Public Schools of Robeson County 6Th Grade

Public Schools of Robeson County 6th Grade

SOCIAL STUDIES

INSTRUCTIONAL ALIGNMENT

Unit 6- Road to Democracy (Ancient Greece/ Ancient Rome)

Essential Standard:
History: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4
Geography: 1.2, 1.4, 2.1
Economics: 1.1, 1.2
Civics & Governance: 1.2, 1.3, 1.4
Culture: 1.1, 1.2, 1.3
Clarifying Objective(s):
·  H.2.1 - Explain how invasions, conquests, and migrations affected various civilizations, societies and regions (e.g., Mongol invasion, The Crusades, the Peopling of the Americas and Alexander the Great).
·  G.1.1 - Explain how the physical features and human characteristics of a place influenced the development of civilizations, societies and regions (e.g., location near rivers and natural barriers, trading practices and spread of culture).
·  G.1.2 - Explain the factors that influenced the movement of people, goods, and ideas and the effects of that movement on societies and regions over time (e.g., scarcity of resources, conquests, desire for wealth, disease and trade).
·  C&G.1.1 - Explain the origins and structures of various governmental systems (e.g., democracy, absolute monarchy and constitutional monarchy).
·  C&G.1.2 - Summarize the ideas that shaped political thought in various civilizations, societies and regions (e.g., divine right, equality, liberty, citizen participation and integration of religious principles).
·  C&G.1.3 - Compare the requirements for (e.g., age, gender and status) and responsibilities of (e.g., paying taxes and military service) citizenship under various governments.
·  E.1.1 - Explain how conflict, compromise, and negotiation over the availability of resources (natural, human and capital) impacted the economic development of various civilizations, societies and regions (e.g., competition for scarce resources, unequal distribution of wealth and the emergence of powerful trading networks).
·  C.1.1 - Analyze how cultural expressions reflected the values of civilizations, societies and regions (e.g., oral traditions, art, dance, music, literature, and architecture).
·  C.1.2 - Explain how religion transformed various societies, civilizations and regions (e.g., beliefs, practices and spread of Buddhism, Christianity, Confucianism, Hinduism, Islam, and Judaism). / Essential Question(s):
Ancient Greece
·  H.2.1 - How do invasions, conquests, and migrations affect various civilizations, societies and regions?
·  G.1.1 - In what ways do physical features and human characteristics of a place influence the development of civilizations, societies and regions?
·  C&G.1.1 - What impact did structures of various governmental systems (e.g., democracy, absolute monarchy and constitutional monarchy) have on society?
·  C&G.1.2 - What ideas shaped political thought in various civilizations, societies and regions?
·  C&G.1.3 - What conclusions can you draw about the requirements for (e.g., age, gender and status) and responsibilities of (e.g., paying taxes and military service) citizenship under various governments?
·  E.1.1 - How does conflict, compromise, and negotiation over the availability of resources (natural, human and capital) impact the economic development of various civilizations, societies and regions?
·  C.1.1 - How is culture reflected through the values of civilizations, societies and regions?
·  C.1.2 - In what ways did religion transform various societies, civilizations and regions?
Ancient Rome
·  H.2.1 - What are the most important factors contributing to a society's ability to grow in size and influence? (ex. the Roman Empire's influence to spread from the Italian Peninsula to an area covering the entire Mediterranean World as well as much of Europe, Central Asia, and Northern Africa)
·  G.1.2 - How can a society's geographical location impact its ability to expand its' political and economic influence?
·  C&G.1.1 - Why did the Founding Fathers of the United States model our government on some of the principals from the governments of Rome and Athens but not on others?
·  E.1.1 - How did the unequal distribution of wealth between the classes determine the rights and daily lives of Roman citizens?
·  C.1.1 - How do a people's beliefs reflect and influence their values? (ex. the myth of Romulus and Remus)
·  C.1.2 - Why was Christianity able to spread throughout the Roman Empire and become the dominant religious and political institution in Europe?
Pacing Guide: 3rd Nine Weeks
6 Weeks
Unit of Study / Major Concepts
History, Civilizations, Language, Government Systems , Economic, Trade, Religion, Beliefs, Technology, Hierarchy / Instructional Task
·  Explain how and why civilizations used and modified environments to suit the needs of the people.
·  Explain how invasions, conquests, and migrations affected the Greece and Roman civilizations, societies, and regions.
·  Summarize the ideas that shaped political thought in Greece and Rome.
·  Identify the cultural influences on trade and the expansion of peoples.
·  Describe how key historical figures and cultural groups influenced and transformed societies.
·  Discuss how competition, conflict, and compromise over the availability of natural, human, and capital resources impacted economic development. / Essential
Vocabulary
Pre:
Greek Gods/Goddesses, Caesar, Christians
Current:
Important People: Alexander the Great, Plato, Aristotle, Archimedes, Socrates, etc.
Important Places: Mount Olympus, The Parthenon, Appian Way, etc.
Important Events: The Twelve Tables, Trojan War, Peloponnesian War, Punic Wars, etc.
Introductory: / Instructional Resources
Primary and Secondary Resources:
·  Alexander and Bucephalus
·  The Battle of Thermopylae
·  The Peloponnesian War
Disability Awareness Extension:
·  Aristotle and Disability(Word document): Read Mr. Cureton's introduction to Aristotle's conception of "natural slaves." What evidence do you have that people with intellectual disabilities do have the ability to reason and make decisions for themselves? Think about people you know and/or examples from movies, television, famous people with disabilities, etc.
Additional Resources:
·  Odyssey Online: Ancient Greece
·  Mr. Donn's Pages:Ancient Greece
·  Minoan Civilizations #177 (from SAS® Curriculum Pathways®): Students will research social, religious, and artistic elements of the Minoan culture and apply their understanding to an analysis of the artifacts discovered at the palace at Knossos.
·  Ancient Greece: Socrates, Plato, and Aristotle #583 (from SAS® Curriculum Pathways®): Students will conduct research on the historical background, beliefs, and teachings of the Sophists, Socrates, Plato, and Aristotle. They will then complete a comparative chart of these pivotal ancient Greek philosophers.
Jefferson & AristotlePDF-PowerPoint-Word: This lesson utilizes various quotes from Thomas Jefferson and Aristotle to examine various systems of government, specifically direct democracy and representative democracy.
Ancient Greece
H.2.1 - Expansion through the conquest of other civilizations led to the expansion of the Roman Empire from the Atlantic Ocean through the Middle East and as far north as the island of Britain.
·  Roman Inventions #1375 (from SAS® Curriculum Pathways®): Students will activate and build knowledge about how Roman inventions contributed to modern civilization, analyze relevant primary-source documents, maps, and images to reinforce understanding, and demonstrate understanding of how ancient Romans solved practical problems and made significant contributions to the modern world.
·  Roman Webquest: Students will examine life in the Roman Empire and the history of its rise, expansion, and fall.
G.1.2 - The location of Rome on the Tiber River and the Italian Peninsula provided an ideal location for conquering and controlling the Mediterranean Sea.
C&G.1.1 - The political institution of the Roman Republic was modelled after the Athenian democracy and continues to serve as a model for modern democratic governments.
·  Republic v EmpirePDF-Word: In this lesson students will examine passages explaining the Republic and Empire of Rome. The goal is to have students annotate and understand how the two Roman governments were different and similar. It also will demonstrate how these governments laid the foundation for present governments.
·  Ancient Rome - What is a Dictatorship? (from Discovery Education)PDF: This lesson plan will help students understand the concept of dictatorship.
·  Ancient Rome - What is a Dictatorship? (from Discovery Education)PDF: This lesson plan will help students understand the concept of dictatorship.
·  Imperial Roman Emperors #1241 (from SAS® Curriculum Pathways®): Students will activate and build background knowledge about the history of Ancient Roman civilization, the rise and fall of Caesar, and the reign of Caesar Augustus and later emperors of Imperial Rome, analyze the relevant primary-source documents and identify arguments with varying points of view, and evaluate the contributions and leadership of Imperial Roman emperors.
·  Ancient Rome: Comparing Rulers #584 (from SAS® Curriculum Pathways®): Students will conduct research on the historical contexts, political and cultural legacies, goals, and achievements of four prominent Roman leaders: Julius Caesar, Augustus Caesar, Trajan, and Constantine and use web research to complete a comparative chart of these pivotal figures and their lasting influences.
·  Ancient Rome: Fall of Rome #376 (from SAS® Curriculum Pathways®): This lesson highlight the varied causes of the Roman Empire's slow collapse by producing a nightly news program that features interviews and news stories related to the fall.
·  Eye Witness to History Primary Source - The Fall of Rome
·  Plebian v. Patricians: Students will examine the Roman social classes.
E.1.1 - The Roman social hierarchy illustrated by the legal stratification of the plebian and patrician classes led to an increasingly unequal distribution of wealth and economic choice.
·  Daily Life of the Romans (from Discovery Education)PDFandWord: This lesson plan will help students understand life for the common people of ancient Rome.
C.1.1 - The myth of Romulus and Remus illustrates Roman values that are reflected in cultural practices such as gladiatorial combat and chariot races.
·  Disability Awareness Extension:Curious and Often Cruel Treatment
: Read the article and find answers to the following questions: What contributed to the prevalence of disability in Rome? What term was used to describe the condition of "disability" by the Romans? What was the prognosis for a child born with a disability? What vocations did people with disabilities pursue? Overall, what was like for people with disabilities in the Roman world?
C.1.2 - The size and structure of the Roman Empire eventually led to the acceptance and global spread of the Christian religion.
·  The Rise of Christianity and Christian BeliefsPowerPoint-PowerPoint-PDF-Word
: These materials cover the events that led to the spread of Christianity throughout the Roman World. An overview of Christian beliefs using primary sources is included.
·  Ancient Rome: Constantine and Christianity #178 (from SAS® Curriculum Pathways®): Students will use maps, readings, and artwork to investigate the spread of Christianity under the Roman Emperor Constantine.
·  Eye Witness to History Primary Source - The Romans Destroy the Temple at Jeruslem
·  Eye Witness to History Primary Source - The Death of a Martyr
Text Resources:
Digital Resources:
Literary Connections: / Sample Assessment Prompts
·  H.1.1 - Create their own charts, graphs, and historical narratives to explain events or issues.
·  H.1.2 - Establish a theme or point of a historical document by determining the word for word, nonfigurative meaning.
·  H.1.3 - Use different sources of information from multiple perspectives (i.e. race/ethnic groups, gender, socioeconomic status, political affiliation, time periods) to understand a particular event or issue.
·  G.2.2 - Create their own maps, charts and/or graphs to explain pre-existing data.