6th Grade Ancient World History 1

6th Grade Ancient World History

Pacing Guide

1st Six Weeks-Map and Timeline Skills and Mesopotamia

2nd Six Weeks- Egypt and India

3rd Six Weeks- China and Greece

4th Six Weeks- Rome and Medieval Europe

5th Six Weeks- Renaissance Europe and Exploration and the American Civilizations

6th Six Weeks- Finish all units and review all standards

Learning expectations

6.1.01 Understand the nature and complexity of culture.

6.1.02 Recognize the role of major religions.

6.1.03 Appreciate the relationship between physical environments and culture.

6.1.04 Recognize how cultural and individual perceptions affect places and regions.

6.1.05 Understand the role that diverse cultures and historical experiences had onthe development of the world.

6.1.06 Understand the influence of science and technology on the development ofculture through time.

6.2.01 Understand fundamental economic concepts and their application to a varietyof economic systems.

6.2.02 Discuss economic connections, conflicts, and interdependence.

6.2.03 Understand the potential costs and benefits of individual economic choices.

6.3.01 Understand the characteristics and uses of maps.

6.3.02 Know the location of places and geographic features, both physical andhuman.

6.3.03 Understand the characteristics and uses of spatial organization of Earth’s surface.

6.3.04 Understand the physical and human characteristics of place.

6.4.01 Explain the development of a people’s need to belong and organize into asystem of governance.

6.4.02 Describe the purposes and structure of governments.

6.4.03 Identify how cooperation and conflict among people influence the divisionand control resources, rights, and privileges.

World History Standards Era 1: The Beginnings of Human Society

6.5.01 Recognize the importance of fire, weapons, and tools to early cultures andagriculture.

6.5.02 Understand the place of historical events in the context of past, present andfuture.

6.5.03 Identify how to use historical information acquired from a variety of sources.

World History Standards Era 2: Early Civilizations and the Emergence of PastoralPeoples (4000-1000 BCE)

6.5.04 Recognize the importance of agriculture, evolution of writing, education,law, and trade in the development of early civilizations.

6.5.05 Understand the place of historical events in the context of past, present andfuture.

6.5.06 Identify how to use historical information acquired from a variety of sources.

World History Standards Era 3: Classical Traditions, Major Religions, and GiantEmpires (1000 BCE-300 AD)

6.5.07 Recognize the influence of major religions between both ancient eastern andwestern cultures.

6.5.08 Understand the place of historical events in the context of past, present, andfuture.

6.5.09 Identify how to use historical information acquired from a variety of sources.

6.5.10 Understand the rise and decline of ancient civilizations.

World History Standards Era 4: Expanding Zones of Exchange and Encounter(300AD-1000 AD)

6.5.11 Understand feudalism and the rise of the Christian church as dominantfactors in Medieval Europe.

6.5.12 Understand the place of historical events in the context of past, present andfuture.

6.5.13 Identify how to use historical information acquired from a variety of sources.

6.5.14 Understand the achievements of great African and Asian empires.

World History Standards Era 5: The Emergence of Europe (1200-1500AD)

6.5.15 Appreciate the shift in institutions resulting as cultures moved from churchdominated societies to an emphasis on science, philosophy, and art.

6.5.16 Understand the place of historical events in the context of past, present andfuture.

6.5.17 Identify how to use historical information acquired from a variety of sources.

6.6.01 Understand the impact of individual and group decisions on citizens andcommunities.

6.6.02 Understand how groups can impact change at world levels.

Map and Timeline Skills (Map Skills Handbook)
6.1.spi.2. identify the job characteristics of archaeologists, anthropologists, geologists, and historians.
  • I can identify what an archaeologist studies.
  • I can identify what an anthropologist studies.
  • I can identify what a geologist studies.
  • I can identify the job of a historian.
6.3.spi.1 identify the basic components of a world map (i.e., compass rose, map key, scale, latitude and longitude lines, continents, oceans).
  • I can use a compass rose to find locations on a world map.
  • I can use the map key to read a map.
  • I can use the scale of a map to determine distance between locations.
  • I can distinguish the difference between latitude and longitude line on a map.
  • I can find locations using latitude and longitude.
  • I can identify the 7 continents.
  • I can locate the 7 continents by their hemisphere and their relation to other continents.
  • I can identify the 5 oceans.
  • I can locate the oceans by their location in relation to the continents and hemispheres.
6.3.spi.5. use a variety of maps to understand geographic and historical information (i.e., political maps, resource maps, product maps, physical maps, climate maps, vegetation maps).
  • I can interpret information represented on a political map.
  • I can interpret information represented on a resource map.
  • I can interpret information represented on a product map.
  • I can interpret information represented on a physical map.
  • I can interpret information represented on a climate map.
  • I can interpret information represented on a vegetation map.
6.3.spi.2 identify basic geographic forms (i.e., rivers, lakes, bays, oceans, mountains, plateaus, deserts, plains, coastal plains).
  • I can restate the definition of geographic forms in my own words.
  • I can identify the definition of the basic geographic forms.
  • I can locate basic geographic forms on a map.
6.3.spi.6. interpret a graph that illustrates a major trend in world history (i.e. population growth, economic development, governance land areas, growth of religions).
  • I can determine what a bar graph is and identify the various parts (title, x-axis, y-axis, contrast of bars).
  • I can determine what a circle graph is and identify the various parts (title, key, pieces)
  • I can determine what a line graph is and identify the various parts (title, line, rise and fall of line)
6.5.spi.6. recognize the designations for time dating (i.e., BCE, AD, centuries, decades, prehistoric, historic.)
  • I can identify the definition for the various time periods (BCE, AD, centuries, decades, prehistoric, historic)
  • I can use a timeline to show my understanding of BCE, AD, centuries, decades, prehistoric time, and historic time.

INSTRUCTION OPTIONS / ASSESSMENT OPTIONS
Mesopotamia (Chapters 1-3)
6.1.spi.1 recognize the basic components of culture (i.e., language, common values, traditions, government, art, literature, lifestyles).
  • I can define culture and list aspects of a society that make up a culture.
  • I can list the components of a Mesopotamian society that make up their culture (language, common values, traditions, government, art forms, literature, and lifestyle).
6.1.spi.3. recognize the world's major religions and their founders (i.e., Judaism, Christianity, Islam, Buddhism, Hinduism, Moses, Jesus, and Mohammed).
  • I can explain that prior to Abraham, Mesopotamian people were primarily a polytheistic people.
  • I can identify the characteristics Judaism and Abraham as the founder.
  • I can explain the part that Moses played in the deliverance of the Jewish people from Egypt.
  • I can analyze how the beliefs of the Jews affected events in Mesopotamia.
6.1.spi.4. recognize significant epics as historical sources (i.e., Iliad, the Odyssey, Mahabharata, Ramayana).
  • I can identify the Epic of Gilgamesh as a Mesopotamian epic.
  • I can discuss characteristics of Mesopotamian culture that are portrayed in the epic.
6.1.spi.6. recognize reasons that cultural groups develop or settle in specific physical environments.
  • I can explain why Mesopotamian city-states settled next to the Tigris and Euphrates.
6.1.spi.7. identify how early writing forms in Mesopotamia, Egypt, and the IndusValley influenced life (i.e., legal, religious, and culture).
  • I can explain that cuneiform was a type of writing that used wedge-shaped symbols.
  • I can identify how Mesopotamia used cuneiform in their everyday life.
6.1.spi.8. recognize how migration and cultural diffusion influenced the character of world societies (i.e., spread of religions, empire building, exploration, languages).
  • I can explain how the Jewish religion spread because of the Diaspora.
6.2.spi.1. recognize an example of a barter economy.
  • I can define the term barter.
  • I can explain that Mesopotamians attained what they needed through a surplus and bartering.
6.2.spi.3. identify disadvantages and advantages of nomadic and early farming lifestyles (i.e., shelter, food supply, and, domestication of plants and animals).
  • I can explain the lifestyle of the hunter gatherers and how this forced them to constantly migrate.
  • I can explain how the discovery of agriculture led to surplus, specialization, artisans, large villages, permanent shelters, and the domestication of plants and animals.
6.2.spi.4. recognize the importance of economic systems in the development of early civilizations around rivers (i.e., Tigris and Euphrates, Huang He, Nile, Indus).
  • I can understand and explain why Mesopotamian cities formed between the Tigris and the Euphrates.
  • I can list the specific benefits of settling next to rivers.
6.3.spi.3. identify the location of early civilizations on a map (i.e. Mesopotamian, Egyptian, Ancient Chinese, Indian.).
  • I can find and label Mesopotamia on a world map.
6.3.spi.4 identify geographic reasons for the location of population centers prior to 1500 (i.e. coastal plains, deserts, mountains, river valleys).
  • I can understand and explain why Mesopotamian cities formed between the Tigris and the Euphrates.
  • I can list the specific benefits of settling next to rivers.
6.3.spi.5. use a variety of maps to understand geographic and historical information (i.e., political maps, resource maps, product maps, physical maps, climate maps, vegetation maps).
  • I can analyze a variety of maps to better understand Mesopotamia (resources, city-states, etc. )
6.3.spi.6. interpret a graph that illustrates a major trend in world history (i.e. population growth, economic development, governance and areas, growth of religions).
  • I can interpret a graph that shows the growth of populations after the agricultural revolution.
  • I can interpret characteristics of a complex village.
6.4.spi.1 recognize types of government (i.e. formal/informal, monarchy, direct/indirect democracy, republics, theocracy).
6.4.spi.2. recognize the steps that give rise to complex governmental organizations (i.e., nomadic, farming, village, city, city-states, states).
  • I can explain the informal family based government used by the nomads.
  • I can explain why there was a need for formal governments began to arise during the Agricultural revolution.
  • I can explain that the first governments grew out of a need to solve problems within civilizations.
  • I can explain the role of a priest in Mesopotamian cities as both a leader of government and religion.
  • I can explain how villages grew into cities and then city-states.
  • I can explain why Mesopotamian city-states began to have kings for protection and guidance and that a king is the head of a monarchy.
6.4.spi.3. identify the development of written laws (i.e., Hammurabi’s Code, Justinian Code, Magna Carta).
  • I can identify Hammurabi as a Babylonian king and that Babylon is in Mesopotamia.
  • I can explain that Hammurabi created a code of law by looking at all the existing laws in the empire and putting them together in one set of laws.
  • I can explain the importance of Hammurabi writing the laws on a pillar in the city, and how this was different from previous codes of law.
6.5.spi.1 read a timeline and order events of the past between prehistory and the Renaissance.
  • I can place significant Mesopotmian events in time sequence on a timeline.
6.5.spi.2. recognize the types of early communities (i.e., nomadic, fishing, farming).
  • I can define the terms nomads, hunter gatherers, and agriculture.
  • I can describe the lifestyle of a nomad.
  • I can describe the lifestyle of a farmer after the agricultural revolution and how it was so different from that of a nomad.
6.5.spi.4. recognize the forms of early world writing (i.e., cuneiform and Egyptian/Native American Hieroglyphics).
  • I can explain that cuneiform was a type of writing that used wedge-shaped symbols.
  • I can identify how Mesopotamia used cuneiform in their everyday life.
6.5.spi.5. identify major technological advances (i.e., tools, wheel, irrigation, river dikes, development of farming, advances in weaponry, written language, and printing press).
  • I can explain the importance of the agricultural revolution.
  • I can explain how the development of tools made life different for Mesopotamians.
  • I can explain the importance of the Mesopotamian writing system.
  • I can identify the wheel, irrigation and the plow as Mesopotamian inventions and why they were so important to the farmers.
6.5.spi.7. recognize major historical time periods (i.e., Early Civilizations, Classical Period, Dark Ages, Middle Ages, Renaissance).
  • I can place Mesopotamian events on a timeline and recognize the time period as being “Early Civilizations”
6.5.spi.8. identify conclusions about early world historical events using primary and secondary sources.
  • I can list cultural characteristics of Mesopotamia after reading the Epic of Gilgamesh.
  • I can recognize artifacts from a complex village.
6.5.spi.11. identify characteristics including economy, social relations, religion, and political authority of various societies (i.e., Mesopotamian, Egyptian, Greek City-States, Roman Empire, Indian, Medieval).
  • I can define economy, social class, and political authority.
  • I can explain how Mesopotamia’s economy revolved around agriculture.
  • I can explain the different levels of the Mesopotamian (Sumer) social classes.
  • I can explain that Mesopotamia divided into city-states for political reasons.
  • I can identify the common religious practices in Mesopotamia.
  • I can explain that they priests and kings were the head of the government and religion, and that this religious leadership gave them power over the people.
6.5.spi.12. recognize the possible causes of change in civilizations (i.e., environmental change, political collapse, new ideas, warfare, overpopulation, unreliable food sources, diseases).
  • I can explain how climate change led to the development of the agricultural revolution.
  • I can explain why nomads began to look for other food sources through farming.
  • I can explain how a desire for more land and wealth influenced a Mesopotamian city-states and surrounding areas.
6.5.spi.13. identify the impact of advances in technology on history (i.e. agricultural revolution, Renaissance scientists, exploration during the 1400s).
  • I can explain the importance of the agricultural revolution.
6.5.spi.17. recognize the significant mythologies of the Sumerians, Egyptian, Greeks, and Romans.
  • I can identify the Sumerians as being polytheistic.
  • I can identify their four main gods as being sky, wind, hills, and water.

INSTRUCTION OPTIONS / ASSESSMENT OPTIONS
Egypt (Chapter 4)
6.1.spi.1 recognize the basic components of culture (i.e., language, common values, traditions, government, art, literature, lifestyles).
  • I can list the components of a Egyptian society that make up their culture (language, common values, traditions, government, art forms, literature, and lifestyle).
  • I can discuss the importance of monuments and statues as a part of Egyptian culture.
6.1.spi.6. recognize reasons that cultural groups develop or settle in specific physical environments.
  • I can explain why the Egyptian civilizations settled next to the Nile.
  • I can explain how the Sahara impacted Egyptian society.
6.1.spi.7. identify how early writing forms in Mesopotamia, Egypt, and the IndusValley influenced life (i.e., legal, religious, and culture).
  • I can explain that hieroglyphics were a type of writing that used pictures to represent words and sounds.
  • I can identify how Egypt used hieroglyphics in their everyday life.
6.2.spi.1. recognize an example of a barter economy.
  • I can explain the importance of trade in the Egyptian Economy.
6.2.spi.4. recognize the importance of economic systems in the development of early civilizations around rivers (i.e., Tigris and Euphrates, Huang He, Nile, Indus).
  • I can understand and explain why Egyptian cities formed around the Nile river.
  • I can list the specific benefits of settling next to the Nile.
6.3.spi.3. identify the location of early civilizations on a map (i.e. Mesopotamian, Egyptian, Ancient Chinese, Indian.).
  • I can find and label Egypt on a world map.
6.3.spi.4 identify geographic reasons for the location of population centers prior to 1500 (i.e. coastal plains, deserts, mountains, river valleys).
  • I can explain why the Egyptian civilizations settled next to the Nile.
  • I can explain how the Sahara impacted Egyptian society.
6.3.spi.5. use a variety of maps to understand geographic and historical information (i.e., political maps, resource maps, product maps, physical maps, climate maps, vegetation maps).
  • I can analyze a variety of maps to better understand Egypt (resources, trade, boundaries, etc. )
6.4.spi.1 recognize types of government (i.e. formal/informal, monarchy, direct/indirect democracy, republics, theocracy).
  • I can discuss and explain the term empire.
  • I can identify an Egyptian Pharaoh as the head of a Monarchy.
6.4.spi.4. recognize the roles assigned to individuals in various societies (i.e.,caste systems, feudal systems, city-state systems, class systems).
  • I can discuss what life would be like and the roles of individuals in various levels of the Egyptian class system.
6.5.spi.1 read a timeline and order events of the past between prehistory and the Renaissance.
  • I can place significant Egyptian events in time sequence on a timeline.
  • I can use a timeline to discuss events from multiple civilizations that occurred at the same time.
6.5.spi.2. recognize the types of early communities (i.e., nomadic, fishing, farming).
  • I can identify Egypt as an agricultural community.
  • I can describe the lifestyle of a farmer in Egypt and how his practices compare the life of famers in Mesopotamia in regard to the tools used.
6.5.spi.3. identify types of artifacts by pictorial representation (i.e., Egyptian, Roman, Greek, Chinese, Native American, Medieval, and Renaissance).
  • I can describe the characteristics of Egyptian artifacts.
  • I can look at a variety of artifacts and distinguish which belong to the Egyptians.
6.5.spi.4. recognize the forms of early world writing (i.e., cuneiform and Egyptian/Native American Hieroglyphics).
  • I can explain that hieroglyphics were a type of writing that used pictures to represent words and sounds.
  • I can identify how Egyptians used hieroglyphics in their everyday life.
6.5.spi.5. identify major technological advances (i.e., tools, wheel, irrigation, river dikes, development of farming, advances in weaponry, written language, and printing press).