ANCIENT CIVILIZATIONS – SIXTH GRADE - Winnetka · PDF fileANCIENT CIVILIZATIONS –...

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ANCIENT CIVILIZATIONS – SIXTH GRADE

Political Science Economics History Geography Social Science/Culture

Why do people form

governments?

How are governments of

ancient civilizations

similar and different?

How does type of

leadership affect how a

civilizations evolves?

What kinds of roles and

rights did individuals

have in ancient

civilizations?

How do ancient

civilizations provide for

the wants and needs of

their people?

What is the impact of

specialization on an

economy?

Why did ancient

civilizations trade with

one another?

How are the needs of the

society at large balanced

with the desires of

governments or leaders?

How do civilizations

pay for the needs of the

society?

How do we know with

accuracy the history of

ancient civilizations?

What events tend to be

turning points in

history?

What has brought

civilizations into conflict

with each other?

What are some

significant

accomplishments of

ancient civilizations?

How does geography

affect the growth and

development of a

civilization?

How do civilizations use

and/or control their

environment?

How do societies’ belief

systems originate?

How are a civilization’s

beliefs and culture

reflected in its art,

music, literature and

architecture?

What aspects of ancient

civilizations’ cultures

are still reflected in

societies today?

What within a culture

allows for creativity and

innovation?

Essential Questions:

How do civilizations originate and organize?

How and why do civilizations innovate and evolve?

Unifying Theme:

Enduring characteristics civilizations

Context:

Ancient Egypt, Ancient Greece/Rome, Middle Ages (with exposure to Islamic

Civilization)

Teacher Note: While the

strands appear separate in

the middle of the

document, this simply

serves as a means of

developing focus questions

for discussion and inquiry.

The sample performance

tasks blend the strands

back into cohesive culminating experiences.

PERFORMANCE TASKS:

Research Projects

Map activities

Drama/Simulation/Role-playing activities

GLOBAL CONNECTIONS:

Comparison of ancient and contemporary political maps

Introduction to Islam

Study of Current Events

Sixth Grade Social Studies Unit – Ancient Egypt

STAGE 1 – DESIRED RESULTS

Established Goals:

• Realize the importance of how a civilization organizes around natural resources

and geographical areas.

• Understand the way a civilization originates and how the people of the civilization

attempt to explain the origination.

• Demonstrate the importance of innovation with regards to the longevity of a

civilization.

• Understand that a civilization evolves over time.

Students will understand that:

• The annual flooding of the Nile

River provided the foundation

needed for any civilization -- a

surplus of food, which allowed for

labor specialization and permanent

settlements.

• Egypt invested all power into the

hands of a single pharaoh, which

limited the rights and power of all

other members of society.

• The Nile provided economic

stability to Egypt and conquest and

exploration led to further economic

resources and wealth.

• Egyptian advancements in

architecture, science, mathematics,

and writing influenced other

civilizations’ innovations in these

areas.

• Egyptians believed their lives were

largely a preparation for their

eternal afterlife.


• How did the Nile River impact the

development of Egyptian

civilization?

• How did Egypt being a monarchy

effect its development?

• What factors influenced the

evolution of Egypt’s economy?

• What aspects of Egyptian history

have influenced world history?

• How were Egyptian beliefs

reflected in their lives and

development of their culture?

Students will know:

• The chronology of Egyptian history

(Old, Middle, and New Kingdom)

• The geography of the Nile

• Basic Egyptian mythology and

religious practices

• Achievements in architecture (i.e

pyramids, tombs, temples, etc.)

Students will be able to:

• Select appropriate and credible

research materials for a topic of

inquiry

• Evaluate Internet resources

critically

• Plan for an inquiry project

• Research efficiently by critically

• The importance of the development

of writing

• The legacy of some famous

Egyptians (i.e. Tuthankhamen,

Hatshepsut, Ramses II, etc.)

reading for important information

• Create useful and organized notes

• Cite sources used in research

• Utilize and interpret maps to create

understandings within and between

civilizations

• Synthesize research into their own

words in written and oral

communication

• Collaborate with peers to

accomplish a common goal for a

social studies project

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks:

• Reflect: What innovations from

Egyptian society influence the way

we live today?

• Create a museum exhibit that

includes an interactive, visual and

written component related to an

inquiry about Egypt.

• Conduct and present research in the

form of a news show that depicts

the important historical events that

shaped ancient Egypt.

• Read The Golden Goblet to make

connections to ancient Egypt;

develop a picture book from the

perspective of an ancient Egyptian.

• Create an ancient Egyptian tomb

that contains student-made artifacts

representative of what would be in

a pharaoh’s tomb; give a tour of the

tomb to parents and students

detailing the importance of the

artifacts.

• Discuss the role the afterlife played

in ancient Egyptian’s lives.

Other Evidence:

Explain

• The benefits the Egyptians gained

from the flooding of the Nile

Interpret

• The writing and pictographs found

on artifacts

• The representative items found in a

pharaoh’s tomb

Apply, by

• Planning for the afterlife

See from the points of view of

• A pharaoh and people from other

classes within Egyptian society

Empathize with

• The people who depended on the

Nile River

Reflect on

• Egyptian advancements in

architecture, science, mathematics

and writing

• The effect that the Nile’s flooding

had on their economic structure

STAGE 3 – LEARNING PLAN

Possible Learning Activities:

Ancient Egyptian Learning Activities

Individual Paired Small Group Whole Class

Knowledge

1. List knowledge

of ancient Egypt

in a KWL chart

2. Define Egyptian

vocabulary

(flashcards, quiz,

etc.)

Label the important

geographical

locations of ancient

Egypt

Watch the

David McCally

videos while

modeling

notetaking

skills.

Comprehension

Paraphrase

research findings

Retell the story of

going to the

afterlife

Summarize the life

of a famous

Egyptian by

writing a script

from that person's

perspective

Application

1. Research

information on the

British Museum

website and

answer questions

about important

information. 2.

Construct and

translate the

writing on a

Cartouche 3.

Write a journal

entry from the

perspective of

Hatshepsut after

watching a video

about her

Interpret a map of

ancient Egypt to

determine how the

geography effected

the civilization

Dramatize the

process of reaching

the afterlife

Analysis Compare a map of

ancient Egypt to a

map of Egypt

today

Differentiate

between the three

kingdoms of

ancient Egypt by

making a

chart/timeline/Venn

diagram

Deduce what the

mummification

process would be

for a human from

the

"mummification"

of an apple

Evaluation

Determine

arguments for or

against moving

from the Nile River

valley

Estimate the

time and man-

power required

to build a

pyramid by

marking actual

measurements

outside

Synthesis

Formulate

discussion

questions from

National

Geographic

readings

Create meaning for

artifacts of today to

represent our

civilization to

future ones

Develop a

campaign and a

marketing

strategy for a

Pharaoh

STAGE 4 – RESOURCES AND MATERIALS

National Geographic Book (small paperback): The First Civilizations

Facts on File Book (blue hardbound): Ancient Egypt

Human Heritage Book (tan hardbound): A World History

British Museum Website: Ancient Egypt

David McCauley Video (available in RC): “Pyramid”

DVD (available in RC): “Mysteries of Egypt”

DVD (available in RC): “The Lost Queen” (Hatshepsut)

RELATED VOCABULARY:

Nile embalming Upper Egypt Osiris Rosetta Stone

Book of the Dead mummy Lower Egypt Isis Cataracts

Delta hieroglyphs Tutankhamen Journey to the Afterlife

Kingdoms papyrus Khufu Old, Middle, New Kingdom

Ka scribe Natural Resource Shadoof

Pharaoh Hatshepsut Mastabas Hyksos

Pyramids Ramses Step Pyramids Canopic jars

POSSIBLE FIELD TRIPS:

Field Museum Exhibit of Ancient Egypt

Sixth Grade Social Studies Unit- Ancient Greece


Established Goals:






civilization.



• Greek government evolved from

kings to oligarchies to tyrants to the

birth of democracy (in Athens).

• Many geographic factors

contributed to Greek economic

success, such use of the sea for

trade, mining of silver (?), and the

exportation of olive oil.

• Victory in the Persian Wars allowed

for the flowering of Greece’s

Golden Age, just as the

Peloponnesian Wars destroyed

Greece from within.

• Unlike Egypt, Greece had a seasonal

climate and mountainous land.

• The influence of Greek architecture,

athletics, theater, art, education,

philosophy, science & mathematics,

and language is seen throughout the

modern world.

• Elements of Greek mythology such

as its language, heroic stories,

themes, and characterization are still

visible in our oral and written

culture today.


• How did democracy originate?

• How did the Greeks use their

natural resources to improve their

economic standing?

• What events were the turning

points in the history of Greece and

why?

• How did the specifics of Greece’s

geography and climate impact its

development compared to Egypt’s?

• How do aspects of Greek culture

live on in the world?

• What elements of Greek mythology

have persisted over time?

Students will know:

• The evolution and practice of

democracy

• How to compare and contrast




inquiry

Athens and Sparta

• The geography & trading history of

the Mediterranean region

• Some background on the Minoan

and Mycenaean civilizations

• The reasons for the Persian and

Peloponnesian Wars and their

effects

• Alexander’s conquests left a Greek

legacy across much of the known

world.

• The three orders of Greek columns

(Doric, Ionic, Corinthian)

• The history of the ancient Olympic

Games

• The invention of theater (tragedy

and comedy)

• Greek use of realism in sculpture

• The Greeks invented the concept of

philosophical inquiry

• Greek contributions to science and

math

• Some famous Greek myths and

representative example of its legacy

in our language and culture


critically








civilizations



communication





Performance Tasks:

• Write an article or brochure about a

student-selected topic that

incorporates factual information and

creativity. Compile articles into a

newspaper.

• Develop a webpage about a student-

selected topic. Compile pages into a

website.

• Assess students using a test with

multiple choice, short answer, essay

questions, etc.

• Develop a script for a commercial

about why one should move to

Sparta or Athens.

• Prepare for and participate in a

debate between Spartans and

Athenians.

• Develop a lesson on a student-

selected topic that presents

Other Evidence:

information and incorporates and an

interactive learning activity.



Ancient Grecian Learning Activities


Knowledge Completing an Internet

exploration guide of the

British Museum website

(to assess advanced

research skills using the

Internet).

Label the

important ancient

Greece

geographical

locations and/or

trade routes

and/or Alexander

the Great's

conquests.

1. Participate in a

Jeopardy game

made up of key

facts from ancient

Greece (students

write the

questions!). 2.

Read a Greek-

themed novel

aloud.

Comprehension Paraphrase research

findings.

Summarize the

life of a famous

Grecian.

Simulate the

Olympic games.

Application

Interpret a map of

ancient Greece to

determine how the

geography effected the

civilization.

Develop a visual

interpretation of

a Greek myth.

Examples: Comic

strip, poster,

etc.)

1. Develop a

dramatic

interpretation of

a Greek myth.

(Examples:

Puppet show,

play, etc.). 2.

Create a photo

album of Grecian

influenced

architecture.

Host a talk show in

which characters

are guests.

Students role play

guests and ask

questions as

audience

members.

Analysis

Then and now: ancient

Grecian

inventions/contributions

effect on ancient

Greece and today’s

society.

Synthesis

1. Writing a research

paper and creating an

artifact related to a

selected topic. 2. Write

a news article as if a

myth was a news

event.

Re-write a Greek

myth set in

today's society.

STAGE 4 – RESOURCES AND MATERIALS

D’Aulierres Myths Book (yellow hardbound)

Pink Myth Books

British Museum Website: Ancient Greece

National Geographic Book (paperback): Ancient Greece

Human Heritage Book (tan hardbound)

Allyn and Bacon Book (white paperback): Roman & Greek Civilization

Video (available in the RC): “The Gods & Goddesses of Mt. Olympus”

RELATED VOCABULARY:

Democracy Architecture marathon oracle Aristotle pediment

City-states Corinthian soliloquy Hippocrates Acropolis Socratic

Sparta Doric tragedy Trojan War tyrant Method

Athens Ionic comedy Odysseus Persian Wars oligarchy

Habris Pericles Parthenon Socrates frieze philosophy

Olympics constitution Pythia Plato capital colonnade


Architecture trip/tour bus

Restaurant in Greek Town

Architecture walk around Winnetka

Performance related to mythology

Sixth Grade Social Studies Unit – Ancient Rome


Established Goals:






civilization.



• The U.S. system of representative

government and checks and

balances originated in the Roman

Republic.

• The Roman use of a vast road

system was of major benefit to their

economic success.

• Caesar’s rule was born from the

changes in Roman society after the

Punic Wars.

• Rome fell for a variety of reasons,

including economic collapse,

political upheaval, and foreign

invasion.

• The Roman Empire stretched over

multiple continents and absorbed

many different cultures.

• Rome built upon many of the ideas

of the Greeks.


• What aspects of the Roman

Republic are seen in U.S.

government?

• How did the Romans coordinate

and organize their economic

system?

• Why did Rome change from a

republic to an empire?

• What can we learn from the Fall of

Rome?

• How did the diverse geography of

the Roman Empire effect its

development?

• What aspects of Roman culture

were absorbed versus self-created?

Students will know:

• The organization of the Roman

Republic and its class structure

• The extent of the Roman empire

from a geographical standpoint

• The importance of the Punic Wars

to Roman history

• The rise of the army and the story

of Julius Caesar

• Reasons for the birth and fall of the




inquiry


critically





Roman Empire

• Roman contributions to art,

entertainment, science and

engineering, city planning, math,

etc.




civilizations



communication





Performance Tasks:

• Develop a script for and perform a

TV talk show about ancient Rome.

• Write a research paper about a self-

selected topic.

• Create a character from ancient

Rome based on research and attend

a Roman banquet.

• Assess students using a test/series

of quizzes with multiple choice,

short answer, essay questions, etc.

• Write a persuasive essay that

defends the student’s perception of

the Romans.

• Create a group PowerPoint that

responds to questions. Use

presentation to teach the rest of the

class about a topic.

Other Evidence:



Ancient Roman Learning Activities


Knowledge

Various mapping

activities, including

identifying the

Roman Empire's

expanses on a

modern day map.

1. Watch the

David McCally

videos while

modeling

notetaking skills.

2. Watch the

chariot scene

from Ben Hur

and/or Spartacus

and/or Under the

Shadow of

Vesuvius and

discuss as a

class.

Comprehension

1. Reading quizzes

using note cards.

Students organize

note cards based

on their

understanding of

the concepts they

read about. 2.

Reading and

follow-up quiz on

Christianity in

Rome and the Dark

Ages.

Create reading

stations containing

different materials.

At each station,

students will

answer questions

and have

discussions

regarding the

reading.

Application

Create an activity

box that

incorporates

objects, writing,

and activities

related to ancient

Rome.

Analysis Write a paper

comparing Roman

roads to the

Internet.

Compare/contrast

the Roman

Republic and the

United State's

government and

culture.

Evaluation

Write a paper/

have a debate/

visually represent

what you think is

the most important

contribution

Romans made to

society.

Synthesis

Write a postcard

from the

perspective of an

ancient Roman

from something

you witnessed in

Rome. STAGE 4 – RESOURCES AND MATERIALS

National Geographic Book (small paperback): Ancient Rome

Human Heritage (tan hardbound)

Allyn and Bacon: Greek & Roman Civilization

http://rome.mrdonn.org/games.html

http://www.bbc.co.uk/schools/romans/

Facts on File Book (blue hardbound): Ancient Rome

David McCauley Video (available in the RC): “Roman City”

Arizona Smith Video (available in the RC): “Ancient Civilization: Rome”

Laser Disk (available in the RC): “In the Shadow of Vesuvius”

Video: “Ben Hur”

Video: “Spartacus”

RELATED VOCABULARY:

Arch Pompeii vault Latins Carthage

Aqueduct Coliseum senate Paletine Romulus

Auxiliary gladiator canal triumph Remus

Century Octavian Zama Hannibal Ides of March

Checks and balances Constantine missionary triumvirate Vesuvius

Cohort barbarian Apian Way veto Aeneus

Dictator province Patricicus Punic Wars

Forum republic Plebians consuls

Legion empire Tribunes Julius Caesar


Art Institute

Sixth Grade Social Studies Unit - Middle Ages


Established Goals:






civilization.



• Rome was not united and was now

vulnerable to invasion, allowing the

barbarians to take over control.

• This chaotic time eventually leads to

the desire for order and organized

society, which led to more stable and

safe times and, eventually, feudalism.

• The church influenced every person’s

daily life and was a dominant force in

medieval society.

• As western Europe began to stabilize,

they formed their own independent

kingdoms, eventually leading to the

formation of nations

• .

• Monasteries played an integral role in

preserving the history of classical

civilization, allowing future

civilizations to thrive off of notable

historical thinking.

• The Crusades allowed for exchange

of cultural ideas between the Islamic

and European peoples.


• How did the split of the Roman

Empire impact the development

of the Middle Ages?

• What acts as the bond that holds

the people of Europe together

during the Middle Ages?

• How did the Crusades impact the

development of nations?

• How did the feudal system move

people of the Middle Ages to

fight for and eventually gain

freedom and rights?

• How was the foundation of

western civilization preserved

through these tumultuous times?

Why is this important?

• What were the major

contributions that were made by

the Islamic people during the

Middle Ages? How do those

contributions continue to impact

us today?

Students will know:

• The organization of the feudal

system.

• The importance of the Magna Carta in

England.

• The importance of the Crusades.

• The importance of the rise of the




inquiry


critically


town.

• The architecture of castles and

cathedrals.

• The creation of chivalry.

• The basics of the birth of Islam

(including the similarities and

differences between Islam and

Christianity).

• Islam’s contributions to modern

society.





• Utilize and interpret maps to

create understandings within and

between civilizations

• Synthesize research into their

own words in written and oral

communication





Performance Tasks:

• Develop a script for and perform a

TV talk show about the Middle Ages.

• Write a research paper about a self-

selected topic.

• Create a character from the Middle

Ages based on research and attend a

medieval fair.

• Assess students using a test/series of

quizzes with multiple choice, short

answer, essay questions, etc.

• Write a persuasive essay that defends

the student’s perception of the

Europeans.

• Create a group PowerPoint that

responds to questions. Use

presentation to teach the rest of the

class about a topic.

• Organize a medieval fair.

Other Evidence:



Middle Ages/Islam Learning Activities

Individual Paired Small

Group Whole Class

Knowledge

Go to National Geographic website and

travel through a castle

(www.nationalgeographic.com/castles/enter

castle.html).

Look at Middle

Ages picture

(purple book)

and make

observations/pre

dictions about

the time period.

1) Mr.

Faught

(Dean of

Loyola Law

School) to

speak to the

grade about

the history

of the

Magna Carta

and its

influence on

today's

laws. 2)

Watch David

McCaully

videos

("Castle"

and

"Cathedral")

3. Invite

Musa Al-

Basit come

speak to the

class. 3)

Visit a

mosque and

cathedral.

Comprehe

nsion Role play a medieval job.

Applicatio

n

1) Write a ballad. 2) Write a story

incorporating yourself as a character based

on what you observed at Medieval Times.

Create a coat-of-

arms, stained

glass, or

candles.

Create

a town

and

include

roles

(knight

s,

clergy,

peasant

,

mercha

nt).

1) Prepare

for a

medieval

fair. 2)

Write a class

"Code of

Chivalry." 3)

Compare/co

ntrast a

mosque, a

cathedral,

and the

Bahai

Temple.

Analysis Choose a journey of a knight, merchant,

nun, or peasant and compare/contrast each

group's daily life

(www.mnsu.edu/emuseum/history/middleag

es/contents.html).

Evaluation

Evaluate role chivalry played in medieval

daily lives.

Use Middle Ages

vocabulary to

identify different

items on the

picture from the

purple book.

Synthesis

1) Re-create

a simulation

of the Black

Plague. 2)

Create a

medieval

newspaper. STAGE 4 – RESOURCES AND MATERIALS

Allyn and Bacon Book (white paperback): Medieval Civilization

Facts on File Book (blue hardbound): The Middle Ages

Viking Book (white hardbound): Medieval Knights

National Geographic Book (paperback): The Middle Ages

Human Heritage Book (tan hardbound)

David McCauley Videos (available in the RC): “Castle” and “Cathedral”

Schlessinger DVDs (available in the RC): “Life in the Middle Ages” and “The Knight”

RELATED VOCABULARY:

Peasants chivalry plague Huns lords

Serfs coat-of-arms Byzantine Vandals serfs

Feudalism cathedral pope clans minstrels

Fief castle siege blood feuds Charlemagne

Manor buttress jihad Arab

Monarchy monastery Islam Muslim

Clergy crusade Magna Carta

Vassal guild Goths counts


Trip to a mosque and a cathedral

Medieval Times (if price ever lowers)

Renaissance Festival

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