Volusia District Social Studies Office 2017-2018
Social Studies
Curriculum Map
Volusia County Schools
Page 1 M/J World History and M/J World History Advanced
2109010/NEB
2109020/NEC
6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
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 fo llow 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 do cuments; 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 Brent Beckley Christa Chapple Alicia Deloughery
Narayana Hines Miosotys Smith Sasha Williams
Volusia County Schools
Page 2 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
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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Volusia District Social Studies Office 2017-2018
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.
Page 4 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
Important Events Observed by Volusia County Social Studies Courses
Sept 16-22 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)
September Celebrate Freedom Week: FL Statute: 1003.421 Recitation of the Declaration of Independence.—
Last full week of (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
the month 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
of Independence.
(2) To emphasize the importance of this week, at the beginning of each school day or in homeroom, during the last full week of Se ptember, public school principals and
teachers shall conduct an oral recitation by students of the following words of the Declaration of Independence: “We hold the se 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 a nd growth of the
U.S., has resulted in a whole month being designated for that purpose.
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. Woo dson, 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)
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.”
Page 5 6th Grade Ancient World History
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Organizing Principle 1: The earliest river civilizations began as farming settlements that 6 Weeks/August-September Celebrate Freedom Week
evolved into the first cities, kingdoms, and empires. – last week of September)
Topics Curriculum Standards/Benchmark Clarification Benchmarks Content Vocabulary
NOTE: Benchmarks SS.6.W.1.1 to SS.6.W.1.6, and SS.6.W.2.10 are introduced era, archaeology, artifact, paleontology,
fossil, anthropology, species
through Organizing Principle 1 and reviewed through each Organizing Principle
evidence, primary sources, secondary
hereafter. sources, point of view, bias, conclusion,
scholarly
Early Civilizations (Assessment items in BOLD) Use timelines to identify chronological order of historical events. SS.6.W.1.1
Learning Target: SS.6.W.1.2 credentials, URL, .gov, .com, .org, .edu,
• Students will analyze a timeline and measure time spans between events in both B.C.E. and C.E. SS.6.W.1.3 plagiarize, plagiarism
SS.6.W.1.4
Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE) and hemisphere, latitude, longitude, projection,
designations of time periods. SS.6.W.1.5 culture, physical map, special-purpose map,
Learning Targets: scale, political map, cardinal directions,
choropleth, migration, culture
• Students will understand that time can be broken down into identifiable times spans.
• Students will identify eras as a period marked by a specific event and identify examples, such as the exports, imports, barter, globalization
Neolithic Age, the Bronze Age, and the Iron Age. Paleolithic, technology, nomads, Ice Age
• Students will identify the point at which the timeline changes domesticate, Neolithic Age, systematic
Interpret primary and secondary sources. agriculture, shrine, specialization, Bronze
Learning Targets: Age, monarchy
• Students will examine primary and secondary sources on the same event or time period in history and silt, irrigation, surplus, city-state,
compare details. polytheism, ziggurat, cuneiform, scribe, epic
• Examples may include, but are not limited to, artifacts, images, auditory sources, and written sources. empire, tribute, province, caravan,
Describe the methods of historical inquiry and how history relates to the other astronomer
social sciences.
Learning Targets:
• 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).
Learning Targets:
• 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. SS.6.W.1.6
Describe how history transmits culture and heritage and provides models of human
character.
Learning Targets:
• Students will demonstrate that major events have a cause-and effect relationship on
history.
Page 6 6th Grade Ancient World History
Volusia District Social Studies Office SS.6.W.2.10 2017-2018
• Students will trace the evolution of a cultural practice or cultural norm from its beginnings to modern 6th Grade Ancient World History
times
Compare the emergence of advanced civilizations in Meso and South America with
the four early river valley civilizations. (Not in textbook, see resources)
Examples may include, but are not limited to, Olmec, Zapotec, and Chavin
Compare the lifestyles of hunter-gatherers with those of settlers of early SS.6.W.2.1
agricultural communities.
Learning Targets: SS.6.W.2.2
• Students will identify the time and culture of the Paleolithic people as hunter-gatherers SS.6.W.2.3
SS.6.W.2.7
who discovered fire, painted cave walls, and made simple tools. SS.6.W.2.8
• Students will explain the emergence of agriculture and its effect on Paleolithic societies. SS.6.E.1.1
SS.6.E.1.2
Describe how the developments of agriculture and metallurgy related to settlement, SS.6.E.1.3
population growth, and the emergence of civilization. SS.6.E.3.1
Learning Targets:
• 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.
Identify the characteristics of civilization.
Learning Target:
• 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.
Learning Target:
• 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.
Learning Target:
• Examples may include, but are not limited to, Abraham, Hammurabi, Nebuchadnezzar, Cyrus, and
Zoroaster.
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.
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.
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Volusia District Social Studies Office 2017-2018
Analyze the purposes of map projections (political, physical, special purpose) and explain the SS.6.G.1.2
SS.6.G.1.6
applications of various types of maps.
Use a map to identify major bodies of water of the world, and explain ways they have
impacted the development of civilizations.
Page 8 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
Explain how major physical characteristics, natural resources, climate, and absolute and relativeEarly CivilizationsSS.6.G.2.1
locations have influenced settlement, interactions, and the economies of ancientContinued…. SS.6.G.2.3
civilizations of the world. SS.6.G.2.6
SS.6.G.4.3
Analyze the relationship of physical geography to the development of ancient river SS.6.G.6.1
valley civilizations.
Explain the concept of cultural diffusion, and identify the influences of different ancient
cultures on one another.
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.
Describe the Six Essential Elements of Geography (The World in Spatial Terms, Places and
Regions, Physical Systems, Human Systems, Environment, The Uses of Geography) as the
organizing framework for understanding the world and its people.
Resources Early Civilizations
Textbook
Standards Discovering Our Past: A History of the World –Early Ages Chapters 1-4, Chapter 16 Section 1
Alignment
Safari Montage Discovering Our Past: A History of the World –Early Ages Online Teacher’s Guide Correlations
Websites • Horrible Histories: Savage Stone Age (24:10)
• Ancient Mesopotamia (26:55)
• Human Systems(25:25) Field Code Changed
• Seven Wonders of the Ancient World (Great Pyramid, Hanging Gardens of Babylon, Statue of Zeus at Olympus, Temple of Formatted: Not Highlight
Formatted: Not Highlight
Artemis at Ephesus, Mausoleum of Halicarnassus, Colossus of Rhodes, Lighthouse at Alexandria) (1:35:07)
• http://www.bbc.co.uk/history/ancient/archaeology/ (Link to BBC resource page.)
• http://www.bbc.co.uk/history/forkids/ Link to BBC game and activity page
• http://www.youtube.com/watch?v=84y2q4giihY (Ancient Mesopotamia song by Mr. Nicky) (3:51)
• http://www.ushistory.org/civ/11.asp (Central and South American Empires)ARTICLE
• http://www.essential-humanities.net/world-history/meso-south-america/ (History of Precolonial Meso/South America)
• http://www.eduplace.com/ss/socsci/ca/books/bkf3/reviews/pdfs/LS_6_09_03.pdf (The Olmec of Meso-America)
• http://www.lascaux.culture.fr/?lng=en Virtual Tour of Lascaux’s Caves
• https://www.youtube.com/watch?v=UnSq0c7jM-A The Dordogne, France: Lascaux's Prehistoric Cave Paintings—Rick
Steves (4:32)
• https://www.youtube.com/watch?v=c1g60SSGmeY Civilization—History Teachers Music Video (3:54)
• http://www.timemaps.com/history - Interactive timeline
• http://www.ushistory.org/civ/1.asp - How Do We Know? Intro to History
• http://www.ushistory.org/civ/4.asp - Early Middle East
Page 9 6th Grade Ancient World History
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McGraw-Hill Lesson videos and presentations Differentiated Instruction
Reading Essentials and Study Guides
Online Guided reading Activity Student Audio
Spanish Chapter Summary
Resources 21st Century Skills Activity Graphic Novel
Reading Essentials and Study Guide
McGraw-Hill Networks Worksheets
Hands on Chapter Project
Technology Extension
Idea Factory
Study Smart
Chapter Interactive Notebook
DBQ DBQ Binder
Teacher Hints Suggested Resources for Teacher Background Knowledge:
Assessment • 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
• 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.
Page 6th Grade Ancient World History
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Volusia District Social Studies Office 2017-2018
Florida Literacy Activities
Standards
Reading: 5, 6 Previewing chapters for text structure
(LAFS.68.RH.2.5)
(LAFS.68.RH.2.6)
Reading: 1 Mini-Q: Hammurabi’s Code: Was It Just?
(LAFS.68.RH.1.1)
Writing: 1
(LAFS.68.WH.1.1)
Writing: 2 .
(LAFS.W68.H.1.2)
https://connected.mcgraw- Formatted: Normal, Indent: Left: 0", Space Before: 0.2
pt
McGraw-Hill StandardsT hill.com/media/repository/protected_content/COMPOUND/50001556/83/39/DOPW_EA_OLP_OSE_Florida_Tracker_5_23_16.html
Formatted: Indent: Left: 0"
Page 6th Grade Ancient World History
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Volusia District Social Studies Office 2017-2018
Organizing Principle 2: Environmental factors influenced the settlement and development of 5 Weeks/September-October
three important ancient civilizations in Egypt, Kush, and Israel. (Celebrate Freedom Week – last week of
Topics Curriculum Standards/Benchmark Clarification September)
Benchmarks
Use timelines to identify chronological order of historical events. SS.6.W.1.1 cataract, delta, shadoof, papyrus,
Learning Target: hieroglyphics, dynasty
theocracy, pharaoh, bureaucrat,
• Students will analyze a timeline and measure time spans between events in both B.C.E. and C.E. embalming, pyramid
incense, envoy
Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE) and SS.6.W.1.2 savanna, textile
designations of time periods. prophet, monotheism, tribe, Exodus,
covenant, Torah, commandment, alphabet
Learning Targets: psalm, proverb, exile
synagogue, Sabbath, scroll, kosher
• Students will understand that time can be broken down into identifiable times spans. Diaspora, rabbi
• Students will identify eras as a period marked by a specific event and identify examples, such as the Neolithic 6th Grade Ancient World History
Age, the Bronze Age, and the Iron Age.
• Students will identify the point at which the timeline changes
Interpret primary and secondary sources. SS.6.W.1.3
Learning Targets:
• 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 SS.6.W.1.4
sciences.
Learning Targets:
• 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.
Development of Egypt, Kush, and Israel • Students will describe how to deal with conflicting historical accounts. Students will analyze how cause and
(Assessment items in bold)
effect relationships can be established.
Describe the roles of historians and recognize varying historical interpretations SS.6.W.1.5
(historiography).
Learning Targets:
• 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 SS.6.W.1.6
character.
Learning Targets:
• 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 SS.6.W.2.10
four early river valley civilizations. (Not in textbook, see resources)
Examples may include, but are not limited to, Olmec, Zapotec, and Chavin
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Volusia District Social Studies Office SS.6.W.2.4 2017-2018
SS.6.W.2.5
Compare the economic, political, social, and religious institutions of ancient river SS.6.W.2.6 6th Grade Ancient World History
civilizations. SS.6.W.2.9
Examples may include, but are not limited to, Nile, Tigris-Euphrates, Indus, and Huang He. SS.6.W.3.1
Summarize important achievements of Egyptian civilization.
• Examples may include, but are not limited to, agriculture, calendar, pyramids, art and architecture, hieroglyphic
writing and record-keeping, literature such as the Book of the dead, mummification
Determine the contributions of key figures from ancient Egypt.
• Examples may include, but are not limited to, Narmer, Imhotep, Hatshepsut, Ramses the great, Akhenaten,
Tutankhamun.
Identify key figures and basic beliefs of the Israelites and determine how these beliefs
compared with those of others in the geographic area.
• 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 SS.6.W.3.18
and Christianity's development in Ethiopia.
Learning Targets: SS.6.E.2.1
SS.6.E.3.3
• Students will discuss the fall of Kush due to the conquest by Axum. SS.6.E.3.4
• Students will identify King Ezana as declaring Christianity as the official religion of Axum. SS.6.G.1.3
• Students will discuss the lasting impact of Christianity on Ethiopia throughout history. SS.6.G.1.7
SS.6.G.2.1
Evaluate how civilizations through clans, leaders, and family groups make economic SS.6.G.2.2
decisions for that civilization providing a framework for future city-state or nation SS.6.G.2.3
development.
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.
Identify natural wonders of the ancient world.
Use maps to identify characteristics and boundaries of ancient civilizations that have
shaped the today
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.
Differentiate between continents, regions, countries, and cities in order to understand
the complexities of regions created by civilizations.
Analyze the relationship of physical geography to the development of ancient river valley
civilizations.
Continued on next page….
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Volusia District Social Studies Office 2017-2018
Development of Egypt, Kush, and Israel Explain how the geographical location of ancient civilizations contributed to the SS.6.G.2.4
Continued.. culture and politics of those societies. SS.6.G.2.5
Interpret how geographic boundaries invite or limit interaction with other regions SS.6.G.2.6
and cultures. SS.6.G.3.1
Explain the concept of cultural diffusion, and identify the influences of different SS.6.G.3.2
ancient cultures on one another. SS.6.G.4.1
Explain how the physical landscape has affected the development of agriculture and SS.6.G.4.2
industry in the ancient world. SS.6.G.4.4
Analyze the impact of human populations on the ancient world's ecosystems. SS.6.G.5.1
Explain how family and ethnic relationships influenced ancient cultures. SS.6.G.5.2
SS.6.G.5.3
Use maps to trace significant migrations, and analyze their results.
Map and analyze the impact of the spread of various belief systems in the ancient SS.6.G.6.2
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 tools and terms to analyze how famine, drought, and natural
disasters plagued many ancient civilizations.
Compare maps of the world in ancient times with current political maps.
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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 Online Teacher’s Guide
Alignment Correlations (Access through VPortal)
Safari Montage • Pyramid (by David Macaulay) (57:05)
• Engineering an Empire: Carthage (43:48)
Websites • Who Built the Pyramids? (17:02)
• Horrible Histories: Awesome Egypt (24:10)
• Mummies Made in Egypt (29:31)
• Ancient Egypt (25:30)
• Seven Wonders of the Ancient World (Great Pyramid, Hanging Gardens of Babylon, Statue of Zeus at Olympus, Temple of
Artemis at Ephesus, Mausoleum of Halicarnassus, Colossus of Rhodes, Lighthouse at Alexandria) (1:35:07)
• Wonders of the African World with Henry Louis Gates, Jr.: Black Kingdoms of the Nile (54:08)
The Ancient World Lesson Guide (teacher resource)
• http://www.bbc.co.uk/history/forkids/ (BBC resource page with games and activities for students)
• http://www.bbc.co.uk/history/ancient/ (BBC resource page for teachers to preview)
• https://www.youtube.com/watch?v=xOhjvjWqDs0 Tutankhamen by Mr. Nicky (song)
http://www.nms.ac.uk/kids/games_and_adventures/the_three_pyramids.aspx
• http://www.bbc.co.uk/history/interactive/games/mummy_maker/index_embed.shtml OPEN IN Chrome
• http://www.youtube.com/watch?v=1JqlAD7dn-E (Ch. 8 Mummification: Good Riddance by Green Day) (3:22)
• https://www.youtube.com/watch?v=b86XE3TbXg0 The Kush Empire (2:24)
• https://www.youtube.com/watch?v=hoSgZHVocHE Overview of the History of Kush: (7:33)
• http://www.youtube.com/watch?v=1JqlAD7dn-E Cleopatra—History Teachers Music Video (4:44)
• https://www.youtube.com/watch?v=1JqlAD7dn-E Mummification—History Teachers Music Video (2:32)
• https://www.youtube.com/watch?v=lNB4W1hrE20 Nefertiti—History Teacher Music Video (4:13)
• https://www.youtube.com/watch?v=cAQyFO_fPmM King Tut—History Teacher Music Video (3:13)
• http://www.timemaps.com/history - Interactive timeline
• http://www.ushistory.org/civ/3.asp - Ancient Egypt
Page 12 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
McGraw-Hill Lesson videos and presentations Differentiated Instruction Guided
Reading Essentials and Study Guides
Online Resource Reading Activity
student Audio
21st Century Skills Activity Spanish Chapter Summary
Graphic Novel
Reading Essentials and Study Guide
McGraw-Hill Networks Worksheets
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:
Assessment • 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 (a more in-depth book; despite the title
it includes information on Kush)
• Chapter Processing activities
• Chapter tests and quizzes
• Teacher Created Formative/Summative Assessments
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 13 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
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 DBQ: The Nile River: How Did It Shape the Culture of Ancient Egypt? Formatted: Normal, Indent: Left: 0"
(LAFS.68.RH.1.1) Formatted: Indent: Left: 0"
https://connected.mcgraw-
Writing: 2 hill.com/media/repository/protected_content/COMPOUND/50001556/83/39/DOPW_EA_OLP_OSE_Florida_Tracker_5_23_16.html
(LAFS.68.WH.1.2)
Writing: 1
(LAFS.68.WH.1.1)
McGraw-Hill
StandardsTCI Link
Page 14 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
Organizing Principle 3: The Ancient Greeks planted the seeds that would have a lasting impact on 7 Weeks/November – December
western civilization including the areas of art & architecture, government, literature, philosophy, and Benchmarks
science.
Topics Curriculum Standards/Benchmark Clarification
Use timelines to identify chronological order of historical events. SS.6.W.1.1 peninsula, polis, bard, agora,
SS.6.W.1.2 colony, phlanx
Learning Target: SS.6.W.1.3
• Students will analyze a timeline and measure time spans between events in both B.C.E. and C.E. SS.6.W.1.4 tyrant, oligarchy, democracy,
helot, ephor
Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE) SS.6.W.1.5
and designations of time periods. SS.6.W.1.6 satrapy, satrap, Zoroastrianism
Learning Targets: direct democracy,
• Students will understand that time can be broken down into identifiable time spans. Students will identify eras as a representative democracy,
philosopher
time period marked by a specific event and identify examples, such as the Neolithic Age, the Bronze Age, and the Iron
myth, ritual, oracle, fable, oral
Age. tradition, drama, tragedy,
comedy
• Students will identify the point at which the timeline changes from B.C.E. to C.E. or from BC to AD.
Interpret primary and secondary sources. Sophists, rhetoric, Socratic
method, Hippocratic Oath
Learning Targets:
• Students will examine primary and secondary sources on the same event or time period in history and compare and calvary, Hellenistic Era
contrast details. Epicureanism, Stoicism,
circumference, plane geometry,
• Examples may include, but are not limited to, artifacts, images, auditory sources, and written sources. solid geometry
Ancient Greece Describe the methods of historical inquiry and how history relates to the other
(Assessment items in bold) social sciences.
Learning Targets:
• 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).
Learning Targets:
• 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.
Learning Targets:
• 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
Page 15 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
Compare the emergence of advanced civilizations in Meso and South America with the four SS.6.W.2.10
early river valley civilizations. (Not in textbook, see resources) SS.6.W.2.3
SS.6.W.3.1
Examples may include, but are not limited to, Olmec, Zapotec, and Chavin
Identify the characteristics of 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.
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).
Explain the democratic concepts (polis, civic participation and voting rights, SS.6.W.3.2
legislative bodies, written constitutions, rule of law) developed in ancient Greece.
Compare life in Athens and Sparta (government and the status of citizens, SS.6.W.3.3
women and children, foreigners, helots).
Learning Targets:
• 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.
Explain the causes and effects of the Persian and Peloponnesian Wars. SS.6.W.3.4
Learning Targets:
• 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 the Macedonians.
Summarize the important achievements and contributions of ancient Greek SS.6.W.3.5
civilization.
• Examples may include, but are not limited to, art and architecture, athletic competitions, the birth of democracy and
civic responsibility, drama, history, literature, mathematics, medicine, philosophy, science, and warfare. SS.6.W.3.6
Determine the impact of key figures from ancient Greece
• Example may include, but are not limited to, Aristophanes, Aristotle, Hippocrates, Herodotus, Homer, Pericles, Plato,
Pythagoras, Socrates, Solon, Sophocles, Thales, Themistocles, and Thucydides.
Summarize the key achievements, contributions, and figures associated with The SS.6.W.3.7
Hellenistic Period.
Learning Targets:
• 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 SS.6.C.1.1
foundation for American constitutional democracy.
Page 16 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
Identify principles (civic participation, role of government) from ancient Greek and SS.6.C.2.1
Roman civilizations which are reflected in the American political process today, and SS.6.E.1.1
discuss their effect on the American political process. SS.6.E.1.3
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).
Page 17 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
Ancient Greece Continued…Identify examples of mediums of exchange (currencies) used for trade (barter) for eachSS.6.E.3.1
civilization, and explain why international trade requires a system for a medium of exchange
between trading both inside and among various regions. SS.6.E.3.2
SS.6.E.3.3
Categorize products that were traded among civilizations, and give examples of SS.6.E.3.4
barriers to trade of those products. SS.6.G.1.1
Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of those SS.6.G.1.5
economies that led to the rise of a merchant class and trading partners. SS.6.G.1.6
Describe the relationship among civilizations that engage in trade, including the SS.6.G.1.7
benefits and drawbacks of voluntary trade.
Use latitude and longitude coordinates to understand the relationship between SS.6.G.2.1
people and places on the Earth.
Use scale, cardinal, and intermediate directions, and estimation of distances between SS.6.G.2.2
places on current and ancient maps of the world. SS.6.G.2.3
Use a map to identify major bodies of water of the world, and explain ways they SS.6.G.2.4
have impacted the development of civilizations. SS.6.G.2.5
Use maps to identify characteristics and boundaries of ancient civilizations that have SS.6.G.2.6
shaped the world today. SS.6.G.2.7
Explain how major physical characteristics, natural resources, climate, and absolute SS.6.G.5.3
and relative locations have influenced settlement, interactions, and the economies of ancient
civilizations of the world.
Differentiate between continents, regions, countries, and cities in order to
understand the complexities of regions created by civilizations.
Analyze the relationship of physical geography to the development of ancient river
valley civilizations.
Explain how the geographical location of ancient civilizations contributed to the
culture and politics of those societies.
Interpret how geographic boundaries invite or limit interaction with other regions
and cultures.
Explain the concept of cultural diffusion, and identify the influences of different
ancient cultures on one another.
Interpret choropleths or dot-density maps to explain the distribution of population in
the ancient world.
Use geographic tools and terms to analyze how famine, drought, and natural
disasters plagued many ancient civilizations.
Page 18 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
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)
• Greeks: Crucible of Civilization: The Golden Age (55:42)
• Horrible Histories: The Groovy Greeks (24:10)
• The Gods of Olympus (19:53)
• Birthplace of Apollo: Delos, Greece (13:55)
• The Persians (Engineering an Empire) (44:53)
• Seven Wonders of the Ancient World (Great Pyramid, Hanging Gardens of Babylon, Statue of Zeus at Olympus, Temple of
Artemis at Ephesus, Mausoleum of Halicarnassus, Colossus of Rhodes, Lighthouse at Alexandria) (1:35:07)
• Greece: Alexander the Great (Engineering an Empire) (44:02)
• Ancient History: The Greek City-State and Democracy (27:56)
Websites Eyewitness to History:
History through the eyes of those who lived it- reading selections
• http://www.eyewitnesstohistory.com/index.html
• http://www.bbc.co.uk/history/forkids/ Link to BBC game and activity
• https://www.youtube.com/watch?v=0F5qlu3nSDY Mr. Nicky Ancient Greece Song
• http://www.youtube.com/watch?v=V71ywBHK6wQ Greek god rap (3:37)
• https://www.youtube.com/watch?v=fwYYxVGsS0E Greek Philosophers—History Teachers Music Video (3:45)
• http://www.timemaps.com/history - Interactive timeline
• http://www.ushistory.org/civ/4f.asp -Phoenicians: Sailing Away
• https://www.youtube.com/watch?v=ojiOLBt7q_Y History of the Phoenicians (24:13)
Page 19 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
McGraw-Hill Lesson videos and presentations Differentiated Instruction
Online Resources Guided Reading Activity Reading Essentials and Study Guides
21st Century Skills Activity Student Audio
DBQ Reading Essentials and Study Guide Spanish Chapter Summary
Teacher Hints McGraw-Hill Networks Worksheets Graphic Novel
Hands on Chapter Project
Technology Extension
Idea Factory
Study Smart
Chapter Interactive Notebook
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?
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:
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
5. *At this time, CPALMS did not have any resources available for the unlisted standards. Please keep in mind
CPALMS is updated often.
Page 20 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
Florida Literacy Activities
Standards
Reading: 5, 6
(LAFS.68.RH.2.5) Previewing chapters for text structure
(LAFS.68.RH.2.6)
Reading: 1
(LAFS.68.RH.1.1) 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- Formatted: Normal
Standards hill.com/media/repository/protected_content/COMPOUND/50001556/83/39/DOPW_EA_OLP_OSE_Florida_Tracker_5_23_16.html Formatted: Indent: Left: 0"
Page 21 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
Organizing Principle 4: The Indian subcontinent was the site of one of the world’s most ancient 6 Weeks/January-February
civilizations, and Indian culture has had a major influence on the development of multiple Asian societies. Benchmarks Academic Language
Topics
Curriculum Standards/Benchmark Clarification
Use timelines to identify chronological order of historical events. SS.6.W.1.1 subcontinent, monsoon,
SS.6.W.1.2 language family, raja,
Learning Target: SS.6.W.1.3 Sanskrit, Vedas, guru
SS.6.W.1.4
• Students will analyze a timeline and measure time spans between events in both B.C.E. and C.E. Hinduism, karma, nirvana,
Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE) SS.6.W.1.5 Brahman, dharma, Jainism,
and designations of time periods. SS.6.W.1.6 reincarnation, Buddhism
SS.6.W.2.10
Learning Targets: Stupa, pilgrim, Bhagavad
• Students will understand that time can be broken down into identifiable time spans. Students will identify eras as a time period Gita
Ancient India marked by a specific event and identify examples, such as the Neolithic Age, the Bronze Age, and the Iron Age.
(Assessment items in bold)
• Students will identify the point at which the timeline changes from B.C.E. to C.E. or from BC to AD.
Interpret primary and secondary sources.
Learning Targets:
• Students will examine primary and secondary sources on the same event or time period in history and compare and contrast
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.
Learning Targets:
• 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).
Learning Targets:
• 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.
Learning Targets:
• 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)
Examples may include, but are not limited to, Olmec, Zapotec, and Chavin
Page 22 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
Identify the characteristics of civilization. SS.6.W.2.3
• 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.
Describe how the developments of agriculture and metallurgy related to settlement, SS.6.W.2.2
population growth, and the emergence of civilization.
Learning Targets:
• 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 SS.6.W.2.4
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. SS.6.W.4.1
Learning Target:
• 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 SS.6.W.4.2
social structure of the caste system in ancient India.
Learning Targets:
• 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. SS.6.W.4.3
Learning Targets:
• 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 SS.6.W.4.4
Buddhism spread in India, Ceylon, and other parts of Asia.
Learning Targets:
• 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.
Summarize the important achievements and contributions of ancient Indian SS.6.W.4.5
civilization.
• 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, SS.6.E.1.1
technology, slave economy, territorial expansion) that increase economic growth.
Describe and identify traditional and command economies as they appear in SS.6.E.1.2
different civilizations.
Page 23 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
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. SS.6.G.1.3
Identify natural wonders of the ancient world. SS.6.G.1.4
Utilize tools geographers use to study the world. SS.6.G.1.6
Use a map to identify major bodies of water of the world, and explain ways they
have impacted the development of civilizations. SS.6.G.2.3
Analyze the relationship of physical geography to the development of ancient SS.6.G.3.1
river valley civilizations. SS.6.G.3.2
Explain how the physical landscape has affected the development of agriculture
and industry in the ancient world.
Analyze the impact of human populations on the ancient world's ecosystems.
Ancient India Use maps to trace significant migrations, and analyze their results. SS.6.G.4.2
Continued… Map and analyze the impact of the spread of various belief systems in the ancient SS.6.G.4.4
world. SS.6.G.5.2
SS.6.G.5.3
Use geographic terms and tools to explain why ancient civilizations developed
networks of highways, waterways, and other transportation linkages.
Use geographic tools and terms to analyze how famine, drought, and natural
disasters plagued many ancient civilizations.
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 • Buddhism (47:27)
Montage • What is Buddhism? (23:37)
• Hinduism (47:28)
Websites • What Is Hinduism? (23:06)
• http://www.bbc.co.uk/history/ancient/india/ (Link to BBC resource page.)
• http://www.timemaps.com/history - Interactive timeline
• http://www.ushistory.org/civ/8.asp - Ancient India
Page 24 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
McGraw-Hill Differentiated Instruction Guided Reading
Reading Essentials and Study Guides
Online Lesson videos and presentations Student Audio
Spanish Chapter Summary
Resources Activity Graphic Novel
21st Century Skills Activity
Reading Essentials and Study Guide
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?
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.
Page 25 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
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- Formatted: Indent: Left: 0"
hill.com/media/repository/protected_content/COMPOUND/50001556/83/39/DOPW_EA_OLP_OSE_Florida_Tracker_5_23_16.html Formatted: Normal, Right: 0"
Page 26 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
Organizing Principle 5: Ancient China developed a unique and long lasting culture that served as a 6 Weeks/March - April
cradle of Asian civilization and a source of important intellectual achievement.
Topics Curriculum Standards/Benchmark Clarification Benchmarks Academic Language
Use timelines to identify chronological order of historical events. SS.6.W.1.1 warlord, aristocrat, ancestor,
SS.6.W.1.2 pictograph, ideograph,
Learning Target: bureaucracy, hereditary, Dao,
Mandate of Heaven
• Students will analyze a timeline and measure time spans between events in both B.C.E. and C.E.
Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE) Confucianism, Daoism,
and designations of time periods. Legalism, filial piety
Learning Targets: censor, currency, civil
SS.6.W.1.3 service, tenant farmer,
• Students will understand that time can be broken down into identifiable time spans. Students will identify eras as a time period
acupuncture
marked by a specific event and identify examples, such as the Neolithic Age, the Bronze Age, and the Iron Age.
Neo-Confucianism
• Students will identify the point at which the timeline changes from B.C.E. to C.E. or from BC to AD. SS.6.W.1.4 porcelain, calligraphy,
Interpret primary and secondary sources.
steppe, terror
Learning Targets:
• Students will examine primary and secondary sources on the same event or time period in history and compare and contrast census, barbarian, novel
Ancient China (Assessment items in bold) details. SS.6.W.1.5
• Examples may include, but are not limited to, artifacts, images, auditory sources, and written sources.
SS.6.W.1.6
Describe the methods of historical inquiry and how history relates to the other social
sciences. SS.6.W.2.10
SS.6.W.2.3
Learning Targets:
• Students will describe the importance of using both primary and secondary sources to answer questions about an event 6th Grade Ancient World History
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).
Learning Targets:
• 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.
Learning Targets:
• 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)
Examples may include, but are not limited to, Olmec, Zapotec, and Chavin
Identify the characteristics of 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.
Page 20
Volusia District Social Studies Office 2017-2018
Compare the economic, political, social, and religious institutions of ancient river SS.6.W.2.4
SS.6.W.4.6
civilizations.
• Examples may include, but are not limited to, Nile, Tigris-Euphrates, Indus, and Huang He. SS.6.W.4.7
SS.6.W.4.8
Describe the concept of the Mandate of Heaven and its connection to the SS.6.W.4.9
Zhou and later dynasties.
Learning Targets:
• 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.
• 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.
• 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.
• Examples may include, but are not limited to, the contributions of Shi Huangdi, Wu-ti, Empress Wu, and Chengho.
Explain the significance of the silk roads and maritime routes across the
Indian Ocean to the movement of goods and ideas among Asia, East Africa, and the
Mediterranean Basin. SS.6.W.4.10
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.
Learning Target: SS.6.W.4.12
• Students will discuss both the positive and negative effects that Mongolian rule had on the peoples of Asia and Europe. SS.6.E.2.1
SS.6.G.1.3
Identify the causes and effects of Chinese isolation and the decision to limit
foreign trade in the 15th century. SS.6.G.1.4
SS.6.G.1.6
Learning Targets: SS.6.G.1.7
• Students will identify the political development which led to Chinese isolation. SS.6.G.2.3
• 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.
Identify natural wonders of the ancient world.
Utilize tools geographers use to study the world.
Use a map to identify major bodies of water of the world, and explain ways they
have impacted the development of civilizations.
Use maps to identify characteristics and boundaries of ancient civilizations that
have shaped the world today.
Analyze the relationship of physical geography to the development of ancient
river valley civilizations.
Page 20 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
Explain how the geographical location of ancient civilizations contributed to the SS.6.G.2.4
culture and politics of those societies. SS.6.G.2.5
Interpret how geographic boundaries invite or limit interaction with other regions
and cultures.
Page 20 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
Ancient ChinaInterpret choropleths or dot-density maps to explain the distribution of population in the ancientSS.6.G.2.7
Continued….world. SS.6.G.3.1
Explain how the physical landscape has affected the development of agriculture
and industry in the ancient world. SS.6.G.4.4
Map and analyze the impact of the spread of various belief systems in the ancient SS.6.G.5.3
world. SS.6.G.6.2
Use geographic tools and terms 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 21 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
Resources Ancient China
Textbook Discovering Our Past: A History of the World –Early Ages Chapter10, Chapter 17 lesson 3
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)
• Buddhism (47:27)
• Gobi Adventure/Forgotten Desert (26:38)
Websites • http://www.bbc.co.uk/schools/primaryhistory/worldhistory/tang_tomb_figures/
• http://www.bbc.co.uk/history/forkids/ (BBC resource page with games and activities for students)
• http://www.bbc.co.uk/history/ancient/ (BBC resource page for teachers to preview)
• http://www.watchmojo.com/index_template.php?template=template_archive_2011&type=id&content=8258&rule=2Mongol
Empire
• http://css.history.com/shows/mankind-the-story-of-all-of-us/videos/mankind-the-story-of-all-of-us-genghis-khan
• http://www.timemaps.com/history - Interactive timeline
• https://www.youtube.com/watch?v=YazkYpKsA-4- "Journals Through History Ancient China Contributions to the
World"
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
Page 22 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
DBQ DBQ Binder Activities
• The Old Silk Road: A Traveler's Journal
• The Great Wall of Qin and Han China: Was It Worth the Cost?
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 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- Formatted: Normal, Indent: Left: 0", Right: 0"
(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 6th Grade Ancient World History
Page 23
Volusia District Social Studies Office 2017-2018
StandardsTCI Link
Page 24 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
Organizing Principle 6: The Roman Republic and Empire greatly shaped the cultural legacy of Western 7 Weeks/April-May
Benchmarks Academic Language
civilization through its system of laws and republican government, the Latin language, its military and
technological accomplishments, and the spread of Greek ideas.
Topics Curriculum Standards/Benchmark Clarification
Ancient Rome (Assessment items in bold) Use timelines to identify chronological order of historical events. SS.6.W.1.1 republic, legion
SS.6.W.1.2
Learning Target: SS.6.W.1.3 patrician, veto, dictator,
SS.6.W.1.4 plebeian, praetor, civic duty,
• Students will analyze a timeline and measure time spans between events in both B.C.E. and C.E. consul, tribune
Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE) SS.6.W.1.5
and designations of time periods. latifundial, triumvirate
Learning Targets: Pax Romana, proconsul
• Students will understand that time can be broken down into identifiable time spans. Students will identify eras as a time
gladiator, satire, anatomy,
period marked by a specific event and identify examples, such as the Neolithic Age, the Bronze Age, and the Iron Age. ode, vault
• Students will identify the point at which the timeline changes from B.C.E. to C.E. or from BC to AD. reforms
Interpret primary and secondary sources.
mosaics, saints
Learning Targets:
• Students will examine primary and secondary sources on the same event or time period in history and compare and parable, apostle, resurrection,
salvation
contrast details.
martyr, doctrine, laity,
• Examples may include, but are not limited to, artifacts, images, auditory sources, and written sources. hierarchy, gospel, clergy,
pope
Describe the methods of historical inquiry and how history relates to the other
social sciences. icon, schism, iconoclast,
monastery, excommunicate
Learning Targets:
• 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).
Learning Targets:
• 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 SS.6.W.1.6
character.
SS.6.W.2.10
Learning Targets: 6th Grade Ancient World History
• 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)
Examples may include, but are not limited to, Olmec, Zapotec, and Chavin
Page 30
Volusia District Social Studies Office 2017-2018
Determine the impact of significant figures associated with ancient Rome. SS.6.W.3.8
SS.6.W.3.9
• Examples may include, but are not limited to, Augustus, Cicero, Cincinnatus, Cleopatra, Constantine the Great,
SS.6.W.3.10
Diocletian, Tiberius and Gaius Gracchus, Hadrian, Hannibal, Horace, Julius Caesar, Ovid, Romulus and Remus, Marcus
SS.6.W.3.11
Aurelius, Scipio Africanus, Virgil, Theodosius, and Attila the Hun. SS.6.W.3.12
SS.6.W.3.13
Explain the impact of the Punic Wars on the development of the Roman SS.6.W.3.14
Empire. SS.6.W.3.15
SS.6.W.3.16
Learning Targets:
• 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.
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).
Learning Target:
• Students will discuss how the government of the Roman Republic influenced the development of democracy in the
modern United States.
Explain the transition from Roman Republic to empire and Imperial Rome, and
compare Roman life and culture under each one.
Learning Targets:
• 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.
• 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 Roman Empire.
• 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.
• 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.
• 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.
Page 30 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
Explain the spread and influence of the Latin language on Western Civilization. SS.6.W.3.17
Learning Targets:
• 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 SS.6.C.1.2
democratic 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 SS.6.C.2.1
discuss their 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 SS.6.E.3.1
medium of exchange between trading both inside and among various regions.
Categorize products that were traded among civilizations, and give examples of SS.6.E.3.2
barriers to trade of those products.
Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of SS.6.E.3.3
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 SS.6.E.3.4
benefits and drawbacks of voluntary trade.
Use a map to identify major bodies of water of the world, and explain ways they SS.6.G.1.6
have impacted the development of civilizations.
Use maps to identify characteristics and boundaries of ancient civilizations that SS.6.G.1.7
have shaped the world today.
Ancient Rome Continued… Differentiate between continents, regions, countries, and cities in order to SS.6.G.2.2
understand the complexities of regions created by civilizations.
Explain how the geographical location of ancient civilizations contributed to the SS.6.G.2.4
culture and politics of those societies.
Interpret how geographic boundaries invite or limit interaction with other regions SS.6.G.2.5
and cultures.
Explain the concept of cultural diffusion, and identify the influences of different SS.6.G.2.6
ancient cultures on one another.
Identify the methods used to compensate for the scarcity of resources in the SS.6.G.5.1
ancient world.
Page 30 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
Use geographic terms and tools to explain why ancient civilizations developed SS.6.G.5.2
networks of highways, waterways, and other transportation linkages. SS.6.G.5.3
Use geographic tools and terms to analyze how famine, drought, and natural
disasters plagued many ancient civilizations.
Page 30 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
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)
• Horrible Histories: The Rotten Romans (24:09)
• Roman Catacomb History (53:05)
• Spartacus (49:19)
Websites Teacher Web Site:
• http://www.bbc.co.uk/history/forkids/ (BBC resource page with games and activities for students)
• http://www.bbc.co.uk/history/ancient/ (BBC resource page for teachers to preview)
Eyewitness to History:
History through the eyes of those who lived it- reading selections
• http://www.eyewitnesstohistory.com/awfrm.htm
• http://www.bbc.co.uk/history/ancient/romans/launch_gms_gladiator.shtml
• http://www.bbc.co.uk/guides/z2sm6sg#zxy6hyc
• www.youtube.com search: WORLD HISTORY TEACHER VIDEOS (lists all videos available)
• http://www.timemaps.com/history - Interactive timeline
• http://blogs.dalton.org/rome/ - Numerous resources on Rome
McGraw-Hill Lesson videos and presentations Differentiated Instruction
Online Guided Reading Activity Reading Essentials and Study Guides
Resources 21st Century Skills Activity Student Audio
Reading Essentials and Study Guide Spanish Chapter Summary
McGraw-Hill Networks Worksheets Graphic Novel
Hands on Chapter Project
Technology Extension
Idea Factory
Study Smart
Chapter Interactive Notebook
Page 29 6th Grade Ancient World History
Volusia District Social Studies Office 2017-2018
DBQ DBQ Binder Activities
• Mini-Q: Citizenship in Athens and Rome: Who Had the Better System?
• Mini-Q: How Did Christianity Take Hold in the Ancient World?
• Mini-Q: Why Did Rome Fall?
Teacher Hints Suggested Resources for Teacher Background Knowledge:
• “Foundations of Western Thought” by Timothy B. Shutt (see pdf file)
• Twelve Greeks and Romans Who Changed the World by Carl J. Richard
Assessment • Chapter Processing activities
• Chapter tests and quizzes
• Teacher Created Formative/Summative Assessments
CPALMS URL: http://www.cpalms.org/Public/search/Resource Instructions:
Resources 1. Click the live link above (paste into address bar if live link is not available)
2. Input standard within search field
3. Click Search
4. Click resource attached to standard for further information
SS.6.W.1.3- Lesson Plan SS.6.W.1.4- Lesson Plans (2)
*At this time, CPALMS did not have any resources available for the unlisted standards. Please keep in mind CPALMS is updated often.
Florida Literacy Activities
Standards
Reading: 5, 6 Previewing chapters for text structure
(LAFS.68.RH.2.5)
(LAFS.68.RH.2.6)
Reading: 1, 10
(LAFS.68.RH.1.1)
(LAFS.68.RH.4.10)
Reading: 1 Mini-Qs: Citizenship in Athens and Rome: Who Had the Better System?
(LAFS.68.RH.1.1) How Did Christianity Take Hold in the Ancient World?
Writing: 1, 2 https://connected.mcgraw-
(LAFS.68.WH.1.1) hill.com/media/repository/protected_content/COMPOUND/50001556/83/39/DOPW_EA_OLP_OSE_Florida_Tracker_5_23_16.
(LAFS.68.WH.1.2) html
McGraw-Hill
Standards
Page 30 6th Grade Ancient World History
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