Curriculum Framework Quarter 3 Social Studies 6 th Grade

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.

Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

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It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating.

Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:

(1) Regular practice with complex text and vocabulary.(2) Reading, writing, and speaking grounded in evidence from texts. (3) Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.

Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. Document–Based Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage. There is a Study Guide for the SCS Citizenship Test at the end of this map.

“The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.”Source: TN Core

http://www.tncurriculumcenter.org/social_studies

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors.  Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.

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What are DBQs/TDQs?Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information. DBQS/TDQs, may not only be in the form of an actual question, but rather in the form of tasks or activities that require students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents. Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills.

If hyperlinks in this document are not active due to digital translation issues, the user should copy and paste the link into the address bar of a web browser such as Google Chrome or Mozilla Firefox.

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KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)

Vocabulary Instruction

Effective vocabulary development occurs both incidentally and through explicit instruction. Mastery requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes.  In all content areas, terms should be integrated into tasks and reinforced over time and across contexts.

Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts. Tier 1 words rarely require explicit instruction. (Ex: write, read and gather)

Academic Vocabulary (Tier 2) - High frequency words used across content areas. (Ex: expose, establish and verify.) Tier Two words are general academic words and appear in all sorts of texts: informational, technical, and literary texts. Explicit instruction of the Tier 2 academic words, typically occurs within the context of the text is required in order for students to know and use these words. Tier Two words often represent precise ways to say relatively simple things (Ex: “saunter” vs. “walk”). (For more information consult the BUSD Grade Level Academic Vocabulary, http://www.berkeleyschools.net/wp-content/uploads/2013/05/BUSD_Academic_Vocabulary.pdf)   Content Vocabulary (Tier 3) - Words are used in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are an integral part of content instruction. (Ex: lynching, abolitionist, slavery) Tier Three words are what the standards refer to as “domain-specific” words are specific to a particular field of study (Ex: legislature, Angora, slavery) and key to understanding a new concept within a text. These words are often explicitly defined by the text, repeatedly used, and heavily front-loaded by the teacher.

Teaching Vocabulary for Mastery… Vocabulary mastery means that students know and use the words accurately without hesitation. This requires explicit instruction:  practice, review, and deep processing. Instruction must be cumulative; teachers must integrate the terms into complex tasks and require them to be used when discussing/using text.  For an example of integrating explicit teaching of vocabulary strategies, watch this video of an 11th grade US History teacher using the close reading strategy for explicit use of academic vocabulary.

Here is another resource to provide support for vocabulary instruction, http://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marilee-sprenger 1.  Create an interactive vocabulary wall and use the words in discussions with students.2. Oral Discourse- develop a balance in student talk and teacher talk to promote meaningful language learning opportunities.  3. Vocabulary Journals - Students can revisit and add to their entries as their understandings develop 4. Concept Sort - identify the key vocabulary terms of an overarching concept or topic 5. Provide a student-friendly definition of the word and students suggest synonyms or antonyms for the word. 7. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing). 8. Use the new words in context of the lesson.

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WIDAWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to “I can” statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

WIDAhttps://www.wida.us/standards/ELP_standardlookup.aspx

Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples.

Example: 6-8 Listening MapsEntering:Identify locations of land and water masses on maps based on oral statements, and check with a partner

Beginning:Sort locations on maps by land or water masses based on oral statements, and check with a partner

Developing:Identify specific geographic locations (e.g., time zones, latitude, longitude) on maps based on oral information, and check with a partner

Expanding:Compare and contrast locations on maps (e.g., cities in Northern and Southern Hemispheres) from oral descriptions, and check with a partner

Bridging:Evaluate locations on maps for different purposes from oral descriptions

Example: 6-8 WritingAncient/Medieval civilizationsEntering: Identify features of historical periods from illustrations and word/phrase banks and share with a partner in L1 or L2

Beginning:Describe features of historical periods using notes from graphic organizers and share with a partner in L1 or L2

Developing:Compare historical periods using sentences from graphic organizers and share with a partner

Expanding:Produce contrastive summaries of historical periods using information from graphic organizers and share with a partner

Bridging: Create historical essays descriptive of past civilizations

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6th Grade - Topics and Big Ideas

SuggestedTime

1st Quarter SuggestedTime

2nd Quarter

Weeks 1-3 Topic: Human Origins in Africa through the Neolithic Age Big Ideas: To survive humans adapted to their environment. Needs Dictate Inventions.

Weeks 1-3 Topic: Ancient India 300 B.C. - 220 A.D.Big Ideas: India’s Geography and climate influenced India civilization. Religious beliefs govern human actions. Aryans changed India (p140)

Weeks 4-5 Topic: Ancient Mesopotamia 3500 B.C. – 1200 B.C.Big Ideas: The Agricultural Revolution allowed Permanent settlements. Sumerians laid the foundation for future civilizations. Hammurabi Code influenced the development of early legal codes.

Weeks 4-6 Topic: Ancient China 1750 B.C. - 220 A.DBig Ideas: China is one of the world’s most powerful countries and still influences the world today. Stable government builds solid growth and strength in a civilization.

Weeks 6-9 Topic: Ancient Egypt 3000 B.C. - 1200 B.C.Big Ideas: The Nile River was an important factor in survival. Egyptian pharaohs were important to the Egyptian people. Egyptian beliefs govern the way of life. Egyptians made many contributions to the world.

Weeks 7-9 Topic: Ancient Israel 2000 B.C. – 70 A.D.Big Ideas: Religion shapes society. Monotheism made Judaism unique.

SuggestedTime

3rd Quarter SuggestedTime

4th Quarter

Weeks 1-5 Topic: Ancient Greeks 800 B.C. – 300 B.C.Big Ideas: Government forma5tions are necessary. Early Greeks developed trade routes settlements and political ideas.

Weeks 1-3 Topic: Ancient Civilizations: Compare and Contrast Big Idea: Civilizations have similarities and Differences

Weeks 6-9 Topic: Ancient Rome 800 B.C – 500 A.D.Big Ideas: Rome’s geography enabled it to grow and influence the world. Rome had a law system included civic duty.

Weeks 4-9 Topic: Civics Unit: Roots of Democracy, Citizenship, and Government in Greece and RomeBig Idea: Democracy is rooted in ancient Greece and Rome

* Please note these time frames are suggested/estimated times. Actual class instruction may vary due to schedule complications, remediation efforts or other factors.

Ancient Greece

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Weeks: 1-5

Textbook/Anchor Text:McGraw-Hill Discovering Our Past: A History of the World TN State recommended Primary Documents and Supporting Readings:Homer’s Iliad and the Odyssey (Lexile – 1290L) http://classics.mit.edu/Homer/iliad.html and http://classics.mit.edu/Homer/odyssey.htmlPericles’ Funeral Oration (Lexile – 900L) http://legacy.fordham.edu/halsall/ancient/pericles-funeralspeech.aspAlexander by Plutarch (Lexile – 1690L) http://classics.mit.edu/Plutarch/alexandr.htmlAesop’s Fables (Lexile - 1090L) http://www.aesopfables.comAristotle’s The Athenian Constitution (Lexile – 1410L) http://classics.mit.edu/Aristotle/athenian_const.htmlBattle of Marathon (Lexile – 1130L) https://ebooks.adelaide.edu.au/b/browning/elizabeth_barrett/marathon/complete.htmlEveryday Life in Ancient Greece (Lexile – IG920L)

TN State Social Studies Standards Big Ideas, Essential Questions and Vocabulary Suggested DBQs, TDQs, Tasks & Resources

6.46 On a historical map of the ancient Mediterranean area, locate Greece and trace the boundaries of its influence to 300 BC/BCE. On a contemporary map trace the current boundaries of Greece. Compare and contrast the sphere of influence of Greece in those two different eras.

6.47 Explain how the geographical location of ancient Athens and other city-states contributed to their role in maritime trade, their colonies in the Mediterranean, and

Government formations are necessary.

Early Greeks developed trade routes settlements and political ideas.

6.46/6.47 How did the physical geography of Greece influence the lives of the early Greeks?

6.48 How did Greek city-states create the idea of

Textbook Reference: Chapter 9-The Ancient Greeks Pp. 229-266 and Chapter 10-Greek Civilization Pages 267-301

6.46 Using a blank map of Europe and locate the Greek civilization and major landforms; label them and color them the appropriate colors by creating a map key to define all landforms and territories. On a historical map of the ancient Mediterranean area, locate Greece and trace the boundaries of its influence to 300 BC/BCE. On a contemporary map trace the current boundaries of Greece. Compare and contrast the sphere of influence of Greece in those two different eras.Reference: http://www.worldatlas.com/webimage/countrys/eu.htmLITERACY.RH.6-8.7; WHST.6-8.2.B

6.47 Using a map of Ancient Greece, trace the geographical location of ancient Athens and other city-states, which contributed to trade and routes they used for trade. Write

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the expansion of their cultural influence.

6.48 Trace the transition from tyranny and oligarchy to early democratic forms of government and back to dictatorship in ancient Greece, including the significance of the development of the idea of citizenship.

6.49 Explain how the development of democratic political concepts in ancient Greece lead to the origins of direct Democracy and representative Democracy , including: the “polis” or city-state · civic participation and voting rights · legislative bodies · constitution writing · rule of law.

6.50 Compare and contrast life in Athens and Sparta.

6.51 Compare and contrast the status of women and slaves between Athens and Sparta.

citizenship and what did it mean to them?

6.49 What are the conditions necessary for a democracy to flourish?

6.50/6.51 What was life like in Athens and Sparta?

6.52 How did the Persian Wars bring Sparta and Athens together?

an explanation on how the geographical location of ancient Athens and other city-states contributed to their role in maritime trade, their colonies in the Mediterranean, and the expansion of their cultural influence. Reference: http://ancient-greece.org/history.html LITERACY.RH.6-8.7; WHST.6-8.2.B

6.48 Create a three tab foldable for the different early forms of government in Greece. One tab is tyranny, one tab is oligarchy, and one tab is democracy. Write a summary paragraph of how each of these governments function under the tab and the role of the citizen in each of these styles of government. Reference: pp. 241- 242 andhttps://snapguide.com/guides/create-a-three-tab-book/LITERACY.WHST.6-8.2

6.49 Create a four door foldable on Ancient Greek citizenship, with the doors including: polis, civic participation, rule of law, and democracy. Under the tab, summarize how these concepts contributed to the Greek direct democracy. Reference: pp, 237-240 andhttps://snapguide.com/guides/create-a-four-door-book-foldable/LITERACY.WHST.6-8.2

6.50/6.51 Create a Venn Diagram on life in Athens and Sparta. Diagrams should mention the following: education, status of women, slavery, art, and military tactics. Reference: pp. 243-245 andhttps://www.eduplace.com/graphicorganizer/pdf/venn.pdfLITERACY.RH.6-8.7; WHST.6-8.2.B

6.52 Students are ancient Greek newspaper writers creating the front-page article on the end of the Persian War. Articles should explain a brief history of the war, including its causes, and what led to the cooperation of

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6.52 Analyze the causes, course, and consequences of the Persian Wars

6.53 Analyze the causes, course, and consequences of the Peloponnesian Wars between Athens and Sparta.

6.54 Explain the rise of Alexander the Great and the spread of Greek culture.

6. 55 Analyze the causes and effects of the Hellenistic culture of Greece.

6.56 Describe the myths and stories of classical Greece; give examples of Greek gods, goddesses, and

6.53 What were the causes, course, and consequences of the Peloponnesian Wars between Athens and Sparta?

6.54 What are the significant impacts of Alexander’s empire on history?

6.55 How did Greek culture spread during the Hellenistic Era and what were its impacts on the rest of the world?

6.56/6.57 Who were the Greek gods and what role did they play in ancient Greek society?

Athens and Sparta as allies in the war. Reference: Textbook, p. 251-255. LITERACY.WHST.6-8.26.53 Use a flow chart or a cause and effect organizer to follow the causes, course, and consequences of the Peloponnesian Wars between Athens and Sparta. Reference: Textbook, p. 260-263. Reference: http://www.readwritethink.org/files/resources/lesson_images/lesson1035/cause.pdfLITERACY.RH.6-8.7

6.54 Write a paragraph summarizing the rise of Alexander the Great and how he helped to spread of Greek culture over several continents Reference: http://www.history.com/topics/ancient-history/alexander-the-greatLITERACY.WHST.6-8.2

6. 55 Use a graphic organizer or t-chart to explain the causes and effects of the Hellenistic culture of Greece on others. Reference: http://www.history.com/topics/ancient-history/hellenistic-greece, http://www.readwritethink.org/files/resources/lesson_images/lesson1035/cause.pdfLITERACY.RH.6-8.7

6.56/6.57 Create a Facebook profile for a Greek god, goddess, or a Titan. The profile should include information about the god/goddess, myths they are involved in, and how they are still present today.Reference; http://www.greek-gods-and-goddesses.com/and http://www.greek-gods.org/titans.phpActivity: http://wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Doma

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heroes (Zeus, Hermes, Aphrodite, Athena, Poseidon, Artemis, Hades, Apollo), and events, and where and how we see their names used today.

6.57 Compare and contrast the Titans with the Olympian gods and explain the surrounding Greek mythology.

6.58 Explain why the city-states of Greece instituted a tradition of athletic competitions and describe the sports they featured.

6.59 Describe the purposes and functions of the lyceum, the gymnasium, and the Library of Alexandria, and identify the major accomplishments of the ancient Greeks. Thales (science) · Pythagoras and Euclid (mathematics) · Hippocrates (medicine) · Socrates, Plato, and Aristotle (philosophy) · Herodotus, Thucydides, Homer, Aeschylus, Sophocles, Aristophanes, and Euripides (history, poetry, and drama) · the Parthenon, the Acropolis, and the Temple of Apollo (architecture) · the development of the first complete alphabet, with symbols representing both consonants and vowels.

6.58 Why did the city-states of Greece institute a tradition of athletic competitions?

6.59 How did Western philosophy first develop in ancient Greece and who are its notable thinkers?

6.59 What were the purposes and functions of the lyceum, the gymnasium, and the Library of Alexandria?

Content Vocabulary (Tier 3): Peninsula, polis, agora, bard, colony, phalanx, tyrant, oligarchy, helot, Satrap, philosopher, direct democracy, myth, fable, tragedy, ritual, comedy, oral tradition, drama, oracle, Sophists, rhetoric, cavalry, stoicism, plane geometry, solid geometry, Socratic Method, Epicureanism, Hippocratic Oath, Hellenistic Era.

Academic Vocabulary (Tier 2): Conflict, style, despite, individuals, investigate, create, voluntarily, pursue, seek, community, method, accurate, dominate, community, conclude, economic, decline, affect, consider, military, stability, achieve, obtain, construct, collapse, channel, accompany, sufficient, decade, conflict, emphasis

in/2250/Gods%20Project.docLITERACY.RH.6-8.7

6.58 Write a summary or use a web to describe the sports featured in the Greek Olympics. Chapter 9 pp.229-266LITERACY.WHST.6-8.2.B

6.59 Create bubble maps about Greece’s significant people by listing characteristics and accomplishments. Content reference: http://www.ancientgreece.com/s/People/Main_Page/Activity reference: http://www.wappingersschools.org/cms/lib01/NY01001463/Centricity/Domain/106/Bubble_Map.pdfLITERACY.RH.6-8.7; WHST.6-8.2.A

6.59 Create Foldable on the Greek philosophers that include their name, main ideas and beliefs. Display in class. Content reference: http://www.ancientgreece.com/s/People/Main_Page/Activity reference: https://snapguide.com/guides/create-a-three-tab-book/LITERACY.WHST.6-8.2

. Lesson Review Questions: pages 240,247,255, 277, 285, 293, 299

Chapter 10 Activities: pg. 300 Assessments: Multiple choice pg.301, Analyzing documents, inferring, predicting, (narrative) extended response pg. 302

Ancient Rome 800 B.C – 500 A.D.

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Weeks: 6-9

Textbook (Anchor Text):McGraw-Hill Discovering Our Past: A History of the World TN State recommended Primary Documents and Readings:excerpts from Roman Literature, including: Ovid’s Metamorphoses (NP - L) http://classics.mit.edu/Ovid/metam.htmlexcerpts from the Dead Sea Scrolls (NA-L) http://www.deadseascrolls.org.il/?locale=en_USexcerpts from The Essenes' Manual of Discipline (740L) http://www.essene.com/History&Essenes/md.htmexcerpts from Plutarch’s The Assassination of Julius Caesar, (1100L) https://legacy.fordham.edu/Halsall/ancient/plutarch-caesar.aspexcerpts from Plutarch’s writings on Spartacus (990L) http://www.livius.org/so-st/spartacus/spartacus_t01.htmland Seneca’s descriptions of gladiators (810L) http://www.eyewitnesstohistory.com/gladiators.htmexcerpts from the New Testament http://www.devotions.net/bible/00new.htmItems to view: art sculptures:Romulus and Remus https://en.wikipedia.org/wiki/Capitoline_Wolfancient bust of Julius Caesar, discovered by French archaeologist divers scouring the bottom of the Rhône in the southern town of Arles https://en.wikipedia.org/wiki/Arles_bustdigital collections of authentic ancient Roman Art and Architecture, including: the Colosseum, arches, arenas, aqueducts, baths, and bridgeshttp://www.ancient.eu/Roman_Architecture/

TN State Social Studies Standards Essential Questions and Vocabulary Suggested DBQs, TDQs, Tasks & Resources

6.60 On a historical map, identify ancient Rome and trace the extent of the Roman Empire to 500 AD/CE.

6.61 Explain how the geographical location of ancient Rome contributed to the shaping of Roman society and the expansion of its political power in the Mediterranean region and beyond.

6.66 Identify the location of, and the political and geographic reasons for, the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes.

Big Ideas: Rome’s geography enabled it to grow and influence the world.

Rome had a law system included civic duty.

6.60/6.66 To what geographical extent did the Roman Empire reach during its height? How was this possible?

6.61 How did the geographical location of ancient Rome contribute to the shaping of Roman society?

Textbook Reference: Chapter -11 Rome: Republic to Empire Pages 303-336, Chapter 12-Roman Civilization Pages 337-368, Chapter 13-The Rise of Christianity Pages 369-394

Suggested Activities:

6.60/6.61 On a blank Europe/World map, identify ancient Rome and trace the Roman Empire at its height. Label other places, landforms, and bodies of water which contributed to the shaping of Roman society, including the Mediterranean Sea, Italian Alps, and Tiber River. Reference: textbook p. 304-5 map and #1-3.

LITERACY.RH.6-8.7

6.66 Summarize how Rome’s location on the Italian peninsula gave it access to trade via the Mediterranean and road building and how that impacted Rome’s economics. LITERACY.WHST.6-8.2

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6.62 Explain the rise of the Roman Republic and the role of mythical and historical figures in Roman history, including Romulus and Remus, Hannibal and the Carthaginian Wars, Cicero, Julius Caesar, Augustus, Hadrian, Aeneas, and Cincinnatus.

6.63 Describe the government of the Roman Republic and its contribution to the development of democratic principles, including the rule of law (a written constitution), separation of powers, checks and balances, representative government, and civic duty.

6.64 Describe the influence of Julius Caesar and Augustus in Rome’s transition from a republic to an empire and explain the reasons for the growth and long life of the Roman Empire. Military organization, tactics, and conquests and decentralized administration · the purpose and functions of taxes · the promotion of economic growth through the use of a standard currency, road construction, and the protection of trade routes · the benefits of a Pax Romana.

6.65 Reflect on the impact of the lives of Cleopatra, Marc Anthony, Nero, Diocletian, and Constantine, city of Constantinople on the Roman Empire.

6.67 Describe the characteristics of slavery under the Romans and explain the slave revolt led by Spartacus.

6.68 Describe the origins and central features of Christianity.

Monotheism

Belief in Jesus as the Messiah and God’s Son · the concept of resurrection · the concept of salvation

6.66 How did the growth of Roman territories and expansion of the empire foster economic growth through the use of currency and trade routes?

6.62 What led to the rise of the Roman Republic?

6.62 What role did mythical and historical figures in Roman history play in Roman society and government?

6.63 How did the Roman Republic contribute to the development of democratic principles?

6.64 What influence did Julius Caesar and Augustus have in Rome to transition it from a republic to an empire?

6.64 What were the benefits of a Pax Romana?

6.65 How did the lives of Cleopatra, Marc Anthony, Nero, Diocletian, and Constantine impact the Roman Empire?

6.67 What were the characteristics of slavery that led to a revolt under the Romans?

6.67 What were the characteristics of slavery under the Romans?

6.62 Choose a mythical or real figure from Rome’s history and create a Facebook profile for them. Share in class. Reference: http://wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/2250/Gods%20Project.doc LITERACY.RH.6-8.7

6.63 List the responsibilities of each of the following Roman government positions: consul, praetor, Senate, and Assembly. Summarize the checks and balances in the Roman Republic’s government.LITERACY.WHST.6-8.2

6.64 Create a flipbook foldable on the influences of Julius Caesar and Augustus. The flip book should include these tabs: a summary of Julius Caesar and his rule, reasons for the popularity of Julius Caesar, reasons for the senate and assembly’s dislike of Julius Caesar, how Augustus came to power and his legacy of the Pax Romana, and the achievements of the Pax Romana. Reference: http://www.readwritethink.org/files/resources/interactives/flipbook/

LITERACY.WHST.6-8.2

Chapter -11 Rome: Republic to Empire Pages 303-336, Chapter 12-Roman Civilization Pages 337-368, Chapter 13-The Rise of Christianity Pages 369-394

6.65 Choose a historical figure from ancient Rome. Create a brochure about the life of that person, their importance in history, and their impact on the Roman Empire. Reference: http://www.brighthubeducation.com/teaching-methods-tips/75435-rubric-for-brochure-project/

LITERACY.WHST.6-8.2

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Old and New Testaments

Lives, teachings and contributions of Jesus and Paul

Relationship of early Christians to officials of the Roman Empire

6.69 Analyze how internal and external forces caused the disintegration of the Roman Empire: including the rise of autonomous military powers, political corruption, economic and political instability, shrinking trade, invasions, and attacks by Germanic tribes.

6.70 Describe the contribution of Roman civilization to law, literature, poetry, art, architecture, engineering, and technology. Include the significance of Coliseum, Circus Maximus, roads, bridges, arches, arenas, baths, aqueducts, central heating, plumbing, and sanitation.

6.67 What events sparked the slave revolt led by Spartacus?

6.68 What are the origins and central features of Christianity?

What is the concept of monotheism?

What did the Christians believe about Jesus?

How and why were the old and new testaments developed?

What were the contributions from the lives and teachings and of Jesus and Paul to society?

What was the relationship of early Christians to officials of the Roman Empire?

How did the use of icons impact Christianity and government?

6.69 How did internal and external forces cause the disintegration of the Roman Empire?

6.69 How did internal and external forces cause the disintegration of the Roman Empire?

6.70 What were the Roman contributions to law, literature, poetry, art, architecture, engineering, and technology?

6.67 Write a newspaper’s front-page article on the slave revolt led by Spartacus. As an Ancient Roman citizen, write a letter to the editor supporting or disparaging the slave revolt.

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6.68 Make a web describing the various aspect of Christianity including; founder, beliefs, practices, and followers. Reference: https://www.eduplace.com/graphicorganizer/pdf/cluster_web3.pdf

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Chapter -11 Rome: Republic to Empire Pages 303-336, Chapter 12-Roman Civilization Pages 337-368, Chapter 13-The Rise of Christianity Pages 369-394

6.69 Create a cause and effect or flow chart to analyze how various forces caused the disintegration of the Roman Empire. Reference: http://www.readwritethink.org/files/resources/lesson_images/lesson1035/cause.pdf

LITERACY.RH.6-8.7; WHST.6-8.9

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6.71 Explain the spread and influence of the Roman alphabet and the Latin language, the use of Latin as the language of education for more than 1,000 years, and the role of Latin and Greek in scientific and academic vocabulary.

6.72 Compare and contrast the Roman gods and goddesses to the Greek gods and goddesses, including Jupiter, Mercury, Venus, Mars, Neptune, Saturn, Pluto, and Hera and their inclusion in modern society.

6.71 What role did the Roman alphabet and the Latin language have on modern education?

6.72 What are the similarities and differences in Roman gods and goddesses to the Greek gods and goddesses?

Content Vocabulary Tier 3: republic, legion, patrician, veto, dictator, plebeian, praetor, civic duty, consul, tribune, latifundia, triumvirate, pax romana, proconsul, parable, apostle, resurrection, salvation, martyr, doctrine, laity, hierarchy, gospel, clergy, Pope, icon, schism, iconoclast, monastery, excommunicate, gladiator, satire, anatomy, ode, vault, reforms, mosaics, saints

Academic Vocabulary Tier 2: found, involve, occur, eventual, devote, benefit, acquire, legislature, reluctantly, assume, intensify, innovation, transform, professional, civil, plot, enable, inspect, distribute, contrast, capable, Successor, region, community, iconic, display, reject, administer, protect, philosophy, contact, medical, reinforce, expand, participate, legal, restore

6.70 Make a foldable or another type of visual to categorize various contributions of Roman civilization to law, literature, poetry, art, architecture, engineering, and technology. Include the significance of Coliseum, Circus Maximus, roads, bridges, arches, arenas, baths, aqueducts, central heating, plumbing, and sanitation.

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6.71 Create an advertisement for the importance of Latin that could be placed in one of Rome’s colonies. The advertisement should summarize the importance of Latin, it’s importance in education/sciences, and try and convince others to learn the language.

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6.72 Create a chart with Roman gods and their Greek counterparts.

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Ch. 11 Assessments: Multiple choice p. 335-6, Short Response and map skills, 334.

Ch. 12 Assessments: Multiple choice p. 367-8, Short Response and map skills, 366.

Ch. 13 Assessments: Multiple choice p. 393-4, Short Response and map skills, 392.

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Additional Resources

Having trouble with the links? Try using Google Chrome or Mozilla Firefox.World Historyhttps://www.khanacademy.org/humanities/history/CrashCourse-WorldHistory/whats-God-got-to-do-with-It-2/v/crash-course-world-history-11mapshttp://www.timemaps.com/history/ancient-rome-390bcAncient Romehttp://www.socialstudiescms.com/ - !ancient-rome/c1g32Christianity http://www.bbc.co.uk/religion/religions/christianity/Objectshttp://www.teachinghistory100.org/objects/hadrian_headAncient topicshttp://www.history.com/topics/ancient-history/ancient-rome

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Ancient Greece Additional Resources

http://www.nga.gov/content/ngaweb/education/teachers/teaching-packets/classical-mythology.html

http://www.bbc.co.uk/history/ancient/greeks/

http://www.historywiz.com/anc-greece.htm

http://www.sldirectory.com/studf/research4.html - ancient

http://www.socialstudiesforkids.com/subjects/ancientgreece.htm

http://www.socialstudiesforkids.com/subjects/7ancientwonders.htm

http://www.teachinghistory100.org/objects/greek_statue_of_a_woman

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