Roselle Public Schools

Social Studies Curriculum Units of Study Grade 6

1

Unit/Chapter Title: Unit 3 – Ancient Greece and Rome

Course/Grade: 6th

Grade Social Studies

Unit Length: 12 weeks

Interdisciplinary Connection(s): ELA/Technology

Standards:

6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how

past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable

students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value

diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an

interconnected world.

Strands:

A. Civics, Government, and Human Rights

B. Geography, People, and the Environment

C. Economics, Innovation, and Technology

D. History, Culture, and Perspectives

CCSS ELA/ Literacy in History/Social Studies, Science and Technical Subjects

RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources

RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source

distinct from prior knowledge or opinions.

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Social Studies Curriculum Units of Study Grade 6

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RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to

history/social studies.

RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital

texts.

RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.

RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently

and proficiently.

WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or

technical processes.

WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and

audience.

WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information

and ideas clearly and efficiently

WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and

generating additional related, focused questions that allow for multiple avenues of exploration.

WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.

WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a

day or two) for a range of discipline-specific tasks, purposes, and audiences.

SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade

6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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Social Studies Curriculum Units of Study Grade 6

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21st Century Life and Careers Standards

9.1.8.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively

9.1.8.B.1 Use multiple points of view to create alternative solutions.

9.1.8.C.1 Determine an individual’s responsibility for personal actions and contributions to group activities.

9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks,

assignments, and projects.

9.1.8.C.3 Model leadership skills during classroom and extra-curricular activities.

9.1.8.B.6 Evaluate communication, collaboration, and leadership skills and how they might be further developed in preparation for a

future career through involvement in school, home, work, and extracurricular activities.

Interdisciplinary Connections:

English/Literacy:

WHST.6-8.2.A-E Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical

processes.

Computer Technology:

CCSS TECHNOLOY 8.1.8.A.1

Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word

processing program.

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Social Studies Curriculum Units of Study Grade 6

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Essential Questions

Enduring Understandings

1.) How did ancient Greek civilizations develop?

2.) What are some of the lasting contributions to later

civilizations?

3.) How were ancient Greek settlements influenced and

affected by geography?

4.) How did ancient Greek religious beliefs and mythology

influence their culture?

5.) What did it mean to be “Roman” in the ancient world?

6.) What made Rome “great” and why is it remembered that

way?

7.) How did the geography of early Rome influence and

affect its development?

8.) How did Rome develop into a republic?

9.) How did Roman territory expand through military

conquests?

10.) Why did the Roman empire fall and what is its

legacy?

11.) What are the lasting legacies and contributions of

Greece’s geography and its nearness to the sea strongly

influenced the development of trade and the growth of city-states.

The people of Athens tried many different forms of government

before creating a democracy.

The ancient Greeks created great myths and works of literature

that still influence the way we speak and write today.

Over time the Persians came to rule a great empire, which

eventually brought them into conflict with the Greeks.

The two most powerful city-states in Greece, Sparta and Athens,

had very different cultures and became bitter enemies in the 400’s

B.C.

Alexander the Great built a huge empire and helped spread

Greek culture into Egypt and Asia.

Ancient Greece made lasting contributions in art, philosophy,

and science.

Rome’s location and government helped it become a major

power in the ancient world.

Rome’s tripartite government and written laws helped create a

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Social Studies Curriculum Units of Study Grade 6

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Rome and Greece? stable society.

The later period of the Roman Republic was marked by wars of

expansion and political crises.

After changing from a republic to an empire, Rome grew

politically and economically, and developed a culture that

influenced later civilizations.

People in the Roman Empire practiced many religions before

Christianity, based on the teachings of Jesus of Nazareth, spread

and became Rome’s official religion.

Problems from both inside and outside cause the Roman empire

to split into a western half, which collapsed, and an eastern half

that prospered for hundreds of years.

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Social Studies Curriculum Units of Study Grade 6

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Student Learning Objectives

(What students should know and be able to do?)

What students should know What students should be able to do

6.1.8.A.3.b - Compare and contrast the rights and responsibilities of

free men, women, slaves, and foreigners in the political, economic,

and social structures of classical civilizations.

6.1.8.A.3.d - Compare and contrast the roles and responsibilities of

citizens in Athens and Sparta to those of United States citizens

today, and evaluate how citizens perceived the principles of liberty

and equality then and now.

6.1.8.B.3.a - Determine how geography and the availability of

natural resources influenced the development of the political,

economic, and cultural systems of each of the classical civilizations

and provided motivation for expansion.

6.1.8.C.3.b - Explain how the development of a uniform system of

exchange facilitated trade in classical civilizations.

6.1.8.C.3.c - Explain how classical civilizations used technology and

innovation to enhance agricultural/manufacturing output and

commerce, to expand military capabilities, to improve life in urban

areas, and to allow for greater division of labor.

6.1.8.D.3.a - Compare and contrast social hierarchies in classical

civilizations as they relate to power, wealth, and equality.

Explain who the Minoans and Mycenaeans were, and describe

the role they played in ancient Greek history.

Analyze the kinds of governments that developed in Ancient

Greece and Rome.

Compare and Contrast the civilizations of Ancient Greece and

Ancient Rome.

Identify the differences between the city-states of Athens and

Sparta.

Research the Persian Wars and explain the impact they had on

the Greeks.

Investigate the role that trade and colonization played in Ancient

Greece.

Explain the “Golden Age of Athens” and describe the art and

achievements of the Ancient Greeks.

Select at least 4 contributions that the Ancient Greeks made to

other civilizations and tell how these contributions still

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Social Studies Curriculum Units of Study Grade 6

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6.1.8.D.3.d - Compare the golden ages of Greece, Rome, India, and

China, and justify major achievements that represent world legacies.

6.1.8.D.3.e - Compare and contrast the tenets of various world

religions that developed in or around this time period (i.e.,

Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and

Taoism), their patterns of expansion, and their responses to the

current challenges of

globalization.

6.1.8.D.3.f - Determine the extent to which religions, mythologies,

and other belief systems shaped the values of classical societies.

influence/affect us today.

Summarize how Ancient Greek religious beliefs and mythology

influenced their culture.

Describe the process by which Rome became an empire and

developed into a republic.

Explain why the Roman Empire fell.

Summarize how the origin and spread of Christianity is

associated with the Roman Empire.

Read various myths from Ancient Greece and explain what you

think they teach us.

Describe the daily life of a Roman citizen during the early days

of the empire.

Examine the Greek gods and goddesses and analyze their family

tree.

Identify achievements and innovations made in Ancient Greece

and Rome.

Analyze the achievements and innovations made in Ancient

Greece and Rome through a research project.

Use internet sources, encyclopedias, etc. to help guide your final

project.

Research democracy, aqueducts, roads, the Olympics,

contributions to math (Pythagoras or Euclid) or medicine

(Hippocratic Oath).

Create diary entries, a song, a propaganda poster, interview or

song that demonstrates your mastery and understanding of one of

Ancient Greece and Rome’s achievements.

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Social Studies Curriculum Units of Study Grade 6

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Instructional Strategies

(How will the students reach

the learning targets?)

Modifications/Extensions

(How will I differentiate?)

Assessments

(How will the students

demonstrate mastery?)

Resources/Technology

(What resources and materials will

students need?)

Reading/Writing:

Close Reading of Texts

Use Cornell notes while

reading

Use graphic organizer to

identify main idea and

supporting details

Compare and contrast

events, groups, or specific

individuals using a Venn

Diagram

Summarize

Use context clues to decode

words and ideas

Take notes while reading

Checks for Understanding

Exit Tickets

Using the RACER method

to respond to open-ended

questions

Scaffolds for Learning:

Use a main idea organizer to

identify the essential and non-

essential information.

Use an inference chart while

reading a story or a particular

event and draw conclusions

about what was read.

Pose questions

Skim and scan an assigned

reading to identify text features

and structure.

Create labeled illustrations

and/or illustrate vocabulary

terms.

Create a biographical

dictionary for the people

describe in this unit.

Extensions:

Formative Assessments:

Teacher Observation

Presentation

Quizzes/Test

Portfolios

Group Discussions

Logs, Journal Entries

Demonstrations

Constructed Responses

Group Discussion

Questions: See Appendix A

Performance Tasks: See

Appendix B

Summative Assessment: See

Appendix C

Text/s:

Holt McDougal – World History:

Ancient Civilizations Through the

Renaissance

Texts: See Appendix D

Websites:

CCCS

http://www.state.nj.us/education/cccs

/standards/1/index.html

21st Century Skills and Career

Standards

http://www.state.nj.us/education/aps/

cccs/career/

Depths of Knowledge Levels

http://www.dese.mo.gov/divimprove/

sia/msip/DOK_Chart.pdf

http://commoncore.lacoe.edu/resourc

es/training_121015/DOK_technology

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Social Studies Curriculum Units of Study Grade 6

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Student created questions Identify and describe the

multiple causes and effects of

the events described in this unit.

Respond to an open-ended

question based on an editorial or

any informational text read in

class.

Complete a journal response or

Cornell notes with questions that

encourage critical thinking. Then

write a brief summary of their

questions at the end of each

journal response or Cornell

notes.

Student Portfolios

.pdf

Amistad:

http://www.theamistadcommission.co

m/

Harcourt Online:

http://

http://www.eharcourtschool.com

Brain Pop:

http://wwww.brainpop.com

Ancillary Materials

Social Studies Notebook

Journals

Print and Online Graphic

Organizers

Open-Ended Response Rubric

Student Portfolios

Feedback Worksheets

Anchor Charts

Key Terms/Vocabulary Words

polis, classical, acropolis, democracy, aristocrats, oligarchy, citizens, tyrant, Pericles, mythology, Homer, Sappho, Aesop, fables, Cyrus the

Great, cavalry, Darius I, Persian Wars, Xerxes, alliance, Peloponnesian War, Philip II, phalanx, Alexander the Great, Heelenistic, Socrates,

Plato, Aristotle, reason, Euclid, Hippocrates, Aeneas, Romulus and Remus, republic, dictators, Cincinnatus, plebeians, patricians,

magistrates, consuls, Roman Senate, veto, Latin, checks and balances, Forum, legions, Punic Wars, Hannibal, Gaius Marius, Lucius

Cornelius Sulla, Spartacus, Cicero, Julius Caesar, Pompey, Augustus, currency, Pax Romana, aqueduct, civil law, Christianity, Jesus of

Nazareth, Bible, crucifixion, Resurrection, disciples, Paul, Constantine, Diocletian, Attila, corruption, Justinian, Theodora, Byzantine

empire

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Social Studies Curriculum Units of Study Grade 6

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Appendix A

Group Discussion Questions

Read How Evil Came Into the World (Pandora’s Box) and respond to the following questions citing textual evidence, of course. Once

you have responded to the questions and found quotes in the article to support your responses, come to class prepared for a discussion.

(http://www.jefftwp.org/middleschool/CoreTeams/LA/MYTHOLOGY/stories/pandora.pdf)

1.) Explain in your own words what the Law of Olympus is.

2.) What happens when Pandora opens the box?

3.) What one, small thing was left in the box? What do you think this symbolizes?

Grading: Refer to the Open Ended Scoring Rubric and the Group Discussion Rubric found under Common Rubrics

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Social Studies Curriculum Units of Study Grade 6

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Appendix B

Performance Task/s

Task#1: Using the information from the link below, create information cards on the following gods/goddesses. There should be 15

total, and the notecard should be set up as shown below.

(http://www.jefftwp.org/middleschool/CoreTeams/LA/MYTHOLOGY/Major%20God%20Info%20Packet.pdf)

Major Gods and Goddesses

1.) Aphrodite 4.) Artemis 7.) Dionysus 10.) Hephaestus 13.) Hestia

2.) Apollo 5.) Athena 8.) Eros 11.) Hera 14.) Poseidon

3.) Ares 6.) Demeter 9.) Hades 12.) Hermes 15.) Zeus

On the front of the notecard (the blank side), put the god/goddesses’ Greek Name ONLY and a drawing/illustration of the

god/goddess.

On the back side of the notecard (the lined side), please provide the following information for each god/goddess:

ROMAN NAME(S)

Title(s) What is s/he the God or Goddess of?

Symbols:

List at least two symbols of this God/Goddess

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Social Studies Curriculum Units of Study Grade 6

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Provide an illustration for at least one of the symbols

Family:

Describe whom this god/goddess is related to:

Who is his/her mother and father?

Does this god/goddess have siblings?

Is this god/goddess married? If so, to who?

Task 2: Using a Venn diagram, compare Athenian democracy with the United States democracy. You may use your textbook, online

resources, etc. to gather your information. After your Venn diagram is complete, answer the following questions. Your responses will

be scored using the open-ended scoring rubric.

Questions:

- How are Athenian democracy and US democracy different? Describe the differences in detail.

- What similarities does Athenian democracy and US democracy share? Explain.

- Is it possible that our founding fathers used Athenian democracy as a guide when creating and shaping US democracy?

Provide evidence/explanation for your reasoning.

Grading: Refer to the NJ Registered Holistic Scoring Rubric/Open Ended Scoring Rubric found under Common Rubrics

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Social Studies Curriculum Units of Study Grade 6

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Appendix C

Summative Assessment

Unit 3

Title: Ancient Greece and Rome

Subject: Social Studies

Grade Level: 6

_________________________________________________________________________________________________________

Instructional Focus:

The Ancient Greek and Romans made significant contributions to science, medicine, government, math, medicine, and believe it or

not, sports! This project will allow you to choose an innovation from this time period for you to focus on, research, and present your

findings to the class.

Social Studies Standards:

6.1.8.A.3.b, 6.1.8.A.3.d, 6.1.8.B.3.a, 6.1.8.C.3.b, 6.1.8.C.3.c, 6.1.8.D.3.a, 6.1.8.D.3.d, 6.1.8.D.3.e, 6.1.8.D.3.f

Reading Standards:

RH.6-8.1, RH.6-8.2, RH.6-8.4, RH.6-8.7, RH.6-8.9, RH.6-8.10

Writing Standards: WHST.6-8.2, WHST.6-8.4, WHST.6-8.6, WHST.6-8.7, WHST.6-8.9, WHST.6-8.10

Speaking and Listening Standards:

SL.6.1

Language Standards:

L.6.1

21st Century Life and Careers Standards:

9.1.8.A.1, 9.1.8.B.1, 9.1.8.C.1, 9.1.8.C.2, 9.1.8.C.3, 9.1.8.B.6

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Social Studies Curriculum Units of Study Grade 6

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_________________________________________________________________________________________________________

Essential Questions:

1.) What impact or influence does various innovations from Ancient Greece and Rome have on past, present, and future

societies?

2.) How are the actions of the past influencing our world today?

_________________________________________________________________________________________________________

Student Learning: Students will be able to complete the following:

Students will research various topics.

Students will respond to a variety of leveled questions by citing strong textual evidence using RACE/RACER.

Students will be able to outline their research utilizing a graphic organizer.

Students will arrange the information they have gathered to create a final project.

Students will create a visual presentation detailing information from various resources.

Students will utilize presentation skills to present their final project to the class.

Students will write notes utilizing an outline/graphic organizer.

Students will write a rough draft for their final project using an organizer created by the teacher.

Students will participate in a presentation.

Students will describe how an innovation from Ancient Greece or Rome influenced past, present, and future societies.

Students will construct a propaganda poster.

Students will create diary entries.

Students will explain how an innovation affected societies through an interview.

Students will write and perform a song.

__________________________________________________________________________________________________________

Introduction The Ancient Greek and Romans made significant contributions to science, medicine, government, math, medicine, and believe it or

not, sports! This project will allow you to choose an innovation from this time period for you to focus on, research, and present your

findings to the class.

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Social Studies Curriculum Units of Study Grade 6

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Task It is your mission to choose an innovation from the list provided, research your innovation, and create a visual aid to present to the

class. You will be working in groups of four, so choose your helpers wisely!

Choose one of the following of Ancient Greece and Rome to research:

- Democracy

- Aqueducts

- Roads

- Olympics

- Math (Pythagoras or Euclid)

- Medicine (Hippocratic Oath)

Steps:

Step One: Once you have chosen the innovation you will research, you must start by researching the following questions:

- Innovation: What is your innovation or achievement?

- Purpose: What was the purpose or function of your innovation (Past and Present)

- People: Who created your innovation? Who used/uses your innovation? (Past and Present)

- Impact: How did your innovation impact daily life? (Past and Present)

Step Two: After researching the above questions and following a research organizer, choose a product to demonstrate mastery and

knowledge gained during your research of your Greek and Roman achievement. Your product must describe how your chosen

innovation impacts life past and present, and predict how the innovation might change the future. Submit a bibliography or Works

Cited page from the sources you used to complete your product. Teacher may choose if this portion of the project should be completed

in class, at home, or both.

Step Three: Choose your product:

o Interview: Create three imaginary people to interview (past, present, future). Write interview questions and answers

about your innovation that describes how it came to be, why its important, how it has changed over time, etc. You

will conduct this interview in front of the class as your presentation as well as submit the interview questions and

answers in digital or hard copy format.

o Diary: Create three imaginary people (past, present, future) and develop a diary entry from each person about your

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Social Studies Curriculum Units of Study Grade 6

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innovation. Your entries should describe how your innovation came to be, why its important, how it has changed

over time, etc. You will read aloud your entries in front of the class as your presentation as well as submit them in

digital or hard copy format.

o Song: Write and perform a song that encompasses the past, present, and future impact of your innovation. You can

perform your song live, or record it and play it for the class. Your song should describe how your innovation came

to be, why it is important, how it has changed over time, etc. You must submit a digital or hard copy of your song to

the teacher.

o Propaganda Poster: Design three posters (past, present, future) that illustrate the impact of your innovation. Your

posters should describe how you innovation came to be, why its important, how it has changed over time, etc. You

will present each poster in front of the class as your presentation as well as submit them to your teacher for grading.

Step Four: After you have chosen your innovation, researched it, and created your product, it is time to present your product and

research to the class. You will be graded using the Oral Presentation Rubric.

Step Five: It is time to reflect and conclude our work! Was your product informative and accurate? Write a brief summary of all that

you learned. Describe the parts of this project you enjoyed the most, and the least. What would you do differently next time you are

involved in a collaborative project? What would you do the same?

Websites:

https://drive.google.com

http://historywithmrgreen.com/page2/assets/Legacy%20of%20Ancient%20Greece%20and%20Rome%20Reading.pdf

http://www.history.com/news/history-lists/10-innovations-that-built-ancient-rome

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

http://exhibits.slpl.org/steedman/data/Steedman240089050.asp?thread=240091126

http://science.howstuffworks.com/engineering/structural/10-roman-engineering-tricks.htm

http://historum.com/ancient-history/31439-ancient-greek-roman-innovations-changed-world.html

http://www.crystalinks.com/romescience.html

http://www.studymode.com/essays/Greek-And-Roman-Influence-On-Western-21857.html

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Oral Presentation Rubric

Teacher Name: ______________________________________________________________________

Student Name(s): ______________________________________________________________________

CATEGORY 4 3 2 1

Speaks Clearly Speaks clearly and distinctly all

(100-95%) the time, and

mispronounces no words.

Speaks clearly and distinctly all

(100-95%) the time, but

mispronounces one word.

Speaks clearly and distinctly

most ( 94-85%) of the time.

Mispronounces no more than

one word.

Often mumbles or can not be

understood OR mispronounces

more than one word.

Volume Volume is loud enough to be

heard by all audience members

throughout the presentation.

Volume is loud enough to be

heard by all audience members

at least 90% of the time.

Volume is loud enough to be

heard by all audience members

at least 80% of the time.

Volume often too soft to be

heard by all audience members.

Stays on Topic Stays on topic all (100%) of the

time.

Stays on topic most (99-90%) of

the time.

Stays on topic some (89%-75%)

of the time.

It was hard to tell what the topic

was.

Content Shows a full understanding of

the topic.

Shows a good understanding of

the topic.

Shows a good understanding of

parts of the topic.

Does not seem to understand

the topic very well.

Posture and Eye Contact Stands up straight, looks relaxed

and confident. Establishes eye

contact with everyone in the

room during the presentation.

Stands up straight and

establishes eye contact with

everyone in the room during the

presentation.

Sometimes stands up straight

and establishes eye contact.

Slouches and/or does not look

at people during the

presentation.

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Social Studies Curriculum Units of Study Grade 6

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Greek & Roman Innovations Product Rubric

Teacher Name: ______________________________________________________________________

Student Name(s): ______________________________________________________________________

Category 4 3 2 1

Communication Communicates information

and ideas in a way that is

clear to others.

Communicates information

and ideas in a way that is

often clear to others.

Communicates information

and ideas in a way that is

sometimes clear to others.

Tries in a limited way to

communicate information

and ideas in a way that is

clear to others.

Organization Organizes information

clearly and completely in

the order needed for the

task.

Organizes information often

in the order needed for the

task.

Organizes information

sometimes in the order

needed for the task.

Tries in a limited way to

organize information in the

order needed for the task.

List of Sources Creates a list of sources of

information that follows

the task instructions.

Creates a list of sources of

information that often follows

the task instructions.

Creates a list of sources of

information that sometimes

follows the task

instructions.

Makes a limited attempt to

list sources of information

following the task

instructions.

Content and

Accuracy

All content throughout the

presentation is accurate.

There are no factual errors.

Most of the content is

accurate but there is one piece

of information that might be

inaccurate.

The content is generally

accurate, but one piece of

information is clearly

flawed or inaccurate.

Content is typically

confusing or contains more

than one factual error.

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Social Studies Curriculum Units of Study Grade 6

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Group Discussion-Grade 6 Rubric

Student Name: ______________________________________ Teacher Name: __________________________________

Objective Criteria Points

4

Exemplary

3

Accomplished

2

Developing

1

Beginning

Time

Management

Student is never distracted and

stays on task all of the time.

Student is rarely distracted

and stays on task most of the

time.

Student is occasionally

distracted and stays on task

some of the time.

Student is always distracted

and hardly ever stays on

task.

____

Level Of Engagement In

Small Group Discussion

Student always has something

to contribute to his group

discussion by sharing ideas,

asking questions, or making

plans.

Student usually has

something to contribute to

his group discussion by

sharing ideas, asking

questions, or making plans.

Student rarely has something

to contribute to his group

discussion by sharing ideas,

asking questions, or making

plans.

Student never has something

to contribute to his group

discussion by sharing ideas,

asking questions, or making

plans.

____

Listening Skills

Student listens when others

talk and incorporates or

builds off of the ideas of

others.

Student listens when others

talk.

Student does not listen when

others talk.

Student does not listen when

others talk and often

interrupts when others

speak.

____

Behavior

Student almost never displays

disruptive behavior during

group meetings.

Student rarely displays

disruptive behavior during

group meetings.

Student occasionally

displays disruptive behavior

during group meetings.

Student almost always

displays disruptive behavior

during group meetings.

____

Preparation

Student is almost always

prepared to meet with group

members and ready to share

his research and findings to the

group.

Student is usually prepared

to meet with group members

and ready to share his

research and findings to the

group.

Student is rarely prepared to

meet with group members

and ready to share his

research and findings to the

group.

Student is never prepared to

meet with group members

and ready to share his

research and findings to the

group

____

Total----> ____

Comments:

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Social Studies Curriculum Units of Study Grade 6

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Appendix D

Text/Articles and or Documents

Unit 1 - Early Humans, Mesopotamia, and the Fertile Crescent

Title Genre/ Resource Page #’s

Tools of the Ancient Greeks: A Kid's Guide to the History & Science of

Life in Ancient Greece (Build It Yourself) by Kris Bordessa

Informational Text

Classical Kids: An Activity Guide to Life in Ancient Greece and Rome

(Hands-On History) by Laurie Carlson

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Spend the Day in Ancient Greece: Projects and Activities that Bring the

Past to Life (Spend The Day Series) by Linda Honan

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Tools of the Ancient Romans: A Kid's Guide to the History & Science of

Life in Ancient Rome (Build It Yourself) by Kris Bordessa

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Spend the Day in Ancient Rome: Projects and Activities that Bring the

Past to Life by Linda Honan

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Favorite Greek Myths (Dover Children's Thrift Classics) by Bob

Blaisdell

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Treasury of Greek Mythology: Classic Stories of Gods, Goddesses,

Heroes & Monsters by Donna Jo Napoli and Christina Balit

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History for Kids: The Illustrated Life of Julius Caesar by Charles River

Editors

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Holt McDougal – World History: Ancient Civilizations Through the

Renaissance

Non-Fiction Text (Chapter 8, 9, 10, and 11)(Pages 224-349)