2011-2012 curriculum map - volusia county schools maps and guide… · page 1 6th grade ancient...

Volusia District Social Studies Office 2017-2018

Page 1 6th Grade Ancient World History

Social Studies

Curriculum Map Volusia County Schools

M/J World History and M/J World History Advanced

2109010/NEB

2109020/NEC



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

Social Studies Curriculum Specialist Volusia County Schools

Curriculum Map Revision Committee Brent Beckley Christa Chapple Alicia Deloughery Narayana Hines Miosotys Smith Sasha Williams



Social Studies Curriculum Mapping

-TEACHING WITH A PURPOSE IN MIND-

Organizing Principle

(Thesis)

Measurement Topic Curriculum Standards (NGSSS) Academic Language Teaching Resources (Florida

Literacy Standards)

Assessment

Formative and Summative

Next Generation Sunshine

State Standards



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, its 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 shouldnt 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.



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

Last full week of the month

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 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 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 students parent, the student must be excused from the recitation of the Declaration of Independence. History.s. 1, ch. 2002-213.

September 15-

October 15

Hispanic Heritage Month

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 Da 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.

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 and activities.

(Teachers will receive further instruction from content area specialist)

March Women's History Month Womens 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 Womens History Week." Throughout the next five years, Congress continued to pass joint resolutions designating a week in March as

"Womens History Week." In 1987 after being petitioned by the National Womens History Project, Congress passed Pub. L. 100-9 which designated the month of March 1987 as Womens History Month." Between 1988 and 1994, Congress passed additional resolutions requesting and authorizing the President to proclaim March of each year

as Womens History Month. Since 1995, Presidents Clinton, Bush and Obama have issued a series of annual proclamations designating the month of March as Womens

History Month.



Organizing Principle 1: The earliest river civilizations began as farming settlements that

evolved into the first cities, kingdoms, and empires.

6 Weeks/August-September Celebrate Freedom Week last week of September)

Topics Curriculum Standards/Benchmark Clarification Benchmarks Content Vocabulary

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NOTE: Benchmarks SS.6.W.1.1 to SS.6.W.1.6, and SS.6.W.2.10 are introduced

through Organizing Principle 1 and reviewed through each Organizing Principle

hereafter.

era, archaeology, artifact, paleontology,

fossil, anthropology, species

evidence, primary sources, secondary

sources, point of view, bias, conclusion,

scholarly

credentials, URL, .gov, .com, .org, .edu,

plagiarize, plagiarism

hemisphere, latitude, longitude, projection,

culture, physical map, special-purpose map,

scale, political map, cardinal directions,

choropleth, migration, culture

exports, imports, barter, globalization

Paleolithic, technology, nomads, Ice Age

domesticate, Neolithic Age, systematic

agriculture, shrine, specialization, Bronze

Age, monarchy

silt, irrigation, surplus, city-state,

polytheism, ziggurat, cuneiform, scribe, epic

empire, tribute, province, caravan,

astronomer

Use timelines to identify chronological order of historical events. Learning Target:

Students will analyze a timeline and measure time spans between events in both B.C.E. and C.E.

SS.6.W.1.1

Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE) and

designations of time periods. Learning Targets:

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 Neolithic Age, the Bronze Age, and the Iron Age.

Students will identify the point at which the timeline changes

SS.6.W.1.2

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 details.

Examples may include, but are not limited to, artifacts, images, auditory sources, and written sources.

SS.6.W.1.3

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.

SS.6.W.1.4

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.1.5

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.

SS.6.W.1.6



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

SS.6.W.2.10

Compare the lifestyles of hunter-gatherers with those of settlers of early

agricultural communities. Learning Targets:

Students will identify the time and culture of the Paleolithic people as hunter-gatherers

who discovered fire, painted cave walls, and made simple tools.

Students will explain the emergence of agriculture and its effect on Paleolithic societies.

SS.6.W.2.1

Describe how the developments of agriculture and metallurgy related to settlement,

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.

SS.6.W.2.2

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.

SS.6.W.2.3

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.

SS.6.W.2.7

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.

SS.6.W.2.8

Identify the factors (new resources, increased productivity, education, technology, slave

economy, territorial expansion) that increase economic growth. SS.6.E.1.1

Describe and identify traditional and command economies as they appear in different

civilizations. SS.6.E.1.2

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).

SS.6.E.1.3

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.

SS.6.E.3.1



Analyze the purposes of map projections (political, physical, special purpose) and explain the

applications of various types of maps. SS.6.G.1.2

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.1.6



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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

Analyze the relationship of physical geography to the development of ancient river

valley civilizations. SS.6.G.2.3

Explain the concept of cultural diffusion, and identify the influences of different ancient

cultures on one another. SS.6.G.2.6

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.

SS.6.G.4.3

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.

SS.6.G.6.1

Resources Early Civilizations

Textbook Discovering Our Past: A History of the World Early Ages Chapters 1-4, Chapter 16 Section 1

Standards

Alignment

Discovering Our Past: A History of the World Early Ages Online Teachers Guide Correlations

Safari Montage Horrible Histories: Savage Stone Age (24:10)

Ancient Mesopotamia (26:55)

Human Systems(25:25)

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) Websites 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 Lascauxs Caves

https://www.youtube.com/watch?v=UnSq0c7jM-A The Dordogne, France: Lascaux's Prehistoric Cave PaintingsRick Steves (4:32)

https://www.youtube.com/watch?v=c1g60SSGmeY CivilizationHistory 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

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Page 10

6th Grade Ancient World History

McGraw-Hill

Online

Resources

Lesson videos and presentations Differentiated Instruction 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 Resources

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.

http://www.cpalms.org/public/search/Search


Page 11

6th Grade Ancient World History

Florida Literacy Standards

Activities

Reading: 5, 6

(LAFS.68.RH.2.5)

(LAFS.68.RH.2.6)

Reading: 1

(LAFS.68.RH.1.1)

Writing: 1

(LAFS.68.WH.1.1)

Writing: 2

(LAFS.W68.H.1.2)

McGraw-Hill Standards

Previewing chapters for text structure

Mini-Q: Hammurabis Code: Was It Just?

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0.2 pt

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Organizing Principle 2: Environmental factors influenced the settlement and development of

three important ancient civilizations in Egypt, Kush, and Israel. 5 Weeks/September-October

(Celebrate Freedom Week last week of

September) Topics Curriculum Standards/Benchmark Clarification Benchmarks

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SS.6.W.1.1 cataract, delta, shadoof, papyrus,

hieroglyphics, dynasty

theocracy, pharaoh, bureaucrat,

embalming, pyramid

incense, envoy

savanna, textile

prophet, monotheism, tribe, Exodus,

covenant, Torah, commandment, alphabet

psalm, proverb, exile

synagogue, Sabbath, scroll, kosher

Diaspora, rabbi

Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE) and

designations of time periods. Learning Targets:

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 Neolithic Age, the Bronze Age, and the Iron Age.

Students will identify the point at which the timeline changes

SS.6.W.1.2


Students will examine primary and secondary sources on the same event or time period in history and compare details.


SS.6.W.1.3

Describe the methods of historical inquiry and how history relates to the other social

sciences. Learning Targets:



Students will describe how to deal with conflicting historical accounts. Students will analyze how cause and effect relationships can be established.

SS.6.W.1.4

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.


SS.6.W.1.5





SS.6.W.1.6

Compare the emergence of advanced civilizations in Meso and South America with the

four early river valley civilizations. (Not in textbook, see resources)


SS.6.W.2.10



Compare the economic, political, social, and religious institutions of ancient river

civilizations. Examples may include, but are not limited to, Nile, Tigris-Euphrates, Indus, and Huang He.

SS.6.W.2.4

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

SS.6.W.2.5

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.

SS.6.W.2.6

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.

SS.6.W.2.9

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).

SS.6.W.3.1

Describe the rise and fall of the ancient east African kingdoms of Kush and Axum

and Christianity's development in Ethiopia. Learning Targets:

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.

Students will discuss the lasting impact of Christianity on Ethiopia throughout history.

SS.6.W.3.18

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.

SS.6.E.2.1

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.E.3.3

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

SS.6.E.3.4

Identify natural wonders of the ancient world. SS.6.G.1.3 Use maps to identify characteristics and boundaries of ancient civilizations that have shaped the today

SS.6.G.1.7

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

Differentiate between continents, regions, countries, and cities in order to understand the complexities of regions created by civilizations.

SS.6.G.2.2

Analyze the relationship of physical geography to the development of ancient river valley

civilizations. Continued on next page.

SS.6.G.2.3



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Explain how the geographical location of ancient civilizations contributed to the culture and politics of those societies.

SS.6.G.2.4

Interpret how geographic boundaries invite or limit interaction with other regions and cultures.

SS.6.G.2.5

Explain the concept of cultural diffusion, and identify the influences of different ancient cultures on one another.

SS.6.G.2.6

Explain how the physical landscape has affected the development of agriculture and industry in the ancient world.

SS.6.G.3.1

Analyze the impact of human populations on the ancient world's ecosystems. SS.6.G.3.2

Explain how family and ethnic relationships influenced ancient cultures. SS.6.G.4.1

Use maps to trace significant migrations, and analyze their results. SS.6.G.4.2 Map and analyze the impact of the spread of various belief systems in the ancient world.

SS.6.G.4.4

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, waterways, and other transportation linkages.

SS.6.G.5.2

Use geographic tools and terms to analyze how famine, drought, and natural disasters plagued many ancient civilizations.

SS.6.G.5.3

Compare maps of the world in ancient times with current political maps. SS.6.G.6.2



Resources Ancient Egypt and the Middle East

Textbook Discovering Our Past: A History of the World Early Ages Chapters 5,6

Standards

Alignment


Safari Montage Pyramid (by David Macaulay) (57:05)

Engineering an Empire: Carthage (43:48)

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)

Websites 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 CleopatraHistory Teachers Music Video (4:44)

https://www.youtube.com/watch?v=1JqlAD7dn-E MummificationHistory Teachers Music Video (2:32)

https://www.youtube.com/watch?v=lNB4W1hrE20 NefertitiHistory Teacher Music Video (4:13)

https://www.youtube.com/watch?v=cAQyFO_fPmM King TutHistory Teacher Music Video (3:13)


http://www.ushistory.org/civ/3.asp - Ancient Egypt

https://connected.mcgraw-hill.com/media/repository/protected_content/COMPOUND/50001556/83/39/DOPW_EA_OLP_OSE_Florida_Tracker_5_23_16.htmlhttp://www.bbc.co.uk/history/forkids/http://www.bbc.co.uk/history/ancient/https://www.youtube.com/watch?v=xOhjvjWqDs0%20http://www.nms.ac.uk/kids/games_and_adventures/the_three_pyramids.aspxhttp://www.bbc.co.uk/history/interactive/games/mummy_maker/index_embed.shtmlhttp://www.youtube.com/watch?v=1JqlAD7dn-Ehttps://www.youtube.com/watch?v=b86XE3TbXg0https://www.youtube.com/watch?v=hoSgZHVocHEhttp://www.youtube.com/watch?v=1JqlAD7dn-Ehttps://www.youtube.com/watch?v=1JqlAD7dn-Ehttps://www.youtube.com/watch?v=lNB4W1hrE20https://www.youtube.com/watch?v=cAQyFO_fPmMhttp://www.timemaps.com/historyhttp://www.ushistory.org/civ/3.asp



McGraw-Hill

Online Resource

Lesson videos and presentations Differentiated Instruction 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?


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



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)




CPALMS

Resources

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

Instructions:


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.

http://www.mitchellteachers.org/WorldHistory/AncientEgyptNearEastUnithttp://www.cpalms.org/Public/search/Resource




Activities

Reading: 5, 6

(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)

Writing: 1

(LAFS.68.WH.1.1)



DBQ: The Nile River: How Did It Shape the Culture of Ancient Egypt?

https://connected.mcgraw-hill.com/media/repository/protected_content/COMPOUND/50001556/83/39/DOPW_EA_OLP_OSE_Florida_Tracker_5_23_16.html


Formatted: Normal, Indent: Before: 0"




Organizing Principle 3: The Ancient Greeks planted the seeds that would have a lasting impact on

western civilization including the areas of art & architecture, government, literature, philosophy, and

science.

7 Weeks/November December

Topics Curriculum Standards/Benchmark Clarification Benchmarks

An

cien

t G

ree

ce

(Ass

ess

men

t it

em

s in

bo

ld)



SS.6.W.1.1 peninsula, polis, bard, agora, colony, phlanx

tyrant, oligarchy, democracy,

helot, ephor

satrapy, satrap, Zoroastrianism

direct democracy,

representative democracy,

philosopher

myth, ritual, oracle, fable, oral tradition, drama, tragedy,

comedy

Sophists, rhetoric, Socratic

method, Hippocratic Oath

calvary, Hellenistic Era

Epicureanism, Stoicism,

circumference, plane geometry,

solid geometry

Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE) and designations of time periods. Learning Targets:

Students will understand that time can be broken down into identifiable time spans. Students will identify eras as a

time period marked by a specific event and identify examples, such as the Neolithic Age, the Bronze Age, and the Iron

Age.

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.1.2


Students will examine primary and secondary sources on the same event or time period in history and compare and

contrast details.


SS.6.W.1.3



Students will describe the importance of using both primary and secondary sources to answer questions about

an event or time period.


Students will describe how to deal with conflicting historical accounts.

Students will analyze how cause and effect relationships can be established.

SS.6.W.1.4

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.


SS.6.W.1.5





SS.6.W.1.6



Compare the emergence of advanced civilizations in Meso and South America with the four

early river valley civilizations. (Not in textbook, see resources)


SS.6.W.2.10

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.

SS.6.W.2.3

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).

SS.6.W.3.1

Explain the democratic concepts (polis, civic participation and voting rights,

legislative bodies, written constitutions, rule of law) developed in ancient Greece.

SS.6.W.3.2

Compare life in Athens and Sparta (government and the status of citizens, 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.

SS.6.W.3.3

Explain the causes and effects of the Persian and Peloponnesian Wars. 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.

SS.6.W.3.4

Summarize the important achievements and contributions of ancient Greek 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.3.5

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.

SS.6.W.3.6

Summarize the key achievements, contributions, and figures associated with The

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.

SS.6.W.3.7

Identify democratic concepts developed in ancient Greece that served as a foundation for American constitutional democracy.

SS.6.C.1.1



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.

SS.6.C.2.1

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

SS.6.E.1.1

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).

SS.6.E.1.3



An

cie

nt

Gre

ece

Co

nti

nu

ed

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.

SS.6.E.3.1

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

SS.6.E.3.2

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.E.3.3

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

SS.6.E.3.4

Use latitude and longitude coordinates to understand the relationship between people and places on the Earth.

SS.6.G.1.1

Use scale, cardinal, and intermediate directions, and estimation of distances between places on current and ancient maps of the world.

SS.6.G.1.5

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.1.6

Use maps to identify characteristics and boundaries of ancient civilizations that have shaped the world today.

SS.6.G.1.7

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

Differentiate between continents, regions, countries, and cities in order to understand the complexities of regions created by civilizations.

SS.6.G.2.2

Analyze the relationship of physical geography to the development of ancient river valley civilizations.

SS.6.G.2.3


SS.6.G.2.4


SS.6.G.2.5

Explain the concept of cultural diffusion, and identify the influences of different ancient cultures on one another.

SS.6.G.2.6

Interpret choropleths or dot-density maps to explain the distribution of population in the ancient world.

SS.6.G.2.7


SS.6.G.5.3



Resources Ancient Greece

Textbook Discovering Our Past: A History of the World Early Ages Chapters 7,8

Standards

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 PhilosophersHistory Teachers Music Video (3:45)


http://www.ushistory.org/civ/4f.asp -Phoenicians: Sailing Away

https://www.youtube.com/watch?v=ojiOLBt7q_Y History of the Phoenicians (24:13)

https://connected.mcgraw-hill.com/media/repository/protected_content/COMPOUND/50001556/83/39/DOPW_EA_OLP_OSE_Florida_Tracker_5_23_16.htmlhttp://www.eyewitnesstohistory.com/awfrm.htmhttp://www.eyewitnesstohistory.com/awfrm.htmhttp://www.bbc.co.uk/history/forkids/https://www.youtube.com/watch?v=0F5qlu3nSDYhttp://www.youtube.com/watch?v=V71ywBHK6wQhttps://www.youtube.com/watch?v=fwYYxVGsS0Ehttp://www.timemaps.com/historyhttp://www.ushistory.org/civ/4f.asphttps://www.youtube.com/watch?v=ojiOLBt7q_Y



McGraw-Hill

Online Resources

Differentiated Instruction

Lesson videos and presentations Reading Essentials and Study Guides 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 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

Its 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


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.

http://www.amazon.com/Twelve-Greeks-Romans-Changed-World/dp/0742527913/ref%3Dsr_1_1?ie=UTF8&s=books&qid=1275599251&sr=1-1http://www.amazon.com/Carl-J.-Richard/e/B001IQUKVO/ref%3Dsr_ntt_srch_lnk_1?_encoding=UTF8&qid=1275599251&sr=1-1http://www.cpalms.org/Public/search/Resource



Florida Literacy

Standards

Activities

Reading: 5, 6

(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, 2

(LAFS.68.WH.1.1)

(LAFS.68.WH.1.2)



Student Interactive Notebook pages (graphic organizers)

Mini-Qs: Educating the Children of Athens and Sparta: Who Would You Have Wanted to Be?

How Great Was Alexander the Great?

Education in Sparta

https://connected.mcgraw-

hill.com/media/repository/protected_content/COMPOUND/50001556/83/39/DOPW_EA_OLP_OSE_Florida_Tracker_5_23_16.html Formatted: Indent: Before: 0"

Formatted: Normal




Organizing Principle 4: The Indian subcontinent was the site of one of the worlds most ancient

civilizations, and Indian culture has had a major influence on the development of multiple Asian societies. 6 Weeks/January-February

Topics Curriculum Standards/Benchmark Clarification Benchmarks Academic Language

An

cien

t In

dia

(A

sses

sme

nt

item

s in

bo

ld)



SS.6.W.1.1 subcontinent, monsoon, language family, raja,

Sanskrit, Vedas, guru

Hinduism, karma, nirvana,

Brahman, dharma, Jainism,

reincarnation, Buddhism

Stupa, pilgrim, Bhagavad

Gita


Students will understand that time can be broken down into identifiable time spans. Students will identify eras as a time period

marked by a specific event and identify examples, such as the Neolithic Age, the Bronze Age, and the Iron Age.


SS.6.W.1.2


Students will examine primary and secondary sources on the same event or time period in history and compare and contrast

details.


SS.6.W.1.3



Students will describe the importance of using both primary and secondary sources to answer questions about an event

or time period.




SS.6.W.1.4




SS.6.W.1.5

Describe how history transmits culture and heritage and provides models of human character. Learning Targets:



SS.6.W.1.6

Compare the emergence of advanced civilizations in Meso and South America with the four early

river valley civilizations. (Not in textbook, see resources)


SS.6.W.2.10



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.

SS.6.W.2.3

Describe how the developments of agriculture and metallurgy related to settlement,

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.

SS.6.W.2.2

Compare the economic, political, social, and religious institutions of ancient

river civilizations. Examples may include, but are not limited to, Nile, Tigris-Euphrates, Indus, and Huang He.

SS.6.W.2.4

Discuss the significance of Aryan and other tribal migrations on Indian civilization. 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.

SS.6.W.4.1

Explain the major beliefs and practices associated with Hinduism and the

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.

SS.6.W.4.2

Recognize the political and cultural achievements of the Mauryan and Gupta empires. 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.

SS.6.W.4.3

Explain the teachings of Buddha, the importance of Asoka, and how

Buddhism spread in India, Ceylon, and other parts of Asia. Learning Targets:

Students will describe Asokas 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.

SS.6.W.4.4

Summarize the important achievements and contributions of ancient Indian

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).

SS.6.W.4.5

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

SS.6.E.1.1

Describe and identify traditional and command economies as they appear in different civilizations.

SS.6.E.1.2



An

cien

t In

dia

Co

nti

nu

ed

Use maps to trace significant migrations, and analyze their results. SS.6.G.4.2 Map and analyze the impact of the spread of various belief systems in the ancient world.

SS.6.G.4.4

Use geographic terms and tools to explain why ancient civilizations developed networks of highways, waterways, and other transportation linkages.

SS.6.G.5.2


SS.6.G.5.3

Resources Ancient India

Textbook Discovering Our Past: A History of the World Early Ages Chapter 9

Standards

Alignment

Discovering Our Past: A History of the World Early Ages Online Teachers Guide Correlation

Safari

Montage Buddhism (47:27)

What is Buddhism? (23:37)

Hinduism (47:28)

What Is Hinduism? (23:06)

Websites http://www.bbc.co.uk/history/ancient/india/ (Link to BBC resource page.)


http://www.ushistory.org/civ/8.asp - Ancient India

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.

SS.6.E.2.1

Identify natural wonders of the ancient world. SS.6.G.1.3 Utilize tools geographers use to study the world. SS.6.G.1.4


SS.6.G.1.6


SS.6.G.2.3


SS.6.G.3.1

Analyze the impact of human populations on the ancient world's ecosystems. SS.6.G.3.2

https://connected.mcgraw-hill.com/media/repository/protected_content/COMPOUND/50001556/83/39/DOPW_EA_OLP_OSE_Florida_Tracker_5_23_16.htmlhttp://www.bbc.co.uk/history/ancient/india/http://www.timemaps.com/historyhttp://www.ushistory.org/civ/8.asp



McGraw-Hill

Online

Resources



DBQ DBQ Binder Activity:

Mini-Q: Conqueror, Reformer, or Government Administrator: How Should Asoka Be Remembered?

Teacher

Hints

Suggested Resources for Teacher Background Knowledge:






CPALMS

Resources

None Available

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



Florida Literacy

Standards

Activities

Reading: 5, 6 (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

(LAFS.68.WH.1.1)

McGraw-Hill Standard


.

Mini-Q: Conqueror, Reformer, or Government Administrator: How Should Asoka Be Remembered?


hill.com/media/repository/protected_content/COMPOUND/50001556/83/39/DOPW_EA_OLP_OSE_Florida_Tracker_5_23_16.html


Formatted: Normal, After: 0"




Organizing Principle 5: Ancient China developed a unique and long lasting culture that served as a

cradle of Asian civilization and a source of important intellectual achievement. 6 Weeks/March - April


An

cie

nt

Ch

ina

(A

sses

sme

nt

ite

ms

in b

old

)



SS.6.W.1.1 warlord, aristocrat, ancestor, pictograph, ideograph,

bureaucracy, hereditary, Dao,

Mandate of Heaven

Confucianism, Daoism,

Legalism, filial piety

censor, currency, civil

service, tenant farmer, acupuncture

Neo-Confucianism

porcelain, calligraphy,

steppe, terror

census, barbarian, novel


Students will understand that time can be broken down into identifiable time spans. Students will identify eras as a time period

marked by a specific event and identify examples, such as the Neolithic Age, the Bronze Age, and the Iron Age.


SS.6.W.1.2


Students will examine primary and secondary sources on the same event or time period in history and compare and contrast details.


SS.6.W.1.3







SS.6.W.1.4

Describe the roles of historians and recognize varying historical

interpretations (historiography). Learning Targets:



SS.6.W.1.5

Describe how history transmits culture and heritage and provides models of human character. Learning Targets:



SS.6.W.1.6

Compare the emergence of advanced civilizations in Meso and South America with the four early

river valley civilizations. (Not in textbook, see resources)


SS.6.W.2.10

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.

SS.6.W.2.3



Compare the economic, political, social, and religious institutions of ancient river

civilizations.

Examples may include, but are not limited to, Nile, Tigris-Euphrates, Indus, and Huang He.

SS.6.W.2.4

Describe the concept of the Mandate of Heaven and its connection to the 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 Heavens impact on the actions, responsibilities, and success of various dynasties rulers

SS.6.W.4.6

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.

SS.6.W.4.7

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.

SS.6.W.4.8

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.

SS.6.W.4.9

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

including the achievements of Ghengis and Kublai Khan. Learning Target:

Students will discuss both the positive and negative effects that Mongolian rule had on the peoples of Asia and Europe.

SS.6.W.4.11

Identify the causes and effects of Chinese isolation and the decision to limit foreign trade in the 15th century. Learning Targets:

Students will identify the political development which led to Chinese isolation.

Students will examine Chinas limits on trade and the decline of the Chinese economy.

Students will examine the long-term effects of Chinese isolation.

SS.6.W.4.12

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.

SS.6.E.2.1

Identify natural wonders of the ancient world. SS.6.G.1.3

Utilize tools geographers use to study the world. SS.6.G.1.4


SS.6.G.1.6

Use maps to identify characteristics and boundaries of ancient civilizations that have shaped the world today.

SS.6.G.1.7


SS.6.G.2.3




SS.6.G.2.4


SS.6.G.2.5



An

cie

nt

Ch

ina

Continued

.

Interpret choropleths or dot-density maps to explain the distribution of population in the ancient

world.

SS.6.G.2.7


SS.6.G.3.1

Map and analyze the impact of the spread of various belief systems in the ancient world.

SS.6.G.4.4


SS.6.G.5.3

Compare maps of the world in ancient times with current political maps. SS.6.G.6.2



Resources Ancient China

Textbook Discovering Our Past: A History of the World Early Ages Chapter10, Chapter 17 lesson 3

Standards

Alignment

Discovering Our Past: A History of the World Early Ages Online Teachers Guide Correlation

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


https://www.youtube.com/watch?v=YazkYpKsA-4- "Journals Through History Ancient China Contributions to the World"

McGraw-Hill Online Resources



http://www.bbc.co.uk/schools/primaryhistory/worldhistory/tang_tomb_figures/http://www.bbc.co.uk/history/forkids/http://www.bbc.co.uk/history/ancient/http://www.watchmojo.com/index_template.php?template=template_archive_2011&type=id&content=8258&rule=2http://css.history.com/shows/mankind-the-story-of-all-of-us/videos/mankind-the-story-of-all-of-us-genghis-khanhttp://www.timemaps.com/historyhttps://www.youtube.com/watch?v=YazkYpKsA-4-



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?







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

Instructions:


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

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


Activities

Reading: 5, 6 (LAFS.68.RH.2.5)

(LAFS.68.RH.2.6)

Reading: 10 (LAFS.68.RH.4.10)

Writing: 2

(LAFS.68.WH.1.2)

Writing: 1

(LAFS.68.WH.1.1)



DBQs: The Old Silk Road: A Traveler's


hill.com/media/repository/protected_content/COMPOUND/50001556/83/39/DOPW_EA_OLP_OSE_Florida_Tracker_5_23_16.html Formatted: Normal, Indent: Before: 0", After: 0"

http://www.cpalms.org/Public/search/Resourcehttps://connected.mcgraw-hill.com/media/repository/protected_content/COMPOUND/50001556/83/39/DOPW_EA_OLP_OSE_Florida_Tracker_5_23_16.htmlhttps://connected.mcgraw-hill.com/media/repository/protected_content/COMPOUND/50001556/83/39/DOPW_EA_OLP_OSE_Florida_Tracker_5_23_16.html



Organizing Principle 6: The Roman Republic and Empire greatly shaped the cultural legacy of Western

civilization through its system of laws and republican government, the Latin language, its military and

technological accomplishments, and the spread of Greek ideas.

7 Weeks/April-May


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SS.6.W.1.1 republic, legion patrician, veto, dictator,

plebeian, praetor, civic duty, consul, tribune

latifundial, triumvirate

Pax Romana, proconsul

gladiator, satire, anatomy, ode, vault

reforms

mosaics, saints

parable, apostle, resurrection, salvation

martyr, doctrine, laity,

hierarchy, gospel, clergy,

pope

icon, schism, iconoclast,

monastery, excommunicate


Students will understand that time can be broken down into identifiable time spans. Students will identify eras as a time

period marked by a specific event and identify examples, such as the Neolithic Age, the Bronze Age, and the Iron Age.


SS.6.W.1.2


Students will examine primary and secondary sources on the same event or time period in history and compare and

contrast details.


SS.6.W.1.3



Students will describe the importance of using both primary and secondary sources to answer questions about an

event or time period.




SS.6.W.1.4




SS.6.W.1.5



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.

SS.6.W.1.6

Compare the emergence of advanced civilizations in Meso and South America with the four

early river valley civilizations. (Not in textbook, see resources)


SS.6.W.2.10



Determine the impact of significant figures associated with ancient Rome. 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 Africanus, Virgil, Theodosius, and Attila the Hun.

SS.6.W.3.8

Explain the impact of the Punic Wars on the development of the Roman Empire. 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.

SS.6.W.3.9

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.

SS.6.W.3.10

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.

SS.6.W.3.11

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.

SS.6.W.3.12

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.

SS.6.W.3.13

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.

SS.6.W.3.14

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.

SS.6.W.3.15

Compare life in the Roman Republic for patricians, plebeians, women, children, and

slaves. SS.6.W.3.16



Explain

2011-2012 curriculum map - volusia county schools maps and guide… · page 1 6th grade ancient...

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