10 and Ch. 17 China
OP3- Ch. 7 and Ch. 8 Greece
OP3- Ch. 7 and Ch. 8 Greece OP6- Ch. 11 Rome
OP6- Ch. 11, 12, 13 Rome
OP6- Ch. 11, 12, 13 Rome
Resources to use throughout the year
Safari Montage McGraw-Hill – Discovering Our Past TCI – History Alive: The Ancient World
http://resourcesforhistoryteachers.wikispaces.com/AncientCivilizations
https://historymadeeveryday.wordpress.com/
http://www.bbc.co.uk/history/ancient/archaeology/
http://www.bbc.co.uk/history/forkids/
http://www.timemaps.com/history
https://www.youtube.com/user/TheMrGranito
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Geography and Research Literacy 3 Weeks-August
Meso and South America
Topics Curriculum Standards/Benchmark Clarification Benchmarks Content Vocabulary
NOTE: These Benchmarks are introduced and will be reviewed through each Chapter 1
era, archaeology, artifact, paleontology,
Organizing Principle hereafter. fossil, anthropology, species, historian
(Assessment items in BOLD) Use timelines to identify chronological order of historical events. SS.6.W.1.1 evidence, primary sources, secondary
SS.6.W.1.2 sources, point of view, bias, conclusion,
Some examples of success criteria may include: SS.6.W.1.3 scholarly
SS.6.W.1.4
• Students will analyze a timeline and measure time spans between events in both B.C.E. and C.E. credentials, URL, .gov, .com, .org, .edu,
Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE) and SS.6.W.1.5 plagiarize, plagiarism
designations of time periods. SS.6.W.1.6
SS.6.W.2.10 Chapter 2
Some examples of success criteria may include: hemisphere, latitude, longitude, projection,
• Students will understand that time can be broken down into identifiable times spans. culture, physical map, special-purpose map,
• Students will identify eras as a period marked by a specific event and identify examples, such as the scale, political map, cardinal directions,
choropleth, migration, culture
Neolithic Age, the Bronze Age, and the Iron Age.
exports, imports, barter, globalization
• Students will identify the point at which the timeline changes
Interpret primary and secondary sources. Other Vocabulary
Geographer, BC/BCE, AD/CE, decade,
Some examples of success criteria may include: century, millennium, era, epoch, geography
• Students will examine primary and secondary sources on the same event or time period in history and
compare details.
• Examples may include, but are not limited to, artifacts, images, auditory sources, and written sources.
Describe the methods of historical inquiry and how history relates to the other
social sciences.
Some examples of success criteria may include:
• Students will describe the importance of using both primary and secondary sources to answer
questions about an event or time period.
• Students will understand the importance of credibility of sources.
• Students will describe how to deal with conflicting historical accounts. Students will analyze how cause
and effect relationships can be established.
Describe the roles of historians and recognize varying historical interpretations
(historiography).
Some examples of success criteria may include:
• Students will define historiography as the study of the ways in which history is written and the changes
of interpretations of events over time or through point of view.
• Students will identify a historical event in history and its varying interpretations of the events by
historians.
Describe how history transmits culture and heritage and provides models of human
character.
Some examples of success criteria may include:
• Students will demonstrate that major events have a cause-and effect relationship on history.
• Students will trace the evolution of a cultural practice or cultural norm from its beginnings to modern
times
Compare the emergence of advanced civilizations in Meso and South America with
the four early river valley civilizations. (Not in textbook, see resources)
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Examples may include, but are not limited to, Olmec, Zapotec, and Chavin
Some examples of success criteria may include:
• Students will examine Olmec, Zapotec, and Chavin societies.
GGeography
Use latitude and longitude coordinates to understand the relationship between people and places on the Earth. SS.6.G.1.1
Some examples of success criteria may include:
• Students will identify lines of latitude and longitude on a map
• Students will understand the terms degrees and coordinates and that latitude and longitude are
measured in degrees, minutes, and seconds.
• Students will locate and identify the equator, prime meridian, tropic of Cancer, and tropic of Capricorn,
as well as their latitude and longitude.
Analyze the purposes of map projections (political, physical, special purpose) and explain the SS.6.G.1.2
applications of various types of maps.
Some examples of success criteria may include:
• Students will understand that map projection are used to display a spherical globe on flat surface.
• Students will identify the various map projections
• Students will recognize that map titles and keys are used to identify the type of map being used.
Identify natural wonders of the ancient world. SS.6.G.1.3
Some examples of success criteria may include:
• Students will recognize the Seven Natural Wonders of Africa, Himalayas, and the Gobi Desert
Utilize tools geographers use to study the world. SS.6.G.1.4
Some examples of success criteria may include:
• Students will analyze charts and graphs for geographical data including, but not limited to, population,
climate, and environmental issues.
Use scale, cardinal, and intermediate directions, and estimation of distances between places on current and SS.6.G.1.5
ancient maps of the world.
Some examples of success criteria may include:
• Students will use a map scale to measure distances of the world on a map and to estimate distances from
location to another.
• Students will give directions from one place in the ancient world to another, identifying distances traveled
using map scale and cardinal and intermediate directions.
Use a map to identify major bodies of water of the world, and explain ways they have impacted the SS.6.G.1.6
development of civilizations.
Some examples of success criteria may include:
• Students will identify the locations of major civilizations and explain how the major bodies of water
impacted their development.
Use maps to identify characteristics and boundaries of ancient civilizations that have shaped the today SS.6.G.1.7
Some examples of success criteria may include:
• Students will compare and contrast size and geographic characteristics of each ancient civilization labeled.
Explain how major physical characteristics, natural resources, climate, and absolute and relative locations
have influenced settlement, interactions, and the economies of ancient civilizations of the world. SS.6.G.2.1
Some examples of success criteria may include:
• Students will analyze how the locations of ancient civilizations determined what natural resources were
available to them, and how these resources and other physical characteristics influenced their
settlement and trading patterns.
Differentiate between continents, regions, countries, and cities in order to understand the complexities of SS.6.G.2.2
regions created by civilizations.
Some examples of success criteria may include:
• Students will relate their own town or city, county, state, country, and continent to how where we live is
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broken down into smaller and larger places.
Analyze the relationship of physical geography to the development of ancient river valley civilizations. SS.6.G.2.3
Some examples of success criteria may include:
• Students will describe the importance of the environment around them when discussing the emergence of
civilizations.
Explain how the geographical location of ancient civilizations contributed to the culture and politics of those SS.6.G.2.4
societies.
Some examples of success criteria may include:
• Students will determine how civilizations’ location affected cultural and political interaction with others.
• Students will determine how the presence or lack of natural boundaries affected the safety of various
ancient civilizations.
Interpret how geographic boundaries invite or limit interaction with other regions and cultures. SS.6.G.2.5
Some examples of success criteria may include:
• Students will recognize borders between countries and understand that countries control these borders.
Explain the concept of cultural diffusion, and identify the influences of different ancient cultures on one SS.6.G.2.6
another.
Some examples of success criteria may include:
• Students will list ways that the concept of cultural diffusion is evident through the language, food,
clothing, and art of ancient societies.
Interpret choropleths or dot-density maps to explain the distribution of population in the ancient world. SS.6.G.2.7
Some examples of success criteria may include:
• Students will analyze population distribution in the ancient world
Explain how the physical landscape has affected the development of agriculture and industry in the ancient SS.6.G.3.1
world.
Some examples of success criteria may include:
• Students will understand that societies adapt to their physical environment in order to be successful.
Analyze the impact of human populations on the ancient world's ecosystems. SS.6.G.3.2
Some examples of success criteria may include:
• Students will understand that logging, overgrazing, and overproduction of agriculture harmed ancient
ecosystems.
Map and analyze the impact of the spread of various belief systems in the ancient world. SS.6.G.4.4
Some examples of success criteria may include:
• Students will understand Buddhism, Christianity, Judaism, and Hinduism.
Describe the Six Essential Elements of Geography (The World in Spatial Terms, Places and Regions, Physical SS.6.G.6.1
Systems, Human Systems, Environment, The Uses of Geography) as the organizing framework for
understanding the world and its people.
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Resources Geography/Research Literacy
Textbook Discovering Our Past: A History of the World –Early Ages Chapters 1- Chapter 2 Lesson 1
Standards Alignment Discovering Our Past: A History of the World –Early Ages Online Teacher’s Guide Correlations
Websites
https://www.youtube.com/watch?time_continue=1&v=A4GMno9p4g4 Map Features Song
McGraw-Hill Online https://www.youtube.com/watch?list=PLaSP9oNn44MfKzjekloVtNM7CtBcMDROM&v=lQ2V-VgCJgI Continents and Oceans Song
Resources https://www.youtube.com/watch?v=Ddy4geoxCGA Continents and Oceans Rap
https://www.youtube.com/watch?v=Xd8gJm5c4CY Using a Map Scale Song
Assessment https://www.youtube.com/watch?v=5Ab-gE8ov4o&index=5&list=PLaSP9oNn44MfKzjekloVtNM7CtBcMDROM Longitude and Latitude Song
http://www.whatsmygps.com/ What's My GPS?
CPALMS Resources
Lesson videos and presentations Differentiated Instruction
Reading: 5, 6
(LAFS.68.RH.2.4) Guided reading Activity Reading Essentials and Study Guides
(LAFS.68.RH.2.5)
(LAFS.68.RH.2.6) 21st Century Skills Activity Student Audio
Reading: 1
(LAFS.68.RH.1.1) Reading Essentials and Study Guide Spanish Chapter Summary
(LAFS.68.RH.1.2)
Writing: 1 McGraw-Hill Networks Worksheets Graphic Novel
(LAFS.68.WH.1.1)
Writing: 2 Hands on Chapter Project Chapter Interactive Notebook
(LAFS.W68.H.1.2)
Technology Extension Study Smart
Idea Factory
• Chapter Processing activities
• Chapter tests and quizzes
• Teacher Created Formative/Summative Assessments
URL: http://www.cpalms.org/public/search/Search
Instructions:
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 Plans (2) SS.6.W.1.4- Lesson Plan
SS.6.W.2.3- Lesson Plans (2), Web Quest, and Teaching Idea
*At this time, CPALMS did not have any resources available for the unlisted standards. Please keep in mind CPALMS is updated often.
Previewing chapters for text structure
.
https://connected.mcgraw-
hill.com/media/repository/protected_content/COMPOUND/50001556/83/39/DOPW_EA_OLP_OSE_Florida_Tracker_5_23_16.html
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Organizing Principle 1: The earliest river civilizations began as farming settlements that 4 Weeks -September Celebrate Freedom Week –
evolved into the first cities, kingdoms, and empires. (last week of September)
Topics Curriculum Standards/Benchmark Clarification Benchmarks Content Vocabulary
Reminder: All standards from Geography/Research Literacy need to Chapter 3
Paleolithic, technology, nomads, Ice
be reviewed with each organizing principle. Age
Compare the lifestyles of hunter-gatherers with those of settlers of early SS.6.W.2.1 domesticate, Neolithic Age,
agricultural communities. systematic agriculture, shrine,
specialization, Bronze Age,
Some examples of success criteria may include: monarchy
• Students will identify the time and culture of the Paleolithic people as hunter-gatherers Chapter 4
silt, irrigation, surplus, city-state,
who discovered fire, painted cave walls, and made simple tools. polytheism, ziggurat, cuneiform,
scribe, epic
• Students will explain the emergence of agriculture and its effect on Paleolithic societies.
empire, tribute, province, caravan,
Describe how the developments of agriculture and metallurgy related to settlement, SS.6.W.2.2 astronomer
population growth, and the emergence of civilization.
Some examples of success criteria may include:
• Students will identify the relationship between the domestication of plants and animals and
the development of early settlements.
• Students will analyze how the development of metallurgy helped early civilizations to
grow.
Early Civilizations (Assessment items in BOLD) • 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.
Identify the characteristics of civilization. SS.6.W.2.3
Some examples of success criteria may include:
• Students will identify how population, technology, government, religion, and culture
can influence a civilization.
Examples may include, but are not limited to, public works, urbanization, specialized labor,
advanced technology, organized government, religious institutions, social classes, writing,
and art and architecture.
Summarize the important achievements of Mesopotamian civilization. SS.6.W.2.7
Some examples of success criteria may include:
• Students will analyze the significance of the development of writing to history.
• Students will examine how the Mesopotamian civilization influenced civilizations for
centuries to come.
Examples may include, but are not limited to, cuneiform writing, epic literature such as
Gilgamesh, art and architecture, technology such as the wheel, sail, and plow.
Determine the impact of key figures from ancient Mesopotamian civilizations. SS.6.W.2.8
Some examples of success criteria may include:
• Students will evaluate the long and short-term impact of certain key figures from ancient
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Volusia District Social Studies Office 2018-2019
Mesopotamia.
Examples may include, but are not limited to, Abraham, Hammurabi, Nebuchadnezzar, Cyrus,
and Zoroaster.
Compare the economic, political, social, and religious institutions of ancient river SS.6.W.2.4
civilizations.
Some examples of success criteria may include: SS.6.E.1.1
• Students will compare the ancient river civilizations.
Examples may include, but are not limited to, Nile, Tigris-Euphrates, Indus, and Huang He.
Identify the factors (new resources, increased productivity, education, technology, slave
economy, territorial expansion) that increase economic growth.
Describe and identify traditional and command economies as they appear in different SS.6.E.1.2
civilizations.
Describe the following economic concepts as they relate to early civilization: scarcity, SS.6.E.1.3
opportunity cost, supply and demand, barter, trade, productive resources (land, labor, capital, and
entrepreneurship).
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 SS.6.E.3.1
between trading both inside and among various regions.
Explain how family and ethnic relationships influenced ancient cultures. SS.6.G.4.1
Some examples of success criteria may include:
• Students will understand aspects of culture including family roles, family values, and
ceremonies for the dead.
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 SS.6.G.4.3
societies, and 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 SS.6.G.5.2
highways, waterways, and other transportation linkages.
Use geographic terms and tools to analyze how famine, drought, and natural disasters plagued SS.6.G.5.3
many ancient civilizations
Compare maps of the world in ancient times with current political maps SS.6.G.6.2
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Volusia District Social Studies Office 2018-2019
Resources Early Civilizations
Textbook Discovering Our Past: A History of the World –Early Ages Chapters 3-4, Chapter 16 Lesson 1 (Meso-Americans)
Standards Discovering Our Past: A History of the World –Early Ages Online Teacher’s Guide Correlations
Alignment
Safari Montage • Horrible Histories: Savage Stone Age (24:10)
• Ancient Mesopotamia (26:55)
• Human Systems(25:25)
Websites http://www.rivervalleycivilizations.com/index.html The River Civilizations Guide
https://www.youtube.com/watch?v=CqIPVa8mvo4 Mesopotamia From Nomads to Farmers video
https://www.youtube.com/watch?v=S2NDSAwfXTA Ancient Sumer Vocabulary video
https://www.youtube.com/watch?v=NPTfbJ3C6Bs Ancient Sumer Agricultural Inventions video
https://www.youtube.com/watch?v=E5st_S1phuw Ancient Sumer Religion and Government video
https://www.youtube.com/watch?v=uJ9WVT2ZhHM Mesopotamia: The Development of Written Language video
https://www.youtube.com/watch?v=RiclXLWQk4k Mesopotamia Explained video
https://www.youtube.com/watch?v=5ri-x3dXBQM Mesopotamia: Trade Routes and Transportation
http://www.ancienttexts.org/library/mesopotamian/gilgamesh/tab1.htm Epic of Gilgamesh Written
https://soundcloud.com/user444756202/the-epic-of-gilgames-standard-version-tablet-xi-lines-1-163-read-by-karl-hecker Epic of Gilgamesh
Spoken in Original Language
https://www.youtube.com/watch?v=2pGhEu9elnA&t=451s Epic of Gilgamesh Animated Video
https://www.youtube.com/watch?v=sWppk7-Mti4&t=5s Crash Course: Epic of Gilgamesh video
https://www.youtube.com/watch?v=SGfH8tL-9os&t=22s Rise of City-States Vocabulary video
https://www.youtube.com/watch?v=6iZI5yD-H6I&t=170s Rise of City-States Geographic problems video
https://www.youtube.com/watch?v=tNs266Fbur0 Rise of City-States Changing the Land video
https://www.youtube.com/watch?v=opGAcu6kxQo&t=7s Rise of City-States Agriculture Leads to City-States video
https://www.youtube.com/watch?time_continue=1&v=UnSq0c7jM-A The Dordogne, France: Lascaux's Prehistoric Cave Paintings video
https://www.youtube.com/watch?v=d8AN7n2sQOg Neolithic Age Explained video
https://www.youtube.com/watch?v=teavjYI9pdM From Hunter to Gatherer to Farmer... In Less Than 5 Minutes video
http://mesopotamia.lib.uchicago.edu/interactives/DigIntoHistory.html Mesopotamia Dig
https://www.youtube.com/watch?v=st96JCCYzfQ Global Seed Bank video
https://www.theverge.com/2017/5/19/15664298/svalbard-global-seed-vault-norway-doomsday-climate-change Global Seed Bank and Climate
Change article
https://www.youtube.com/watch?v=BsPbqmYwxso&list=PL63FCC94DD9F44C96&index=3&t=26s Hammurabi's Code Explained video
http://www.ushistory.org/civ/11.asp Central and South American Empires
http://archeologie.culture.fr/lascaux/fr?lng=en Virtual Tour of Lascaux's Caves
https://www.youtube.com/watch?v=c1g60SSGmeY Civilization Music Video
http://www.ushistory.org/civ/1.asp How do we know?
http://www.ushistory.org/civ/4.asp Early Middle East
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McGraw-Hill Lesson videos and presentations Differentiated Instruction
Online Resources Guided reading Activity Reading Essentials and Study Guides
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
DBQ DBQ Binder
Teacher Hints Suggested Resources for Teacher Background Knowledge:
• A Little History of the World by E.H Gombrich
• A Short History of the World by John M. Roberts
• Egypt, Greece, and Rome: Civilizations of the Ancient Mediterranean by Charles Freeman (a more in-depth book; despite the title it includes the
histories of various Mesopotamian societies)
• Have students create a timeline of their own life.
• Have students create a foldable for learned unit vocabulary
Assessment • Chapter Processing activities
• Chapter tests and quizzes
• Teacher Created Formative/Summative Assessments
CPALMS URL: http://www.cpalms.org/public/search/Search
Resources Instructions:
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 Plans (2)
SS.6.W.1.4- Lesson Plan
SS.6.W.2.3- Lesson Plans (2), Web Quest, and Teaching Idea
*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
Previewing chapters for text structure
Reading: 5, 6
(LAFS.68.RH.2.4) Mini-Q: Hammurabi’s Code: Was It Just?
(LAFS.68.RH.2.5)
Reading: 1 .
(LAFS.68.RH.1.1) https://connected.mcgraw-hill.com/media/repository/protected_content/COMPOUND/50001556/83/39/DOPW_EA_OLP_OSE_Florida_Tracker_5_23_16.html
(LAFS.68.RH.1.2)
Writing: 1
(LAFS.68.WH.1.1)
Writing: 2
(LAFS.W68.H.1.2)
McGraw-Hill Standards
19 | P a g e
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Organizing Principle 2: Environmental factors influenced the settlement and development of 4 Weeks- October
three important ancient civilizations in Egypt, Kush, and Israel.
Topics Curriculum Standards/Benchmark Clarification Benchmarks Content Vocabulary
Reminder: All standards from Geography/Research Literacy need to Chapter 5
cataract, delta, shadoof, papyrus,
be reviewed with each organizing principle. hieroglyphics, dynasty
Identify the characteristics of civilization. SS.6.W.2.3 theocracy, pharaoh, bureaucrat,
Some examples of success criteria may include: embalming, pyramid
• Students will identify how population, technology, government, religion, and culture can influence a incense, envoy
savanna, textile
civilization. Chapter 6
prophet, monotheism, tribe, Exodus,
Examples may include, but are not limited to, public works, urbanization, specialized labor, advanced covenant, Torah, commandment, alphabet
psalm, proverb, exile
technology, organized government, religious institutions, social classes, writing, and art and architecture. synagogue, Sabbath, scroll, kosher
Diaspora, rabbi
Describe how the developments of agriculture and metallurgy related to settlement, population growth, and the SS.6.W.2.2
emergence of civilization. 6th Grade Ancient World History
Some examples of success criteria may include:
• Students will identify the relationship between the domestication of plants and animals and the development of
early settlements.
• Students will analyze how the development of metallurgy helped early civilizations to grow.
• 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.
Compare the economic, political, social, and religious institutions of ancient river civilizations. SS.6.W.2.4
Some examples of success criteria may include:
• Students will compare the ancient river civilizations.
Development of Egypt, Kush, and Israel Examples may include, but are not limited to, Nile, Tigris-Euphrates, Indus, and Huang He. SS.6.W.2.5
(Assessment items in bold) Summarize important achievements of Egyptian civilization. SS.6.W.2.6
Some examples of success criteria may include: SS.6.W.2.9
• Students will describe the impact the Egyptian civilization had on the world.
Examples may include, but are not limited to, agriculture, calendar, pyramids, art and architecture, hieroglyphic SS.6.W.3.1
writing and record-keeping, literature such as the Book of the dead, mummification
Determine the contributions of key figures from ancient Egypt.
Some examples of success criteria may include:
• Students will evaluate the long and short-term impact of certain key figures from ancient Egypt.
Examples may include, but are not limited to, Narmer, Imhotep, Hatshepsut, Ramses the great, Akhenaten, and
Tutankhamun.
Identify key figures and basic beliefs of the Israelites and determine how these beliefs
compared with those of others in the geographic area.
Some examples of success criteria may include:
• Students will identify key Israelites.
• Students will compare Israelite culture with other ancient river civilizations.
Examples may include, but are not limited to, Abraham, Moss, monotheism, law, emphasis on individual worth and
responsibility.
Analyze the cultural impact the ancient Phoenicians had on the Mediterranean world with regard to
colonization (Carthage), exploration, maritime commerce (purple dye, tin), and written communication
(alphabet).
Describe the rise and fall of the ancient east African kingdoms of Kush and Axum and Christianity's SS.6.W.3.18
development in Ethiopia.
Some examples of success criteria may include:
Page 20
Volusia District Social Studies Office 2018-2019
• Students will discuss the fall of Kush due to the conquest by Axum.
• Students will identify King Ezana as declaring Christianity as the official religion of Axum. SS.6.E.2.1
• Students will discuss the lasting impact of Christianity on Ethiopia throughout history.
Evaluate how civilizations through clans, leaders, and family groups make economic decisions SS.6.E.3.3
for that civilization providing a framework for future city-state or nation development. SS.6.E.3.4
SS.6.G.4.2
Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of those
economies that led to the rise of a merchant class and trading partners. SS.6.G.4.3
Describe the relationship among civilizations that engage in trade, including the benefits and SS.6.G.5.1
drawbacks of voluntary trade. SS.6.G.5.2
Use maps to trace significant migrations, and analyze their results Prehistoric Asians to the SS.6.G.5.3
Americas, Aryans in Asia, and Germanic tribes throughout Europe
SS.6.G.6.2
Locate sites in Africa and Asia where archaeologists have found evidence of early human SS.6.G.4.2
societies, and 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.
Use geographic terms and tools to explain why ancient civilizations developed networks of
highways, waterways, and other transportation linkages.
Use geographic terms and tools to analyze how famine, drought, and natural disasters
plagued many ancient civilizations
Compare maps of the world in ancient times with current political maps
Use maps to trace significant migrations, and analyze their results
Prehistoric Asians to the Americas, Aryans in Asia, and Germanic tribes throughout Europe
Page 21 6th Grade Ancient World History
Volusia District Social Studies Office 2018-2019
Resources Ancient Egypt and the Middle East
Textbook Discovering Our Past: A History of the World –Early Ages Chapters 5,6
Standards Discovering Our Past: A History of the World –Early Ages Online Teacher’s Guide Correlations
Alignment
Safari Montage • Horrible Histories: Awesome Egypt (24:10)
• Landmarks Ancient Egypt: Pharaohs and Gods
Websites • Landmarks Ancient Egypt: Nile Food and Farming
• King Tut: Secrets Revealed
Page 22 • Who Built the Pyramids? (17:02)
• Pyramid (by David Macaulay) (57:05)
• Engineering an Empire: Carthage (43:48)
• Mummies Made in Egypt (29:31)
• Ancient Egypt (25:30)
• What is Judaism?
The Ancient World Lesson Guide (teacher resource)
https://discoveringegypt.com/ Discovering Egypt
http://www.bbc.co.uk/history/interactive/games/mummy_maker/index_embed.shtml Mummy Maker Game
http://www.youtube.com/watch?v=1JqlAD7dn-E Mummification Song video
https://www.youtube.com/watch?v=b86XE3TbXg0 The Kush Empire video
https://www.youtube.com/watch?v=hoSgZHVocHE Overview of the History of Kush video
http://www.bbc.co.uk/history/interactive/games/pyramid_challenge/index_embed.shtml Pyramid Builder Game
https://www.nms.ac.uk/explore-our-collections/games/discover-ancient-egypt/discover-ancient-egypt/egyptian-tomb-adventure/ Egyptian
Tomb Adventure
http://www.pbs.org/wgbh/nova/ancient/explore-ancient-egypt.html NOVA – Explore Ancient Egypt Interactive
https://www.youtube.com/watch?v=960mk5JRSBk Ancient Egypt Song- Mr. Nicky video
https://www.youtube.com/watch?v=ZvshtiEYdOQ&index=1&list=PLpvMfzfUcq8gWL2sxAkqsEc2CdURReFQ1 Journals Through History Ancient
Egypt Constructing Civilization video
https://www.youtube.com/watch?v=0SVOCB0dbwU&list=PLpvMfzfUcq8gWL2sxAkqsEc2CdURReFQ1&index=2 Journals through History
Ancient Egypt Land of Abundance video
http://www.youtube.com/watch?v=1JqlAD7dn-E Mummification Song video
https://www.youtube.com/watch?v=b86XE3TbXg0 The Kush Empire video
https://www.youtube.com/watch?v=hoSgZHVocHE Overview of the history of Kush video
http://www.ushistory.org/civ/3.asp Ancient Egypt
https://www.youtube.com/watch?v=PWsKZ2Xto4Y&index=6&list=PLi3U-nPPrbS6DZjyVcC0cT4ylht32_gew&t=6s Judaism Explained
Prince of Egypt video
6th Grade Ancient World History
Volusia District Social Studies Office 2018-2019
McGraw-Hill Lesson videos and presentations Differentiated Instruction
Online Resource Guided Reading Activity Reading Essentials and Study Guides
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
DBQ DBQ Binder Activity
• The Nile River: How Did It Shape the Culture of Ancient Egypt?
Teacher Hints Suggested Resources for Teacher Background Knowledge:
• http://www.mitchellteachers.org/WorldHistory/AncientEgyptNearEastUnit
• “Foundations of Western Thought” by Timothy B. Shutt (see pdf file)
• “The Black Pharaohs,” National Geographic article, 3 Ring Binder for Teachers or CD
• A Little History of the World by E.H Gombrich
• A Short History of the World by John M. Roberts
• Egypt, Greece, and Rome: Civilizations of the Ancient Mediterranean by Charles Freeman
Assessment • Chapter Processing activities
• Chapter tests and quizzes
• Teacher Created Formative/Summative Assessment
CPALMS URL: http://www.cpalms.org/Public/search/Resource
Resources Instructions:
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.2.5- Lesson Plan (3), Web Quest, Teaching Idea
SS.6.W.2.6-Lesson Plans (2), Web Quest, Teaching Idea
*At this time, CPALMS did not have any resources available for the unlisted standards. Please keep in mind CPALMS is updated often.
Page 23 6th Grade Ancient World History
Volusia District Social Studies Office 2018-2019
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
(LAFS.68.RH.1.1)
Writing: 2
(LAFS.68.WH.1.2)
DBQ: The Nile River: How Did It Shape the Culture of Ancient Egypt?
Writing: 1
(LAFS.68.WH.1.1) https://connected.mcgraw-
hill.com/media/repository/protected_content/COMPOUND/50001556/83/39/DOPW_EA_OLP_OSE_Florida_Tracker_5_23_16.html
McGraw-Hill Standards
Page 24 6th Grade Ancient World History
Volusia District Social Studies Office 2018-2019
Organizing Principle 4: The Indian subcontinent was the site of one of the world’s most ancient 4 Weeks- November-December
civilizations, and Indian culture has had a major influence on the development of multiple Asian societies. Benchmarks Content Vocabulary
Topics
Curriculum Standards/Benchmark Clarification
Reminder: All standards from Geography/Research Literacy need to be Chapter 9
subcontinent, monsoon,
reviewed with each organizing principle. language, family, raja,
Sanskrit, Vedas, guru
Describe how the developments of agriculture and metallurgy related to settlement, SS.6.W.2.2
population growth, and the emergence of civilization. Hinduism, karma, nirvana,
SS.6.W.2.4 Brahman, dharma,
Some examples of success criteria may include: SS.6.W.4.1 reincarnation, Buddhism
• Students will identify the relationship between the domestication of plants and animals and the development of early SS.6.W.4.2
SS.6.W.4.3 Stupa, pilgrim, Bhagavad,
settlements. SS.6.W.4.4 Gita
• Students will analyze how the development of metallurgy helped early civilizations to grow.
• 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.
Compare the economic, political, social, and religious institutions of ancient river
civilizations.
Some examples of success criteria may include:
• Students will compare the ancient river civilizations.
Examples may include, but are not limited to, Nile, Tigris-Euphrates, Indus, and Huang He.
Discuss the significance of Aryan and other tribal migrations on Indian civilization.
Some examples of success criteria may include:
• Students will discuss how the migration of the Aryan and other tribes contributed to the development of the culture of
India by producing new customs and traditions, including the caste system, new languages, and livestock.
Explain the major beliefs and practices associated with Hinduism and the social structure of
the caste system in ancient India.
Some examples of success criteria may include:
• Students will explain the social structure and levels of the caste system and its relationship with Hinduism.
• Examples may include, but are not limited to, Brahman, reincarnation, dharma, karma, ahimsa, and moksha.
Recognize the political and cultural achievements of the Mauryan and Gupta empires.
Some examples of success criteria may include:
• Students will discuss the influence of Hinduism and Buddhism on the Mauryan and Gupta civilizations.
• Students will examine how the Mauryan and Gupta empires collected taxes on agricultural products, controlled iron
deposits, and created state monopolies.
Explain the teachings of Buddha, the importance of Asoka, and how
Buddhism spread in India, Ceylon, and other parts of Asia.
Some examples of success criteria may include:
• Students will describe Asoka’s conversion to ruling through Buddhism.
• Students will discuss how Asoka contributed to spreading Buddhism through Asia by sending out missionaries.
Examples may include, but are not limited to, the four Noble Truths, Three Qualities, and Eightfold path.
Page 25 6th Grade Ancient World History
Volusia District Social Studies Office 2018-2019
Summarize the important achievements and contributions of ancient Indian civilization. SS.6.W.4.5
SS.6.E.1.1
Some examples of success criteria may include:
Examples may include, but are not limited to, Sanskrit, the Bhagavad Gita, medicine (including performing surgery), metallurgy,
and mathematics (including Hindu-Arabic numerals and the concept of zero).
Identify the factors (new resources, increased productivity, education, technology, slave economy,
territorial expansion) that increase economic growth.
Describe and identify traditional and command economies as they appear in different civilizations. SS.6.E.1.2
Evaluate how civilizations through clans, leaders, and family groups make economic SS.6.E.2.1
decisions for that civilization providing a framework for future city-state or nation
development.
Use maps to trace significant migrations, and analyze their results prehistoric Asians to the Americas, SS.6.G.4.2
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.
Use geographic terms and tools to analyze how famine, drought, and natural disasters plagued many ancient SS.6.G.5.3
civilizations
Compare maps of the world in ancient times with current political maps SS.6.G.6.2
Page 26 6th Grade Ancient World History
Volusia District Social Studies Office 2018-2019
Resources Ancient India
Textbook Discovering Our Past: A History of the World –Early Ages Chapter 9
Standards Discovering Our Past: A History of the World –Early Ages Online Teacher’s Guide Correlation
Alignment
Safari Montage • The Story of India: Beginnings
• My Family is From India
• What is Buddhism? (23:37)
• What Is Hinduism? (23:06)
Websites http://www.pbs.org/thestoryofindia/gallery/ The Story of India resources
https://www.harappa.com/slideshows Harappa.com
http://www.thisismyindia.com/ancient_india/daily-life-in-ancient-india.html Daily Life in Ancient India
https://www.youtube.com/watch?v=n7ndRwqJYDM Crash Course: Indus Valley Civilization video
http://indianoceanhistory.org/ Indian Ocean in World History
https://www.bbc.co.uk/education/topics/zxn3r82 BBC- Indus Valley for Kids
http://www.sacred-texts.com/hin/index.htm The Vedas
https://www.hindugallery.com/ Hindu Gods Images
https://sourcebooks.fordham.edu/halsall/india/indiasbook.asp The Indian History Sourcebook
http://www.ushistory.org/civ/8b.asp Ancient Civilizations – Caste System
https://www.youtube.com/watch?v=FzOKUTJK8Wc Ancient India video
http://depts.washington.edu/chinaciv/ A Visual Source book of Chinese Civilization
http://www.ushistory.org/civ/8.asp Ancient India
https://www.youtube.com/watch?v=ip9DtdYg7yI Indus River Civilizations in 5 Minutes or Less
McGraw-Hill Differentiated Instruction
Online Lesson videos and presentations Reading Essentials and Study Guides
Resources Guided Reading Activity Student Audio
21st Century Skills Activity Spanish Chapter Summary
Reading Essentials and Study Guide Graphic Novel
McGraw-Hill Networks Worksheets
Hands on Chapter Project
Technology Extension
Idea Factory
Study Smart
Chapter Interactive Notebook
DBQ DBQ Binder Activity:
• Mini-Q: Conqueror, Reformer, or Government Administrator: How Should Asoka Be Remembered?
Page 27 6th Grade Ancient World History
Volusia District Social Studies Office 2018-2019
Teacher Hints Suggested Resources for Teacher Background Knowledge:
• A Little History of the World by E.H Gombrich
• A Short History of the World by John M. Roberts
Assessment • Chapter Processing activities
• Chapter tests and quizzes
• Teacher Created Formative/Summative Assessments
CPALMS None Available
Resources *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
(LAFS.68.RH.1.1)
Writing 2
(LAFS.68.WH.1.2)
Writing 1 Mini-Q: Conqueror, Reformer, or Government Administrator: How Should Asoka Be Remembered?
(LAFS.68.WH.1.1)
McGraw-Hill Standard https://connected.mcgraw-
hill.com/media/repository/protected_content/COMPOUND/50001556/83/39/DOPW_EA_OLP_OSE_Florida_Tracker_5_23_16.html
Page 28 6th Grade Ancient World History
Volusia District Social Studies Office 2018-2019
Organizing Principle 5: Ancient China developed a unique and long lasting culture that served as a 3 Weeks- January
Benchmarks Academic Language
cradle of Asian civilization and a source of important intellectual achievement.
Topics Curriculum Standards/Benchmark Clarification
Reminder: All standards from Geography/Research Literacy need to be Chapter 10
warlord, aristocrat, ancestor,
Ancient China (Assessment items in bold) reviewed with each organizing principle. SS.6.W.2.3 pictograph, ideograph,
SS.6.W.2.2 bureaucracy, hereditary, Dao,
Identify the characteristics of civilization. Mandate of Heaven
SS.6.W.2.4
Some examples of success criteria may include: SS.6.W.4.6 Confucianism, Daoism,
• Students will identify how population, technology, government, religion, and culture can influence a civilization. SS.6.W.4.7 Legalism, filial piety
SS.6.W.4.8
Examples may include, but are not limited to, public works, urbanization, specialized labor, advanced technology, organized SS.6.W.4.9 censor, currency, civil
service, tenant farmer,
government, religious institutions, social classes, writing, and art and architecture. acupuncture
Describe how the developments of agriculture and metallurgy related to settlement, Chapter 17
population growth, and the emergence of civilization. Neo-Confucianism
Some examples of success criteria may include: porcelain, calligraphy,
• Students will identify the relationship between the domestication of plants and animals and the development of early
steppe, terror
settlements.
• Students will analyze how the development of metallurgy helped early civilizations to grow. census, barbarian, novel
• 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.
Compare the economic, political, social, and religious institutions of ancient river
civilizations.
Some examples of success criteria may include:
• Students will compare the ancient river civilizations.
Examples may include, but are not limited to, Nile, Tigris-Euphrates, Indus, and Huang He.
Describe the concept of the Mandate of Heaven and its connection to the
Zhou and later dynasties.
Some examples of success criteria may include:
• Students will describe the four principles of the Mandate of Heaven.
• Students will apply their knowledge to discuss the Mandate of Heaven’s impact on the actions, responsibilities, and success of
various dynasties’ rulers
Explain the basic teachings of Laos, Confucius, and Han Fei Zi.
Some examples of success criteria may include:
Examples may include, but are not limited to, filial piety, the role of kinship in maintaining order, and hierarchy in Chinese
society.
Describe the contributions of classical and post classical China.
Some examples of success criteria may include:
Examples may include, but are not limited to, Great wall, Silk Road, bronze casting, silk-making, movable type, gunpowder, paper-
making, magnetic compass, horse collar, stirrup, civil service system, and the Analects.
Identify key figures from classical and post classical China.
Some examples of success criteria may include:
Examples may include, but are not limited to, the contributions of Shi Huangdi, Wu-ti, Empress Wu, and Chengho.
Page 29 6th Grade Ancient World History
Volusia District Social Studies Office 2018-2019
Explain the significance of the silk roads and maritime routes across the Indian Ocean to the SS.6.W.4.10
movement of goods and ideas among Asia, East Africa, and the Mediterranean Basin.
Explain the rise and expansion of the Mongol empire and its effects on peoples of Asia and Europe SS.6.W.4.11
including the achievements of Ghengis and Kublai Khan.
SS.6.W.4.12
Some examples of success criteria may include:
SS.6.E.2.1
• Students will discuss both the positive and negative effects that Mongolian rule had on the peoples of Asia and Europe. SS.6.G.4.2
Identify the causes and effects of Chinese isolation and the decision to limit SS.6.G.4.3
foreign trade in the 15th century. SS.6.G.5.1
SS.6.G.5.2
Some examples of success criteria may include: SS.6.G.5.3
• Students will identify the political development which led to Chinese isolation. SS.6.G.6.2
• Students will examine China’s limits on trade and the decline of the Chinese economy.
• Students will examine the long-term effects of Chinese isolation.
Evaluate how civilizations through clans, leaders, and family groups make economic decisions for that
civilization providing a framework for future city-state or nation development.
Use maps to trace significant migrations, and analyze their results 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
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.
Use geographic terms and tools to explain why ancient civilizations developed networks of highways,
waterways, and other transportation linkages.
Use geographic terms and tools to analyze how famine, drought, and natural disasters plagued many
ancient civilizations
Compare maps of the world in ancient times with current political maps
Page 30 6th Grade Ancient World History
Volusia District Social Studies Office 2018-2019
Resources Ancient China
Textbook Discovering Our Past: A History of the World –Early Ages Chapter10, Chapter 17
Standards Discovering Our Past: A History of the World –Early Ages Online Teacher’s Guide Correlation
Alignment
Safari Montage • Ancient China (25:50)
• Horrible Histories: Challenging China (24:10)
• Gobi Adventure/Forgotten Desert (26:38)
Websites https://www.youtube.com/watch?v=mR9fioGtpp8&list=PLpvMfzfUcq8gWL2sxAkqsEc2CdURReFQ1&index=6 Journals Through History
Ancient China From Dynasty to Destiny video
https://www.youtube.com/watch?v=YazkYpKsA-4- Journals Through History China Contributions to the World
Mulan video
http://depts.washington.edu/chinaciv/ A Visual Source book of Chinese Civilization
http://archive.artsmia.org/art-of-asia/history/chinese-dynasty-guide.cfm Chinese Dynasty Guide
https://www.youtube.com/watch?v=ylWORyToTo4 2,000 Years of Chinese History! The Mandate of Heaven and Confucius
https://www.youtube.com/watch?v=vfe-eNq-Qyg The Silk Road video
http://www.watchmojo.com/index_template.php?template=template_archive_2011&type=id&content=8258&rule=2 Mongol Empire
Differentiated Instruction
McGraw-Hill Lesson videos and presentations Reading Essentials and Study Guides
Online Student Audio
Resources Guided Reading Activity Spanish Chapter Summary
21st Century Skills Activity
Reading Essentials and Study Guide Graphic Novel
McGraw-Hill Networks Worksheets
Hands on Chapter Project
Technology Extension
Idea Factory
Study Smart
Chapter Interactive Notebook
DBQ DBQ Binder Activities
Teacher Hints • The Old Silk Road: A Traveler's Journal
• The Great Wall of Qin and Han China: Was It Worth the Cost?
Suggested Resources for Teacher Background Knowledge:
• A Little History of the World by E.H Gombrich
• A Short History of the World by John M. Roberts
Assessment • Chapter Processing activities
• Chapter tests and quizzes
• Teacher Created Formative/Summative Assessments
Page 31 6th Grade Ancient World History
Volusia District Social Studies Office 2018-2019
CPALMS Resources URL: http://www.cpalms.org/Public/search/Resource
Instructions:
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.2.3- Lesson Plans (2), Web Quest, and Teaching Idea
SS.6.W.4.10- Web Quest
SS.6.W.4.12- Web Quest
Florida Literacy *At this time, CPALMS did not have any resources available for the unlisted standards. Please keep in mind CPALMS is updated often.
Standards
Activities
Reading: 5, 6 Previewing chapters for text structure
(LAFS.68.RH.2.5)
(LAFS.68.RH.2.6)
Reading: 10
(LAFS.68.RH.4.10)
Writing: 2 DBQ’s: The Old Silk Road: A Traveler's
(LAFS.68.WH.1.2)
Writing: 1 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.html
McGraw-Hill Standards
Page 32 6th Grade Ancient World History
Volusia District Social Studies Office 2018-2019
Organizing Principle 3: The Ancient Greeks planted the seeds that would have a lasting impact on 6 Weeks- February-March
western civilization including the areas of art & architecture, government, literature, philosophy, and
science.
Topics Curriculum Standards/Benchmark Clarification Benchmarks Content Vocabulary
Reminder: All standards from Geography/Research Literacy need to be Chapter 7
peninsula, polis, bard, agora,
reviewed with each organizing principle. colony, phalanx, citizen,
acropolis
Identify the characteristics of civilization. SS.6.W.2.3
tyrant, oligarchy, democracy,
Some examples of success criteria may include: helot, ephor
• Students will identify how population, technology, government, religion, and culture can influence a civilization.
Examples may include, but are not limited to, public works, urbanization, specialized labor, advanced technology, organized
government, religious institutions, social classes, writing, and art and architecture. SS.6.W.2.2 satrapy, satrap, Zoroastrianism
Describe how the developments of agriculture and metallurgy related to settlement,
population growth, and the emergence of civilization. SS.6.W.2.4 direct democracy,
representative democracy,
Some examples of success criteria may include: philosopher
• Students will identify the relationship between the domestication of plants and animals and the development of early
Chapter 8
settlements. myth, ritual, oracle, fable, oral
• Students will analyze how the development of metallurgy helped early civilizations to grow. tradition, drama, tragedy,
• Students will interpret the effect of a surplus of food as a cause for population growth in successful Neolithic comedy
settlements.
• Students will compare behaviors of Neolithic people who started in Europe, India, Egypt, China, and Mexico.
Compare the economic, political, social, and religious institutions of ancient river
civilizations.
Some examples of success criteria may include: Sophists, rhetoric, Socratic
• Students will compare the ancient river civilizations. method, Hippocratic Oath
Examples may include, but are not limited to, Nile, Tigris-Euphrates, Indus, and Huang He.
Analyze the cultural impact the ancient Phoenicians had on the Mediterranean world SS.6.W.3.1 cavalry, Hellenistic Era
with regard to colonization (Carthage), exploration, maritime commerce (purple dye, SS.6.W.3.2
tin), and written communication (alphabet). Epicureanism, Stoicism,
Ancient Greece Explain the democratic concepts (polis, civic participation and voting rights, legislative circumference, plane geometry,
(Assessment items in bold) bodies, written constitutions, rule of law) developed in ancient Greece. solid geometry
Compare life in Athens and Sparta (government and the status of citizens, SS.6.W.3.3
women and children, foreigners, helots).
Some examples of success criteria may include:
• Students will describe the social structures of both Athens and Sparta.
• Students will apply their knowledge of Athens and Sparta to discuss how the differences between the two cities
impacted residents’ lives. SS.6.W.3.4
Explain the causes and effects of the Persian and Peloponnesian Wars.
Some examples of success criteria may include:
• Students will describe the relationship between Greek city-states and how the Persian War united them.
• Students will discuss the effects of the Peloponnesian Wars on the city-state system. Athens’ power, and the conquest of
Page 33 6th Grade Ancient World History
Volusia District Social Studies Office 2018-2019
the Macedonians.
Summarize the important achievements and contributions of ancient Greek civilization. SS.6.W.3.5
Some examples of success criteria may include: SS.6.W.3.6
Examples may include, but are not limited to, art and architecture, athletic competitions, the birth of democracy and civic SS.6.W.3.7
responsibility, drama, history, literature, mathematics, medicine, philosophy, science, and warfare. SS.6.C.1.1
SS.6.C.2.1
Determine the impact of key figures from ancient Greece SS.6.E.1.1
Some examples of success criteria may include: SS.6.E.1.3
SS.6.E.3.1
Example may include, but are not limited to, Aristophanes, Aristotle, Hippocrates, Herodotus, Homer, Pericles, Plato, SS.6.E.3.2
SS.6.E.3.3
Pythagoras, Socrates, Solon, Sophocles, Thales, Themistocles, and Thucydides. SS.6.E.3.4
SS.6.G.4.2
Summarize the key achievements, contributions, and figures associated with The SS.6.G.4.3
Hellenistic Period. SS.6.G.5.1
Some examples of success criteria may include:
• Students will differentiate between the Hellenistic Age and classical Greece.
• Examples may include, but are not limited to, Alexander the Great, Library of Alexandria, Archimedes,
Euclid, Plutarch, The Septuagint, Stoicism, and Ptolemy I.
Identify democratic concepts developed in ancient Greece that served as a foundation for
American constitutional democracy.
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 effect on the American political process.
Identify the factors (new resources, increased productivity, education, technology, slave
economy, territorial expansion) that increase economic growth.
Describe the following economic concepts as they relate to early civilization: scarcity,
opportunity cost, supply and demand, barter, trade, productive resources (land, labor, capital,
and entrepreneurship).
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 inside and among various regions.
Categorize products that were traded among civilizations, and give examples of barriers to
trade of those products.
Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of those
economies that led to the rise of a merchant class and trading partners.
Describe the relationship among civilizations that engage in trade, including the benefits and
drawbacks of voluntary trade.
Use maps to trace significant migrations, and analyze their results 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 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.
Page 34 6th Grade Ancient World History
Volusia District Social Studies Office 2018-2019
Use geographic terms and tools to explain why ancient civilizations developed networks of SS.6.G.5.2
highways, waterways, and other transportation linkages. SS.6.G.5.3
SS.6.G.6.2
Use geographic terms and tools to analyze how famine, drought, and natural disasters plagued many
ancient civilizations
Compare maps of the world in ancient times with current political maps
Resources Ancient Greece
Textbook Discovering Our Past: A History of the World –Early Ages Chapters 7,8
Standards Discovering Our Past: A History of the World –Early Ages Online Teacher’s Guide Correlations
Alignment
Safari Montage • Ancient Greece (25:47)
• Ancient Aegean (27:23)
• Horrible Histories: The Groovy Greeks (24:10)
• The Gods of Olympus (19:53)
• Ancient History: The Greek City-State and Democracy (27:56)
Websites http://www.eyewitnesstohistory.com/index.html Eyewitness to History
https://www.bbc.co.uk/education/topics/z87tn39 Ancient Greece resources
https://www.youtube.com/watch?v=0F5qlu3nSDY Ancient Greece Song – Mr. Nicky video
http://www.youtube.com/watch?v=V71ywBHK6wQ Greek God Rap video
https://www.youtube.com/watch?v=fwYYxVGsS0E Greek Philosophers video
http://www.ushistory.org/civ/4f.asp Phoenicians Sailing Away Resources
https://www.youtube.com/watch?v=ojiOLBt7q_Y History of the Phoenicians
https://www.youtube.com/watch?v=ubUbd1kIJK4 Rise of Democracy – Government in Ancient Greece
http://www.teachertube.com/video/horrible-histories-wife-swap-spartans-and-athenians-305246 Horrible Histories Wife Swap – Spartans and
Athenians
Hercules video (Disney)
McGraw-Hill Lesson videos and presentations Differentiated Instruction
Online Resources Guided Reading Activity Reading Essentials and Study Guides
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 35 6th Grade Ancient World History
Volusia District Social Studies Office 2018-2019
DBQ DBQ Binder Activities
• Mini-Q: Educating the Children of Athens and Sparta: Who Would You Have Wanted to Be?
• Mini-Q: How Great Was Alexander the Great?
Education in Sparta: Did the Strengths Out Way the Weaknesses?
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
• It’s All Greek to Me - From Homer to the Hippocratic Oath: How Ancient Greece Has Shaped Our World by Charlotte Higgins
Assessment • Chapter Processing activities
• Chapter tests and quizzes
• Teacher Created Formative/Summative Assessments
CPALMS Resources URL: http://www.cpalms.org/Public/search/Resource
Instructions:
Florida Literacy
Standards 1. Click the live link above (paste into address bar if live link is not available)
2. Input standard within search field
Reading: 5, 6 3. Click Search
(LAFS.68.RH.2.5) 4. Click resource attached to standard for further information SS.6.W.2.3- Lesson Plans (2), Web Quest, and Teaching
(LAFS.68.RH.2.6)
Idea
Reading: 1 5. *At this time, CPALMS did not have any resources available for the unlisted standards. Please keep in mind
(LAFS.68.RH.1.1)
CPALMS is updated often.
Activities
Previewing chapters for text structure
Student Interactive Notebook pages (graphic organizers)
Writing 2
(LAFS.68.WH.1.2)
Writing 1, 2 Mini-Qs: Educating the Children of Athens and Sparta: Who Would You Have Wanted to Be?
(LAFS.68.WH.1.1) How Great Was Alexander the Great?
(LAFS.68.WH.1.2) Education in Sparta
McGraw-Hill https://connected.mcgraw-
Standards hill.com/media/repository/protected_content/COMPOUND/50001556/83/39/DOPW_EA_OLP_OSE_Florida_Tracker_5_23_16.html
Page 36 6th Grade Ancient World History
Volusia District Social Studies Office 2018-2019
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,
Ancient Rome (Assessment items in bold) 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
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
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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
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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
Volusia District Social Studies Office 2018-2019
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
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Idea Factory
Study Smart
Chapter Interactive Notebook
Page 40 6th Grade Ancient World History
Volusia District Social Studies Office 2018-2019
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
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Resources 1. Click the live link above (paste into address bar if live link is not available)
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SS.6.W.1.3- Lesson Plan SS.6.W.1.4- Lesson Plans (2)
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Florida Literacy Activities
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Reading: 5, 6 Previewing chapters for text structure
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(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
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Page 41 6th Grade Ancient World History
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2018 2019 MJ World History and World History Advanced Curriculum Map
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