grade 6 unpacking document
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NORTH CAROLINA UNPACKING DOCUMENT FOR GRADE 6
The Unpacking Documents for North Carolina K-12 Social Studies Standards were created in collaboration with teachers, NCDPI leadership, andmembers of the NCDPI Social Studies team. These documents are intended to supplement the standard course of study and provide acomprehensive understanding for the teaching of the standards and objectives. The explanations and examples in this document are intended to behelpful in the planning of local curriculum and classroom instruction.
This document will provide:
● Inquiry Strand: the State Board of Education approved indicators for inquiry● Standard: the State Board of Education approved standard(s) for a strand● Objective: the State Board of Education approved objectives for teaching and learning● Mastery of the Objective: a description of how the student should be able to demonstrate mastery of the objective● Students Will Understand: understandings that students should be able to arrive at as a result of the instruction● Students Will Know: information the student should know● Example Topics: possible content and/or topic ideas that can be used to teach the objective● Example Formative Assessments: possible tasks that can be used to gauge student understanding of the objective
The example topics and example formative assessments provided with each objective are:
● Content examples for instruction that help to build student knowledge and understanding of the objective● Sample assessment activities to gauge learning that may be used to determine whether students are meeting the learning objective● Examples to enhance the student’s ability to make connections across other disciplines and in the real world● Recommendations, with the understanding that PSUs retain local control to determine curriculum
The example topics and example formative assessments provided with each objective are:
● Not meant to be an exhaustive list● Not meant to be content that must be taught all at once● Not a checklist for basic recall or memorization● Not a checklist for assessment for each objective● Not intended to reflect summative assessment items
The Social Studies Glossary of Instructional Terms has been designed to be a tool to provide educators with words and phrases that represent the big, overarching concepts, and ideas that teachers need to know and understand in order to effectively teach the revised Social Studies Standards: View the Glossary of Instructional Terms
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Inquiry Strand
The inquiry process in each grade and course of the North Carolina Social Studies Standard Course of Study asks students to inquire, think critically,evaluate sources, use evidence, communicate, and solve problems. Students are asked to practice the skills embedded in the inquiry process on aregular basis during instruction; these skills should also be combined into an inquiry project at least once during the year or semester.
Inquiry 6-8The Inquiry Indicators are meant to be used in concert with the content standards in any strand for each grade in the 6-8 grade band.Teachers should be encouraged to use these indicators in every grade level.
Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of grade 8 students will havebeen exposed to the skills essential to developing critical thinking in social studies. For this to occur, students must be exposed to inquiryindicators in each grade.
Category Indicator
Compelling Questions I.1.1 Construct a compelling question through a disciplinary lens individually and with peers
Supporting Questions I.1.2 Construct supporting questions based upon disciplinary concepts
Gathering and EvaluatingSources
I.1.3 Analyze details, central ideas, and inferences from sources using discipline-specific strategiesI.1.4 Assess the credibility of primary and secondary sources using the origin, authority, structure, credibility,reliability, and context of the sources to guide the selection
Developing Claims and UsingEvidence
I.1.5 Identify evidence that draws information from multiple perspectivesI.1.6 Construct claims and counterclaims using evidence while pointing out the strengths and limitations ofboth based on multiple sources
Communicating Ideas
I.1.7 Construct arguments consisting of multiple claims with evidence from sources and attention todisciplinary detailI.1.8 Construct responses to supporting and opposing perspectives supported by evidenceI.1.9 Determine the credibility of disciplinary arguments of peers
Taking Informed ActionI.1.10 Identify challenges and opportunities created in addressing local, state, tribal, regional, national,and/or global issuesI.1.11 Use a range of civic approaches to address problems being investigated
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The time period and focus for this course is from the Paleolithic Era to 1400 CE.
Unpacking the Behavioral Science ObjectivesStandard 6.B.1 Understand ways in which culture influences civilizationsOverarching Concepts: Cultural Practice, Civilization, Society, Tradition, Value, Development, Social Structure
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment6.B.1.1 Explainhow religion,tradition, andcultural practiceinfluence thedevelopment ofcivilizations andsocieties inAfrica, Asia,Europe, and theAmericas
Students must beable to demonstrateunderstanding ofhow thedevelopment ofcivilizations andsocieties wereinfluenced byreligion, tradition,and culturalpractices in Africa,Asia, Europe, and theAmericas.
Government can belargely influenced by thereligion, traditions, andcultural practices of acivilization or society
The spread of religiousand philosophical beliefscan shape thedevelopment ofsocieties, civilizations,and regions
Religion, tradition, andcultural practice canshape the socialhierarchy or class of acivilization or society
Examples of how religion,tradition, and culturalpractices have influenceddevelopment of civilizationsand societies
Examples of religiouspractices and philosophiesthat influenced civilizations
Types of belief systems● Polytheism● Monotheism● Spiritualism
World religions andphilosophies● Hinduism● Judaism● Confucianism● Legalism● Stoicism● Greco-Roman
philosophies(Aristotle, Socrates,Plato)
● Daoism● Buddhism● Zoroastrianism● Christianity● Islam● Shintoism
Cultural practices/traditions● Holiday celebrations● Patriarchy● Languages● Festivals● Rituals/ceremonies
Students make a chartof at least 2 worldreligions or worldphilosophies. Usingwords and images,students identify the keytenets of each and givean example of how thetenets influenced thedevelopment of thecivilization or society.The teacher shouldprovide students withregions or places oforigins (e.g., HanDynasty-Confucianism).*Note: Although thisactivity assumes thestudy of multiplereligions and societaldevelopment, thisactivity could bemodified and used withthe study of just onecivilization.
Students create abrochure, travel diary, ortravel poster in thetradition of Ibn Battuta
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● Architectures● Roles● Norms● Foods● Fashions● Music/arts● Lifestyles
or a NationalGeographic journalist.The brochure, diary, orposter shoulddemonstrate students’discoveries of howcultural practices andtraditions influenced thedevelopment of acivilization. Studentsmay use words,pictures, maps, and artto demonstrate theirdiscovery of culture,beliefs, and practices inthe chosen region/place.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment6.B.1.2 Explainhow artisticexpressionsreflect thevalues ofcivilizations inAfrica, Asia,Europe, and theAmericas
Students must beable to demonstrateknowledge andunderstanding ofhow valuesinfluencedcivilizations throughart, music, literature,and other culturalexpressions inAfrica, Asia, Europe,and the Americas.
The culture, values,beliefs, and history of acivilization or society canbe expressed throughart, dance, music,literature, andarchitecture
Artistic expressions canreveal the values of acivilization, society, orregion
Examples of artisticexpressions from variouscivilizations, societies, orregions
How the values of a groupare displayed throughartistic expressions
Examples of some values ofvarious civilizations,societies, or regions
World fables, mythology,and poetry● Asia● Africa● Middle East/Persia● Greece/Rome● Pacific Islands● Indigenous
Americas
Cultural representation inart● Greek drama and
theatre● Cave paintings● Pyramid paintings● Pottery, busts,
Students develop acultural exhibit in amuseum for a chosencivilization in Africa,Asia, Europe, MiddleEast, Pacific Islands, orthe Americas. Thestudent’s exhibit planshould includeexamples of art,monuments, sculptures,and literature as well asexplanations how eachitem in the museumreflects the values ofthat civilization.
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terracotta statues● Mosaics● Animal carvings of
Asia, Africa, MiddleEast, Europe
Type of architecture● Mesopotamian/
Egyptian Empires● Early Ethiopian
Copts● Mali Empire● Greco-Roman
Empires● Mississippian
Mound Builders● Chinese walls,
buildings, andcanals
● Aztecs● Inca● Easter Island● Early Era Christian
architecture andGothic Medievalarchitecture
● Islamic architectureand design until themedieval period
The teacher sharesdifferent images of artor architecture from acivilization. Byexamining the images,the students determinehow the art reflects thevalues of the society orcivilization by explainingit in one paragraph.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment6.B.1.3Comparesystems ofsocial structurewithin various
Students must beable to discuss thesimilarities of thesystems of socialstructure in various
Social stratificationsystems can define theway a society’s peopleinteract economically,politically, and socially
Examples of different socialstructures in variouscivilizations
The similarities and
Kinship and descent● Matrilineal● Patriarchal● Confucius Five● Human
Students compare twosocial systems fromcivilizations andsocieties within Africa,Asia, Europe, and the
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civilizations andsocieties inAfrica, Asia,Europe, and theAmericas overtime
societies andcivilizations inAfrica, Asia, Europe,and the Americasover time.
Students must beable to discuss thedifferences of thesystems of socialstructure in varioussocieties andcivilizations inAfrica, Asia, Europe,and the Americasover time.
Systems of socialstructure may shape thenorms and patterns in acivilization or society
Civilizations and societiesmay encourage thedifferent treatment ofpeople based on theirclass, religion, values, andculture
differences between socialstructures in variouscivilizations and societies
relationships
Social hierarchystructures of:● Ancient
Mesopotamia● Ancient Egypt● Greco-Roman
Empires● Iroquois Nation● Kingdom of
Ndongo● Kingdom of Ghana● Han Dynasty● Mauryan-gupta
Dynasty● Hindu Caste
System● Feudalism
Americas. Studentscreate a Venn Diagramto show the similaritiesand differencesbetween the socialstructures.
Students pretend theyare from one chosencivilization from Africa,Asia, Europe, and theAmericas on a tradeexpedition to anothercivilization. Studentswrite a letter homedescribing how theirown social structure issimilar and differentfrom the one they arevisiting.
Unpacking the Civics and Government ObjectivesStandard 6.C&G.1 Understand the purpose of government and authorityOverarching Concepts: Structure of Governmental Systems, Civilization, Society, Empire, Government, Power, Authority
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment6.C&G.1.1Compare thestructures ofgovernmentalsystems incivilizations andsocieties inAfrica, Asia,Europe, and theAmericas
Students must beable to discuss thesimilarities anddifferencesbetween thevarious structuresof governmentalsystems insocieties andcivilizations in
The laws in a civilizationor society may bedetermined by the type ofgovernment system inthat civilization or society
Religion, culture, andtraditions can shape howa government isorganized and carries out
Various types ofgovernment systems thatexisted within civilizationsand societies
The structure ofgovernment in majorcivilizations and societiesaround the globe
Types of governments● Monarchy● Dynasty● Oligarchy● Theocracy● Republic● Democracy● Tyranny● Tribal Council● Confederation
Students choose twogovernments they havebeen studying. Thestudents then create aVenn Diagram showingthe similarities anddifferences of thestructures of the twogovernments.
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Africa, Asia,Europe, and theAmericas.
responsibilities
The governmentstructure of a civilizationor society may differbased on the politicalideology of a society
Governmental systems ina society may betransformed as a resultof conflict, change inleadership, or conquests
The similarities anddifferences of governmentstructures in civilizationsand societies
● City-State● Nation-State● Empire
Various structures ofgovernment● Hierarchies● Branches and levels● Hereditary
monarchies● Bureaucracies
The teacher provideseach student with asummary of thegovernment system of acivilization. Thestudents becomegovernmentrepresentatives for thatcivilization. The goal isto find civilizations thathave a similar mindsetto form an alliance. Thestudents circulate theroom and meet othergovernmentrepresentatives.Students must comparethe governmentsystems and find atleast tworepresentatives in whichto align. To defend theirchoices, students mustdescribe how theirnewly aligned partner isa good choice based onthe similarities in thegovernment system.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment6.C&G.1.2Compare howdifferent types ofgovernmentsmaintain powerand authority
Students must beable to discuss thesimilarities anddifferences of howdifferent types ofgovernments
The methods used tomaintain stability andorder may be dependenton the type ofgovernment
Examples of thegovernments in differentcivilizations
How governments arestructured in various
Types of governments● Monarchy● Dynasty● Oligarchy● Theocracy● Republic
Students compare thelegal codes of 2-3different governmentsfrom different parts ofthe world. Studentsthen write a paragraph
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maintained powerand authority.
A government’s ability tomaintain power andauthority may differdepending on the type ofgovernment, the culturalpractices, and the issuesthat plague a society
civilizations, societies, andregions
The similarities anddifferences between thepower and authority ofdifferent governments
● Democracy● Tyranny● Tribal Council● Confederation
Methods of MaintainingPower and Authority● Codified laws● Courts● Parliamentary/
legislative systems● Bureaucracy and
political advisors● Record keeping● Taxation● Citizenship● Military● Crime and
punishment● Oracles● Aristocracy● Slavery● Chiefdoms● Tribute systems● Religious dogma● Theocracy● Mandate of Heaven
comparing how thegovernments used thelegal system to maintainpower and authority.
Students are assignedtwo civilizations andcompare the methodsused by thegovernments of thosecivilizations to maintainpower and authority.Students create a3-column dialoguepoem. In the first andlast columns, studentswrite what is differentwith the selected topicfor the row. In thecenter column, studentswrite a commonalitybetween the two itemsbased on the row topic.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment6.C&G.1.3Compare therequirements forcitizenshipunder variouscivilizations,empires, and
Students must beable to examinethe similarities ofthe requirementsfor citizenship thatoccurred indifferent
A society's socialstructure and governmentoften impactsrequirements forcitizenship
The requirements for and
Examples of the roles andresponsibilities of citizens indifferent civilizations,empires, and societies
The similarities anddifferences between the
Requirements ofcitizenship in differentcivilizations, empires, andsocieties● Ancient Egypt● Greece● Persia
Students choose 2civilizations or societies.Students create a VennDiagram comparing therequirements forcitizenship for eachcivilization.
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societies civilizations,empires, andsocieties in Africa,Asia, Europe, andthe Americas.
Students must beable to examinethe differences ofthe requirementsfor citizenship thatoccurred indifferentcivilizations,empires, andsocieties in Africa,Asia, Europe, andthe Americas.
responsibilities ofcitizenship may differbased on type ofgovernment
requirements for citizenshipin different civilizations,empires, and societies
● Rome● Han● Mauryan Gupta● Byzantine● Abbasids● Mali● Aztecs● Inca● Nomadic
settlements andtribal bands
Students write anappeal to a politicalleader in an ancientcivilization asking for achange to therequirements forcitizenship. Within theappeal, the studentsexpress how citizenshipworks in that civilizationand request it beadjusted to align withthe requirements ofcitizenship in anothercivilization. The studentexpresses thesimilarities between therequirements, but alsodescribes why it wouldbe beneficial to adoptthe differentrequirements from theother civilization.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment6.C&G.1.4Compare theevolution of lawsand legalsystems invariouscivilizations,empires, andsocieties inAfrica, Asia,
Students must beable to discuss thesimilarities anddifferences of howlaws and legalsystems haveevolved in variouscivilizations,empires, andsocieties in Africa,
The culture, values, andbeliefs of a society caninfluence how laws andlegal systems evolve inthat society
Laws and legal systemsevolve in response topolitical, economic, andsocial factors or
Examples of how differentlaws and legal systemsevolved or progressed overtime
The similarities anddifferences in how lawschanged in variouscivilizations, empires, andsocieties
Codified laws● Hammurabi Codes● Justinian Codes● Twelve Tables● Ten
Commandments● Ecclesiastical laws● Magna Carta● Courts and
ecclesiastical
Students compare thelaws of Mesopotamia,Rome, Byzantine,Kingdom of Israel, etc.Students compare whatlaws have stayed thesame and what lawshave changed over time.Students also discusswhat remains important
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Europe, and theAmericas
Asia, Europe, andthe Americas.
conditions
The structure of a legalsystem may bedetermined by the politicalorigin of acivilization
courts to society over time.
Students read about theMayan and AztecEmpires. Using a VennDiagram, students willthen write a comparisonof how the laws andlegal systems in bothempires evolved overtime.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment6.C&G.1.5Summarize thebeliefs andpractices thatshaped powerand authority invariouscivilizations,empires, andsocieties in Africa,Asia, Europe, andthe Americas
Students must beable to show theycan create a shortsummary (notretell) thatcaptures the mainpoint or basic ideathat power andauthority wereshaped by thebeliefs andpractices in variouscivilizations,empires, andsocieties.
Authority in a civilizationmay be determined byreligion, tradition,customs, and culturalpractices
Religious andphilosophical beliefs canshape the power orauthority in civilizations
Government’s power andauthority may be shapedby a society’s ideology onequality, individualliberties, and thecommon good
Examples of how beliefsinfluenced power andauthority in civilizations,empires, and societies
Examples of how practicesinfluenced power andauthority in civilizations,empires, and societies
Practices● Military obligation● Record keeping
(scribe)● Voting and
representation● Nomadic vs.
sedentary societies● Codification of laws● Slavery● Sacrifice
Beliefs● Religion
(Christianity,Judaism, Animism,Islam, etc.)
● In-groups/out-groups(Barbarians)
● Caste system● Mandate of Heaven● Reincarnation
The teacher providesstudents with aselection of texts andimages showcasinghow the beliefs andpractices shaped thepower and authority ofan ancient civilization orempire. Students thensummarize how thebeliefs and practicesshaped the power andauthority of thecivilization or empire.
The teacher shows avideo about the originsand purpose of castesystems. Students thensummarize how castesystems shaped powerand authority.
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Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment6.C&G.1.6 Explainthe reasons forthe rise and fall ofgovernments andauthority incivilizations andempires of Africa,Asia, Europe, andthe Americas
Students must beable todemonstrateunderstanding ofwhy there was arise or fall in thereligious or seculargovernment andauthority in acivilization orempire.
Civilizations and empiresmay rise or fall in relationto the power andinfluence of a government
Conflict, corruption, andeconomic or politicaldecisions can lead to thefall of a government
Leadership can cause therise and fall ofgovernments andauthority in civilizationsand empires
Examples of factors thatcause governments to rise
Examples of factors thatcause governments to fall
Examples of the rise andfall of various governmentsand authorities
Reasons for the rise andfall of empires● Environmental
factors○ Weather○ Fresh water
access○ Arable land○ Domesticated
animals● Safety
○ Protectionfromenvironmentalthreats
○ Militaryinvasions
○ Disease○ Internal
conflicts○ Political
disruption● Political and
military leadership○ Coups○ Death of strong
leader○ Division within
government○ Military
conquest ordefeat
● Technology/innovations○ Iron○ Saddle
Students complete acause/effect chart toexplain how acivilization, society, orempire came to powerand fell.
Students complete aflow chart/timeline thatdemonstrates theevents that led to thefall of a chosencivilization. Studentsdiscuss the impact ofeach event on thetimeline.
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○ Gunpowder○ Chariot
● Religion and beliefsystems○ Rise of
Christianity inRoman Empire
○ Division ofCatholic/Orthodox splitin Europe
○ Spread ofIslam in MiddleEast, Africa,and India
○ Influence onMandate ofHeaven inChina
● Economic○ Lack of
resources○ Increase/
reduction intrade
Unpacking the Economics ObjectivesStandard 6.E.1 Understand the economic activities of civilizations prior to 1400Overarching Concepts: Economic Networks, Economic Reasons, Development, Civilization, Empire, Society
Objective Mastery of the Objective Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment6.E.1.1 Explainhow trade routesand economicnetworkscontribute to the
Students must be able todemonstrate understandingof ways in which traderoutes and economicnetworks have been
Access to trade routesand economicnetworks canstimulate a region’seconomic
Examples of traderoutes and economicnetworks thatcontributed to thedevelopment of
Examples of traderoutes and economicnetworks● Silk Road trade
routes
Students create anadvertisement for trade.The advertisement shouldinclude the benefits oftrade to the development
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development ofcivilizations,empires, andclassicalsocieties inAfrica, Asia,Europe, and theAmericas
contributing factors in therise and development ofcivilizations, empires, andclassical societies.
development andenhance its standardof living
Access to trade routesand economicnetworks canencourage culturalexchange betweenregions and may leadto the transformationof a civilization orregion
civilizations, empires,and societies
Examples of howtrade routes andeconomic networksimpacted variouscivilizations, empires,and societies
● Feudalism andvassalage
● Craft and laborguilds
● HanseaticLeague
● ChristianCrusades
● Merchantcity-states
● Incan traderoutes
● Mayan orChinese tributesystem
● Indian Oceantrade routes
● Trans-Saharantrade routes
● Mesopotamiantrade routes
● Pax Mongolica
of a civilization and shouldinclude endorsementsfrom other civilizationsexpressing how tradehelped them develop.
Students write aparagraph explaining howthe Silk Road impacted thedevelopment of 1-2 of thesocieties along it.
Objective Mastery of the Objective Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment6.E.1.2 Explain theeconomic reasonsfor the rise and fallof civilizations,empires, andsocieties in Africa,Asia, Europe, andthe Americas
Students must be able todemonstrate understandingof the economic reasons forthe rise of civilizations,empires, and societies inAfrica, Asia, Europe, and theAmericas.
Students must be able todemonstrate understandingof the economic reasons forthe fall of civilizations,
Scarcity and economicdownturns can lead tothe rise and fall ofcivilizations, empires,and societies
Economic greed,inequalities, andexploitation can lead tothe decline of acivilization, empires,and societies
Examples ofeconomic factors thatcause civilizations,empires, and societiesto rise
Examples ofeconomic factors thatcaused civilizations,empires, and societiesto fall
Economic reasons forthe rise and fall ofempires● Disruption/
creation of traderoutes
● Poor/improvedtrade relations
● Weak/strongagriculture yields
● Monopolies● Weak and
Students work in pairs tocreate a table/chartshowing various economicreasons for the rise andfall of the assignedcivilization, empire, orsociety. The table/chartshould include thefollowing columnheadings: 1)Civilization/Empire/Society; 2) Economic
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empires, and societies inAfrica, Asia, Europe, and theAmericas.
Innovation and/ortechnology can causeeconomic changesresulting in the growthor collapse ofcivilizations, empires,and societies
unstable/ stablelabor forces
● Over-supply ofproducts
● Organizedagriculture anddomestication ofanimals
● Technologicalinnovations
● Collection of orfair/unfair use oftributes/taxes
● Development ofa system ofbarter andexchange
● Creation ofmoney/currency
Factors Leading to Rise;and 3) Economic FactorsLeading to Decline.
Students create acause-and-effect chart fora technological orscientific innovation thatimpacted the economicdevelopment of acivilization, empire, orsociety. Within the chart,the student explains howthe technological orscientific innovationimpacted the economyand how that economicimpact affected thedevelopment of thecivilization, empire, orsociety.
Geography ObjectivesStandard 6.G.1 Understand the geographical factors that influence human migration and settlementOverarching Concepts: Migration, Settlement, Movement, Region, Empire, Civilization, Society, Development, People
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment6.G.1.1 Explainhow human andphysicalcharacteristicsimpactedmigration andsettlement invarious regionsin Africa, Asia,
Students must beable to demonstratean understanding ofhow migration andsettlement in variousregions wereaffected by humanand physicalcharacteristics that
People may choose tomigrate to or settle in aregion based onaccess to water,climate, soils, andnatural resources
Physical and humancharacteristics of a
Examples of humancharacteristics of a place thatcan motivate people tomigrate or settle a region
Examples of physicalcharacteristics of a place thatcan motivate people tomigrate or settle a region
Human characteristics● Common language● Assimilation● Safety
○ Protection fromenvironmentalthreats
○ Militaryinvasions
Students work in pairsto create a briefPowerPoint with 2-3slides to convince theirclassmates to move toa particular region inAfrica, Asia, Europe, orthe Americas. Theslides should include
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Europe, and theAmericas
existed in Africa,Asia, Europe, and theAmericas.
place may determinethe migration andsettlement to or from aregion
Examples of physicalcharacteristics of a place thatcan motivate people tomigrate from that place
○ Disease● Established
governments● Cities● Wealth and prosperity
Physical characteristics● Weather● Fresh water● Arable land● Domesticated
animals● Natural ports● Roads and
waterways
the following: 1)Information about howhuman characteristicshave impacted peoplewanting to migrate to aplace; and 2)Information about howphysical characteristicsimpacted settlement ofa place. The studentpairs should presenttheir slides to persuadepeople to come live intheir settlement.
After learning about theempire of Ghana,students create acause-and-effect chartof human and physicalcharacteristics thatimpacted settlement inGhana.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment6.G.1.2 Explainhow movementand settlementpatternsaffected thedevelopment ofcivilizations,empires, andsocieties inAfrica, Asia,Europe, and the
Students must beable to demonstrateunderstanding ofhow thedevelopment ofcivilizations,empires, andsocieties wereimpacted bymovement andsettlement patterns
The emergence,expansion, and declineof a society or regionmay be influenced bymovement andsettlement patterns
Migration andsettlement to or from aregion may result incultural, social, political,
How movement can impactdevelopments of civilizations,empires, and societies
How settlement patterns canimpact developments ofcivilizations, empires, andsocieties
Movement factors● Nomadic societies● Agricultural
revolution● Domestication of
animals● War● Colonization● Territorial expansion● Spread of religion
Students create aflowchart showing howmigration and/orsettlement patternsimpacted thedevelopment of acivilization.
Students create acause-and-effect chartshowing how migration
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Americas in Africa, Asia,Europe, and theAmericas.
and economic changes Settlement Patterns● River Valley
Civilizations● Bedouin Tribes● North African
settlement patternsresulting from salt &gold trade
● City-states● Kingdoms● Feudal settlement
Examples of Impacts● Increased cultural
diffusion● Increase/decrease in
labor● Increased political
conflict
and/or settlementpatterns impacted thedevelopment of theMauryan Empire.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment6.G.1.3 Explainhow innovationand technologyinfluenced themigration andsettlement ofpeople and theflow of goodsand ideas invariouscivilizations andempires inAfrica, Asia,Europe, and theAmericas
Students must beable to demonstrateunderstanding ofhow the migrationand settlement ofpeople in variouscivilizations andempires in Africa,Asia, Europe, and theAmericas wereimpacted byinnovation andtechnology.
Students must be
When there aretechnologicaladvances, there maybe changes in howpeople settle,communicate, andmove
Innovation andtechnology can lead toincreases in the flow ofgoods and ideasbetween or withinsocieties, civilizations,and empires
Examples of ways innovationand technology influences themigration of people, goods,and ideas
Examples of ways innovationand technology influences thesettlement of people
Examples of technology● Saddle● Stirrup● Compass● Astrolabe● Dhows● Triangular Lateen
Sails● Chariot● Wheel● Caravans● Writing systems and
paper● Luxury goods of
settled societies
Students complete achart showing how aninnovation or particulartechnology was thecause of peoplemigrating or settling ina civilization. The chartshould also show howthe innovation orparticular technologyinfluenced themovement of goodsand ideas in acivilization.
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able to demonstrateunderstanding ofhow the flow ofgoods and ideas invarious civilizationsand empires wereimpacted byinnovation andtechnology in Africa,Asia, Europe, and theAmericas.
● Viking long boats● Gunpowder● Silk● Medical innovations● Standardization of
currency,measurements, andweights
● Road building● Canals● Aqueducts● Building techniques
○ Arches○ Domes○ Flying
buttresses● Agricultural
innovations○ Crop rotation○ Moldboard plow
Students create anadvertisement for aspecific invention orinnovation thatimproved movementand communicationwithin a civilization.The advertisementmust highlight specificeffects of the inventionon movement of goods,people, or ideas withina civilization.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment6.G.1.4 Explainhow societies inAfrica, Asia,Europe, and theAmericasmodified andadapted to theenvironmentbased ontopography,climate, bodiesof water, andnaturalresources
Students must beable to discussreasons whysocieties modifiedenvironments andwhy they needed toadapt to theirenvironments.
Students must beable to discuss waysin which societiesmodified theirenvironments as a
Civilizations andsocieties may modifythe environment inorder to meet the needsof a society
People may adapt howthey live, work, andinteract with theenvironment based onthe physical geographyof a place
Reasons people makechanges in or to anenvironment
Examples of ways societiesmodified the environment
Examples of ways societiesadapted to the environment
Causes or reasons peoplechange environments● Need for land● Need for water
sources● Control of water
Sources● Transportation
needs● Communication
needs● Economic
development● Defense
Students are providedwith an example of anenvironmentalmodification (e.g.,canal, dam, aqueduct,etc.). Students thenexplain the causes of asociety modifying theenvironment with thatmodification as well asthe effects on thesociety of thatmodification.
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result of thetopography, climate,bodies of water, andnatural resources.
Students must beable to discuss waysin which societiesadapted to theirenvironments as aresult of thetopography, climate,bodies of water, andnatural resources.
Examples of modifications● Creation of cities● Building of
aqueducts, dams,and canals
● Irrigation
Examples of adaptations● Creation of cities● Use of clay, stone,
dirt, wood, brick, andconcrete buildingmaterials
● Domesticatedanimals and naturalenvironmentalaccess
Students create acause-and-effect chartexplaining theadaptations used byBedouin tribes to live inthe harsh climate of theArabian desert.
Unpacking the History ObjectivesStandard 6.H.1 Understand the development of civilizations and societies from various perspectivesOverarching Concepts: Event, People, Impact, Achievement, Civilization, Society, Role, Transformation
Objective Mastery of theObjective
Students WillUnderstand
Students Will Know Example Topics Examples of FormativeAssessment
6.H.1.1 Explainthe role variousevents, people,and groupsplayed in therise, fall, andtransformationof societies inAfrica, Asia,Europe, and theAmericas
Students must beable to demonstrateunderstanding ofhow the rise, fall, andtransformation ofsocieties wasinfluenced byvarious events,people, and groups.
Leadership may directthe course of history
Historical people andgroups may play animportant role in thecultural, political, oreconomic influence onthe rise, fall, ortransformation ofsocieties
How key historical people orgroups impacted the rise, fall,and transformation ofsocieties
How key events impactedthe rise, fall, andtransformation of societies
People/groups● Mongolians● Germanic Tribes● Turks● Sumerians● Phonecians● Egyptians● Greeks● Romans● Persians● Pharaohs● Kush
Students are assigned ahistorical figure. Incharacter, studentscomplete a “QuickWrite” explaining theperson’s contributionand their overall impacton the rise, fall, ortransformation of asociety.
Given a list of various
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Events can lead topolitical, economic, orsocietal shifts thatmay play a role in therise, fall, andtransformation ofsocieties
● Han● Emperors● Caesars● Dictators● Sultans● Popes● Monarchs● Regents● Khans● Dynastic rulers● Military leaders● Government leaders
Events● Internal political
conflicts● Political corruptions● Inefficient
bureaucracy● Inadequate
monarchs● Military corruptions● Social and cultural
decline● Plagues● Civic division● Religious shift
events, people, andgroups that studentsare studying, thestudents match eachlisted item with theeffect on the society’srise, fall, ortransformation.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment6.H.1.2 Explainthe enduringimpact of theachievements ofancientcivilizations inAfrica, Asia,
Students must beable to demonstrateunderstanding ofhow theachievements ofancient civilizationshad a lasting impact
Societies may createcultural achievementsthat have lastingimpact and influencelater societies
Contemporary
Examples of variousachievements from ancientcivilizations that continue toimpact present-day societies
How achievements ofancient civilizations are
Governments● Democracy (Greece)● Republic (Rome)● Monarchy
Architecture● Canals
Students create apresentation explaininghow an achievement ofancient history impactspresent day society.
Given a list of 3-5
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Europe, and theAmericas interms of therelevance ofpresent-daysociety
on present daysocieties.
Students must beable to examinecivilizations andempires in Africa,Asia, Europe, and theAmericas todemonstratemastery of theobjective.
societies may beinspired by the ideasand achievements ofpast civilizations
exhibited in present-daysociety
● Aqueducts● Cathedrals● Hanok● Feng shui● Roman arch● Parthenon● Neoclassical● Mayan
Farming● Terraces (China,
Incan)● Reclaimed land
(chinampas)● Crop rotation● Irrigation techniques
Warfare● Stirrups● Wheeled vehicles● Formations
Religions and philosophies● Buddhism● Christianity● Islam● Hinduism● Judaism● Monotheism● Confucianism● Taoism
ancient achievements,students write a briefdescription of theenduring impact ofeach.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment6.H.1.3Comparemultiple
Students must beable to discuss thesimilarities and
Historical sourcesfrom multiple points ofview may be used to
How to use multiple sourcesto explore variousperspectives
Trade on the Silk Road● China● Rome
Students examinemultiple perspectives ofone event, using
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perspectives ofvarioushistorical eventsin civilizations inAfrica, Asia,Europe, and theAmericas usingprimary andsecondarysources
differencesbetween theperspectives ofvarious historicalevents incivilizations.
Students must beable to use primaryand secondarysources to masterthis objective.
develop a deeperunderstanding of whathappened in the past
Historical events orissues can beunderstood throughinformation fromvarious sources
Examples of historical eventsthat have have been writtenabout from multipleperspectives
● India
Spread of Buddhism● China● India● Japan
Crusades● European● Middle Eastern
Black Death● Priest● Aristocracy● Common families
Gold/Salt trade in NorthAfrica● Berbers● Ghana/Mali
Spread of Islam● Muslims● Bedouins● Urban elite
Spread of Christianity● Romans● Jews● Christians
Mongol invasion● Mongol● Chinese● Russia
Other invasions,conquests, rise/fall of
primary and secondarysources. Selecting twoperspectives of thesame event, studentsmake a comparison oftwo perspectives theyread about by creating a1-2 page “MockInterview.” The writteninterview must contain3-5 interview questionswith written responses.The interview questionsshould be written in oneperspective while theresponses to thequestions are writtenfrom the otherperspective.
Students read 2-3primary sources withdiffering opinions aboutthe Mongol Invasion.After closely readingthese sources, studentscomplete a JanusFigure that comparesthe 2 perspectives.
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empires, reaction to theintroduction of aninnovation, etc.
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