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Social Studies Curriculum

Grade 6

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Course Description

The goal for 6th grade World History I students is to refresh their knowledge and understanding of fundamental geography concepts. Students will also need to acquire the core analytical skills necessary to apply the methods of historical inquiry using primary and secondary sources. With these fundamentals in place students will study the political, economic, cultural, religious, and technological changes that occurred in the ancient world. Units will include: prehistory and early man through the Neolithic Era, Ancient Mesopotamia and Egypt who are considered to be amongst the world’s earliest river civilizations, and lastly Ancient Greece and the Roman Empire who are thought to have greatly influenced Western civilization.

Grade 6 Social Studies

PACING CHART

Unit Topic Duration

Unit 1 World Geography and Human Origins

7-9 Weeks

Unit 2 Mesopotamia and the Fertile Crescent

7-9 Weeks

Unit 3 Ancient Egypt, Kush and Phoenicia

7-9 Weeks

Unit 4 Ancient Greece 7-9 Weeks

Unit 5 Ancient Rome Republic 7-9 Weeks

Educational Technology Standards

8.1.8.A.1, 8.1.8.A.2, 8.1.8.A.3, 8.1.8.B.2, 8.1.8.C.1, 8.1.8.D.1,8.1.8.D.2, 8.1.8.D.3, 8.1.8.D.4, 8.1.8.D.5, 8.1.8.E.1, 8.1.8.F.1

Technology Operations and Concepts

Demonstrate knowledge of a real world problem using digital tools.

Create a document using one or more digital applications to be critiqued by professionals for usability.

Use and/or develop a simulation that provides an environment to solve a real world problem or theory.

Creativity and Innovation

Synthesize and publish information about a local or global issue or event.

Communication and Collaboration

Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries.

Digital Citizenship

Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.

Demonstrate the application of appropriate citations to digital content.

Demonstrate an understanding of fair use and Creative Commons to intellectual property.

Assess the credibility and accuracy of digital content.

Understand appropriate uses for social media and the negative consequences of misuse.

Research and Information Literacy Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world

problem.

Critical Thinking, Problem Solving, Decision Making

Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision.

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.

They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and

reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a

student advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community,

and they demonstrate this understanding every day through their interactions with others. They are

conscientious of the impacts of their decisions on others and the environment around them. They think about

the near-term and long-term consequences of their actions and seek to act in ways that contribute to the

betterment of their teams, families, community and workplace. They are reliable and consistent in going

beyond the minimum expectation and in participating in activities that serve the greater good.

CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and

education to be more productive. They make connections between abstract concepts with real-world

applications, and they make correct insights about when it is appropriate to apply the use of an academic skill

in a workplace situation

CRP3. Attend to personal health and financial well-being.

Career-ready individuals understand the relationship between personal health, workplace performance and

personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental

health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing,

understanding that personal financial security provides the peace of mind required to contribute more

fully to their own career success.

Career Ready Practices

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,

verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make

maximum use of their own and others’ time. They are excellent writers; they master conventions, word

choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at

interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals

think about the audience for their communication and prepare accordingly to ensure the desired outcome.

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that

positively impact and/or mitigate negative impact on other people, organization, and the environment. They

are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting

the nature of their work as it relates to the impact on the social condition, the environment and the

profitability of the organization.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they

contribute those ideas in a useful and productive manner to improve their organization. They can consider

unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas

and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources

and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to

bring innovation to an organization.

CRP7. Employ valid and reliable research strategies.

Career-ready individuals are discerning in accepting and using new information to make decisions, change

practices or inform strategies. They use reliable research process to search for new information. They evaluate

the validity of sources when considering the use and adoption of external information or practices in their

workplace situation.

Career Ready Practices

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,

and devise effective plans to solve the problem. They are aware of problems when they occur and take action

quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to

introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed

upon, they follow through to ensure the problem is solved, whether through their own actions or the actions

of others.

CRP9. Model integrity, ethical leadership and effective management.

Career-ready individuals consistently act in ways that align personal and community-held ideals and principles

while employing strategies to positively influence others in the workplace. They have a clear understanding of

integrity and act on this understanding in every decision. They use a variety of means to positively impact the

directions and actions of a team or organization, and they apply insights into human behavior to change

others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that

management’s actions and attitudes can have on productivity, morals and organizational culture.

CRP10. Plan education and career paths aligned to personal goals.

Career-ready individuals take personal ownership of their own education and career goals, and they regularly

act on a plan to attain these goals. They understand their own career interests, preferences, goals, and

requirements. They have perspective regarding the pathways available to them and the time, effort,

experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the

value of each step in the education and experiential process, and they recognize that nearly all career paths

require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the

planning and execution of career and personal goals.

CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish

workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology.

They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and

organizational-of technology applications, and they take actions to prevent or mitigate these risks.

Career Ready Practices

CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an

awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to

increase the engagement and contribution of all team members. They plan and facilitate effective team

meetings.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies Time/General

• Extra time for assigned tasks

• Adjust length of assignment • Timeline with due dates for

reports and projects • Communication system

between home and school • Provide lecture

notes/outline

Processing • Extra Response time • Have students verbalize

steps • Repeat, clarify or reword

directions • Mini-breaks between tasks • Provide a warning for

transitions • Reading partners

Comprehension • Precise step-by-step

directions • Short manageable tasks • Brief and concrete

directions • Provide immediate

feedback • Small group instruction • Emphasize multi-sensory

learning

Recall • Teacher-made checklist • Use visual graphic

organizers • Reference resources to

promote independence • Visual and verbal

reminders • Graphic organizers

Assistive Technology

• Computer/whiteboard • Tape recorder • Spell-checker • Audio-taped books

Tests/Quizzes/Grading • Extended time • Study guides • Shortened tests • Read directions aloud

Behavior/Attention • Consistent daily

structured routine • Simple and clear

classroom rules • Frequent feedback

Organization • Individual daily planner • Display a written agenda • Note-taking assistance • Color code materials

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Enrichment Accommodate Based on Students Individual Needs: Strategies

• Adaption of Material and Requirements • Evaluate Vocabulary • Elevated Text Complexity • Additional Projects • Independent Student Options • Projects completed individual or with Partners • Self-Selection of Research • Tiered/Multilevel Activities • Learning Centers • Individual Response Board • Independent Book Studies • Open-ended activities • Community/Subject expert mentorships

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Assessments Suggested Formative/Summative Classroom Assessments

• Timelines, Maps, Charts, Graphic Organizers

• Unit Assessments, Chapter Assessments, Quizzes

• DBQ, Essays, Short Answer

• Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

• Projects, Portfolio, Presentations, Prezi, Gallery Walks

• Homework

• Concept Mapping

• Primary and Secondary Source analysis

• Photo, Video, Political Cartoon, Radio, Song Analysis

• Create an Original Song, Film, or Poem

• Glogster to make Electronic Posters

• Tumblr to create a Blog

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New Jersey Core Curriculum Content Standards 5-8 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. A. Civics, Government, and Human Rights

� 6.2.8.A.3.a: Compare and contrast methods (i.e., autocratic rule, philosophies, and bureaucratic structures; communication and transportation systems) used by the rulers of Rome, China, and India to control and unify their expanding empires.

� 6.2.8.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.

� 6.2.8.A.3.c: Determine the foundational concepts and principles of Athenian democracy and the Roman Republic that later influenced the development of the United States Constitution.

� 6.2.8.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.

� 6.2.8.A.3.e: Compare and contrast the American legal system and the legal systems of classical civilizations, and determine the extent to which the early systems influenced the current legal system.

B. Geography, People, and the Environment

� 6.2.8.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.

� 6.2.8.B.3.b: Explain how geography and the availability of natural resources led to both the development of Greek city-states and to their demise.

C. Economics, Innovation, and Technology � 6.2.8.C.3.a: Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China. � 6.2.8.C.3.b: Explain how the development of a uniform system of exchange facilitated trade in classical civilizations. � 6.2.8.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. D. History, Culture, and Perspectives

� 6.2.8.D.3.a: Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality.

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� 6.2.8.D.3.d: Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that represent world legacies.

� 6.2.8.D.3.f: Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies.

English Language Arts & History/Social Studies Grades 6-8 Common Core Standards Key Ideas and Details:

� 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. � RH.6-8.3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes a

law, how interest rates are raised or lowered). Craft and Structure:

� 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.6-8.6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integration of Knowledge and Ideas:

� 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.6-8.8: Distinguish among fact, opinion, and reasoned judgment in a text. � RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic.

Range of Reading and Level of Text Complexity:

� 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.

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English Language Arts Standards » Writing » Grade 6-8 Text Types and Purposes:

� WHST.6-8.1: Write arguments focused on discipline-specific content. � WHST.6-8.2 a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/

experiments, or technical processes.

Production and Distribution of Writing:

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

� WHST.6-8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

� 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.

Research to Build and Present Knowledge: � 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.

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Grade: 6

Unit: 4 Weeks 27-34 (7 weeks total)

Topic: Ancient Greece In unit four students will explore how geography influenced the development of civilization in Greece and the conflicts between Greece and Persia. The evolution of government from monarchy to democracy, the stark contrast between Athenian versus Spartan life, the legacy of Greece’s cultural achievements, and Alexander the Great will also be investigated.

NJCCCS: 6.2.8.A.3.a, 6.2.8.A.3.b, 6.2.8.A.3.c, 6.2.8.A.3.d, 6.2.8.A.3.e, 6.2.8.B.3.a, 6.2.8.B.3.b, 6.2.8.C.3.a, 6.2.8.C.3.b, 6.2.8.C.3.c, 6.2.8.D.3.a, 6.2.8.D.3.d, 6.2.8.D.3.f

Standards: CCSS: RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.6, RH.6-8.7, RH.6-8.8, RH.6-8.9, RH.6-8.10, WHST.6-8.1, WHST.6-8.2, WHST.6-8.4, WHST.6-8.5, WHST.6-8.6, WHST.6-8.9, WHST.6-8.10

NJDOE Student

Learning Objectives Essential Question Sample Activities Resources Interdisciplinary

Connections Analyze the impact of Greek geography on the development of civilization in ancient Greece. Standard: NJCCCS: 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b CCSS:

How did geography influence the development of Greek civilization? How did the geography of Greece influence its people? How did the geography of Greece affect the development of its societies? What were the important city-states in ancient Greece?

Discovery-Geography Ancient Greece Cause/Effect: Go to Explore tab 1. Read texts and view videos to record information about how geography affected life in Ancient Greece. Advertisement Activity: Go to Explain tab. Create advertisement that promotes geographical features of ancient Greek civilization and why they were important to their

Discovery Techbook Chapter 9 Section 9.1 Geography of Ancient Greece: See Model Lesson, then go to Engage tab and Explore tabs 1-3.

ELA-The Greeks and Their Land from Discovery Education Techbook Chapter 9 Section 9.1: Go to Explore tab 2, reading passage includes comprehension questions and open-ended. ELA-Fascinating Place: The Isle of Crete from Discovery Education Techbook Chapter 9 Section 9.1: Go to Explore tab 3,

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

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

success. reading passage includes comprehension questions and open-ended.

Describe the origins of the Persian Empire and the relationship between Persian and Greece. Standard: NJCCCS: 6.2.8.B.3.b 6.2.6.C.3.a 6.2.8.C.3.b CCSS: RH.6-8.1 RH.6-8.2 RH.6-8.4 RH.6-8.7 RH.6-8.10 WHST.6-8.1 WHST.6-8.4 WHST.6-8.9 WHST.6-8.10

How was the Persian Empire established? How did the states of Persia and Greece interact with one another?

Venn Diagram: Go Explore tab 4. Read text and view images/videos to compare and contrast Greece and Persia using “affinity protocol” method described in Model Lesson.

Discovery Techbook Chapter 9 Section 9.1 Geography of Ancient Greece: Go to Explore tab 4. Holt World History Textbook: Unit 4 Chapter 9 Section 1 Greece and Persia YouTube Video The Persian Empire: Brief overview of the Persian Empire from Cyrus to Darius. https://www.youtube.com/watch?v=yZlqgtdQoHo ABC CLIO The Persian Empire:

ELA-Cyrus the Great from Discovery Education Techbook Chapter 9 Section 9.1: Go to Explore tab 4, reading passage includes comprehension questions and open-ended.

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Overview of empire. http://ancienthistory.abc-clio.com/Topics/Display/1184420?cid=41&terms=The+Persian+Empire

Trace the major wars between Persia and Greek city-states. Standard: NJCCCS: 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a CCSS: RH.6-8.1 RH.6-8.2 RH.6-8.3 RH.6-8.4 RH.6-8.6 RH.6-8.7 RH.6-8.8 RH.6-8.10 WHST.6-8.2 WHST.6-8.4 WHST.6-8.5 WHST.6-8.6 WHST.6-8.9

Why did tensions arise between Greece and Persia? What role did Greek geography play in the Persian Wars? How did the Persian Wars end?

Sequencing Major Events Persian War: Go to Explore tabs 5-7. Use Sequencing chart from tab 5 to chronologically list major events in Persian War. Visualization Activity of Persian War: Go to Explain Tab. Create drawings of 6 major events in Persian Wars and include a caption for each drawing.

Discovery Techbook Chapter 9 Section 9.1 Geography of Ancient Greece: Go to Explore tabs 5-7. Holt World History Textbook: Unit 4 Chapter 9 Section 1 Greece and Persia YouTube Video The Battle of Marathon from History Channel: Ancient Greece: Victory of Marathon Documentary http://www.youtube.com/watch?v=v7dZU8sPR18&list=PLscCiOjdws9MA_N6DhuSYYMfxjUQHNjNY British Museum Ancient Greece: Click on War tab, then

ELA-Say What? Activity: Go to Elaborate tab. Students will “translate” excerpts of Battle of Thermopylae by Herodotus. Then write letter to leader of Greek city-state discussing importance of geography to warfare.

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

WHST.6-8.10 Challenge tab for interactive experience Battle of Salamis. Take command Greek triremes ship to ram Persian ships. http://www.ancientgreece.co.uk/war/home_set.html

Trace the roots of changes in governments from monarchy to aristocracy to oligarchy in ancient Greek city-states. Standard: NJCCCS: 6.2.8.A.3.b 6.2.8A.3.c 6.2.8.D.3.a CCSS: RH.6-8.2 RH.6-8.3 RH.6-8.4 RH.6-8.7 RH.6-8.10 WHST.6-8.9

Who ruled the first city-states? How did Ancient Greek democracies develop?

Government Comparison: Go to Explore tabs 1-2. Use chart to compare characteristics of: monarchy, oligarchy, tyranny, democracy.

Discovery Techbook Chapter 9 Section 9.2 Greek Political Systems: See Model Lesson, then go to Engage tab and Explore tabs 1-2. Holt World History Textbook: Unit 4 Chapter 8 Section 2 Government in Athens ABC CLIO Social Structure in Ancient Greece: Background on Greek culture and social structure. http://dailylife.abc-clio.com/Search/Display/1425796?terms=Social+Structure+in+Greece%3a+Ancient+World

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Describe the political structures in ancient Greece-particularly Athens-and compare the democratic concepts developed in the region (city-state, constitutions, lawmaking bodies) to modern democracy. Standard: NJCCCS: 6.2.8.A.3.b 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.a CCSS: RH.6-8.1 RH.6-8.2 RH.6-8.7 RH.6-8.10 WHST.6-8.1 WHST.6-8.9 WHST.6-8.10

To what extent were ancient Greek political systems democratic? How did Greek democracy work?

Athenian Democracy vs. Modern U.S. Democracy: Go to Explain tab. Use Comparison Chart to compare similarities and differences between the two governments.

Discovery Techbook Chapter 9 Section 9.2 Greek Political Systems: Go to Explore tabs 2-3. British Museum Ancient Greece: Click on Athens tab for background Athenian life, its citizens and under Challenge tab how citizens were rounded up for public assembly meetings. http://www.ancientgreece.co.uk/athens/home_set.html

ELA-Democracy, Then and Now from Discovery Education Techbook Chapter 9 Section 9.2: Go to Explore tab 3, reading passage includes comprehension questions and open-ended.

Compare and contrast the characteristics of the Greek city-states of Athens and Sparta.

What made Athens powerful? What was daily life like in

Comparison Chart: Go to Explore tabs 3-7. Compare characteristics of Athens and Sparta:

Discovery Techbook Chapter 9 Section 9.2 Greek Political Systems: Go to Explore tabs 3-7.

ELA-Life in Sparta from Discovery Education Techbook Chapter 9 Section 9.2:

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Standard: NJCCS: 6.2.8.A.3.b 6.2.8.A.3.d 6.2.8.D.3.a CCSS: RH.6-8.1 RH.6-8.2 RH.6-8.4 RH.6-8.6 RH.6-8.7 RH.6-8.10 WHST.6-8.1 WHST.6-8.4 WHST.6-8.6 WHST.6-8.9 WHST.6-8.10

Athens? Sparta? How were the governments of Athens and Sparta different? How did war between Athens and Sparta affect Greek government?

location, style government, culture, societal roles, and education. Quick Write Classify: Go to Explain tab. Classify either Athens or Sparta as a: democracy, oligarchy, tyranny, or monarchy. Use at least 3 pieces evidence from texts to support.

Holt World History Textbook: Unit 4 Chapter 9 Section 2 Sparta and Athens British Museum Ancient Greece: Click on Sparta tab for background and interactive material. http://www.ancientgreece.co.uk/sparta/home_set.html

Go to Explore tab 6, reading passage includes comprehension questions and open-ended. ELA-The Peloponnesian Wars from Discovery Education Techbook Chapter 9 Section 9.2: Go to Explore tab 7, reading passage includes comprehension questions and open-ended. ELA-Greek Society Historical Perspective: Go to Elaborate tab for interactive investigation. Using interactive Historical Perspective tool students will learn about 4 types of people living in Ancient Greece and rate how those individuals would have responded to 3 issues of their time based on evidence.

Describe the philosophical ideas of Socrates, Plato, and Aristotle. Connect their philosophies to

What were the major cultural innovations of ancient Greece?

Jigsaw Activity 3-Way Venn Diagram for Aristotle, Socrates, and Plato:

Discovery Techbook Chapter 9 Section 9.3 Greek Cultural Achievements:

ELA-Biography-Hipparchia from Discovery Education Techbook Chapter 9

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

current ideas of governance and compare them to other ancient political philosophies. Standard: NJCCCS: 6.2.8.B.3 6.2.8.D.3.f CCSS: RH.6-8.1 RH.6-8.2 RH.6-8.4 RH.6-8.6 RH.6-8.7 RH.6-8.10 WHST.6-8.1 WHST.6-8.4 WHST.6-8.9 WHST.6-8.10

What were the ideas of Socrates and how did they influence the world? What were the ideas of Plato? Aristotle? What is the importance of The Republic?

Go to Explore tab 2. Using information found on tabs 2-5, students will break up material to compare and contrast philosopher’s philosophies. Quick Write Aristotle: Students have 3 minutes to respond to questions: 1. How do you think Aristotle would view gov’t of the U.S.? 2. What would he like about our gov’t? 3. What would he dislike?

See Model Lesson, then go to Engage tab and Explore tabs 1-5. British Museum Ancient Greece: Click on Knowledge and Learning tab, then Story to follow one of Plato’s most thought-provoking arguments: Plato’s Cave. http://www.ancientgreece.co.uk/knowledge/story/sto_set.html

Section 9.3: Go to Explore tab 2, reading passage includes comprehension questions and open-ended.

Identify important achievements and contributions (e.g., mythology, democracy, athletic competitions) of ancient Greeks that persist to the modern era. Connect these cultural

How did ancient Greek math and science influence modern life? What was the cultural influence of ancient Greece?

Jigsaw Categorization Chart Greek Cultural Achievements: Go to Explore tab 7 and use chart to break up material on tabs 7-10. Students will record important characteristics

Discovery Techbook Chapter 9 Section 9.3 Greek Cultural Achievements: Go to Explore tabs 6-10. BrainPOP lesson on Greek Gods:

ELA-Folktale-In the Beginning… from Discovery Education Techbook Chapter 9 Section 9.3: Go to Explore tab 8, reading passage includes comprehension questions

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

features with elements of Greek political society. Standard: NJCCCS: 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.c 6.2.8.D.3.d 6.2.8.D.3.f CCSS: RH.6-8.1 RH.6-8.2 RH.6-8.7 RH.6-8.9 RH.6-8.10 WHST.6-8.1 WHST.6-8.4 WHST.6-8.8 WHST.6-8.9 WHST.6-8.10

What type of religion did the ancient Greeks practice? What were the Olympics?

in appropriate category on GREASES graphic organizer. BrainPOP Greek Gods: Companion activities with lesson. BrainPOP The Olympics: Companion activities with lesson. BrainPOP Homer: Companion activities with lesson.

http://www.brainpop.com/socialstudies/worldhistory/greekgods/ BrainPOP lesson on the Olympics: http://www.brainpop.com/health/personalhealth/olympics/ BrainPOP lesson on Homer: http://www.brainpop.com/socialstudies/famoushistoricalfigures/homer/ YouTube Video Rick Steves’ Ancient Acropolis and Agora: Good summary of acropolis, agora, and styles of Greek architecture. https://www.youtube.com/watch?v=xP-FsX0QW88

and open-ended. ELA-Folktale- Prometheus from Discovery Education Techbook Chapter 9 Section 9.3: Go to Explore tab 8, reading passage includes comprehension questions and open-ended. ELA-Pitch Your Idea Bid for Acropolis Construction: Go to Elaborate tab after completing Explore tab 6 Math and Science. Students will work as a mathematician or engineer and write a multistep presentation.

Trace Alexander the Great’s conquests and the cultural diffusion of Hellenistic traditions. Standard:

How did Alexander the Great form an empire? How did the conquests of Alexander the Great influence the cultures of

Story Frames: Go to Explore tab 11. Chart 6 most important events in chronological order of the expansion of Hellenistic Greece. Draw

Discovery Techbook Chapter 9 Section 9.3 Greek Cultural Achievements: Go to Explore tabs 11-12.

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

NJCCCS: 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.c CCSS: RH.6-8.3 RH.6-8.4 RH.6-8.7 RH.6-8.10 WHST.6-8.9 WHST.6-8.10

Asia and Greece? a picture and caption for each frame.

Holt World History Textbook: Unit 4 Chapter 9 Section 3 Alexander the Great

Amistad Additional Resources

The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12.

http://www.njamistadcurriculum.net/

All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found

on the homepage of the NJ Amistad Curriculum. All Paterson public school Social Studies teachers should create a login and

password.

The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive

Curriculum units contain the following topics:

1. Social Studies Skills 5. Establishment of a New Nation and Independence to Republic (1600-1800)

2. Indigenous Civilization (1000-1600) 6. The Constitution and Continental Congress (1775-1800)

3. Ancient Africa (3000-1492) 7. The Evolution of a New Nation State (1801-1860)

4. The emerging Atlantic World (1200-1700) 8. The Civil War and Reconstruction (1861-1877)

9. Post Reconstruction and the origins of the Progressive Era

10. America Confronts the 20th

Century and the emergent of Modern America (1901-1920)

11. America In the 1920s and 1930s, Cultural, Political, and Intellectual, Development, and The New Deal, Industrialization

and Global Conflict (1921-1945)

12. America in the Aftermath of Global Conflict, Domestic and Foreign Challenges, Implications and Consequences in an ERA

of reform. (1946-1970)

13. National and Global Debates, Conflicts, and Developments & America Faces in the 21st Century (1970-Present)

The Amistad Commission Interactive Curriculum contains the following resources for a teachers use that aligns with the

topics covered:

1. Intro 6. Gallery 11. Tools

2. Activities 7. Griot

3. Assessments 8. Library

4. Essentials 9. Links

5. Gallery 10. Rubrics

All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.

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Unit 4 Vocabulary

acropolis Aegean Sea Aesop Alexander the Great Alexandria aristocrats Aristotle Athens cavalry citizens classical Crete Cyrus the Great Darius I Democracy direct democracy epic

fables Hellenistic hierarchy Homer island Ionian Sea Macedonia Mediterranean Sea monarchy Mount Olympus Mycenae mythology oligarchy Parthenon Peloponnesian War peninsula

Pericles Persian Wars Phalanx philosophy Plato Polis Representative democracy Rhodes Sappho Socrates Sparta stela Tyrant Xerxes I

Choose 1 Unit 4 Project (Suggested) Unit 4 Project (Suggested) Suggested Project1: Greek Mythology Acting or Poster Project (see Dropbox resources for project guidelines and rubric).

• Acting Project – Groups of 2 to 4 students will act out one Greek myth.

• Poster Project – Student will choose one Greek god, goddess, hero, or creature to research and display on a poster.

Suggested Project 2: Ancient Greece Display Project (see Dropbox resources for project guidelines and rubric).

• Students will create a display on some aspect of Greek civilization.