Higley Unified School District Social Studies Grade 6 Revised Aug Second Nine Weeks. Ancient China (Duration 3 4 Weeks)

Transcription

1 Second Nine Weeks Ancient China (Duration 3 4 Weeks) Big Ideas: Essential Questions: Vocabulary 1. The geography of China had many effects on the development of the civilization. 2. Chinese civilization began with the Shang dynasty along the Huang He. 3. Confucius and other philosophers taught ways to deal with political and social problems in ancient China. 4. The Qin dynasty unified China with a strong government and a system of standardization. 5. The Han dynasty created a new form of government that valued family, art and learning. 6. Trade routes led to the exchange of new products and ideas among China, Rome and other peoples. 1. How does the geography of ancient China impact the civilization? 2. Describe the scientific, cultural and religious influences of ancient China. 3. Analyze the impact of cultural and scientific contributions of ancient China. 4. Explain how trade promoted economic growth. 5. How do the people, events, and ideas that shaped ancient China continue to influence the world? Oracle Lords Peasants Confucius Daoism Laozi Legalism Shi Huangdi Great Wall Sundial Silk Silk Road Shang Zhao Han Qin Loess Buddhism

2 Calligraphy Philosophy Mandate of Heaven Warlord Currency Liu Band Wudi Extended Family Ancestor Strand Concept PO Standards: Priority (PS)/ Supporting (SS) / Interdisciplinary (IS) HUSD Support Materials & Resources S2 C2 PO5 S2 C2 PO6 S2 C2 PO9 S2 C2 PO4 S2 C2 PO2 S2 C2 PO3 S2 C1 PO8 (PS)Describe the religious traditions that helped shape the culture of the following ancient civilizations. China (i.e., ancestor worship) (PS)Analyze the impact of cultural and scientific contributions of ancient civilizations on later civilizations: China (i.e., silk, gun powder/fireworks, compass) (PS)Identify the roles and contributions of individuals in the following ancient civilizations. China (i.e., Qin, Shi Huangdi, Confucius) (PS)Compare the forms of government of the following ancient civilizations: China dynasty (PS)Determine how the following factors influenced groups of people to develop into civilizations in Egypt, India, Mesopotamia, and China: a. farming methods, b. domestication of animals, c. division of labor, d. geographic factors. (SS)Describe the importance of the following river valleys in the development of ancient civilizations: a. Huang He - China (SS) Describe scientific and cultural advancements in ancient civilizations.

3 Second Nine Weeks Ancient India (Duration 1-2 Weeks) Big Ideas: Essential Questions: 1. Ancient religions influenced the culture of modern societies. 2. Indian civilization first developed on the Indus River. 3. Hinduism, the largest religion in India today, developed out of ancient beliefs and practices. 4. Buddhism began in India and became a major religion. 5. The Mauryas and Guptas built great empires in India. 6. The people of ancient India made great contributions to the arts and sciences. 1. How did ancient religions develop in India? 2. How did ancient religions influence modern societies? 3. How do India s rich history and culture affect the world today? 4. How did geography and climate influence the development of civilization in India? Vocabulary Subcontinent Monsoons Sanskrit Caste system Hinduism Reincarnation Karma Fasting Meditation The Buddha Buddhism Asoka Astronomy Absolute Power Aryan Mohenjo-Daro Brahman Vishnu Shiva

4 8-Fold Path Nirvana Monastery Tibet Maurya Strand Concept PO Standards: Priority (PS)/ Supporting (SS) / Interdisciplinary (IS) HUSD Support Materials & Resources S1 C4 PO2 S2 C2 PO4 S2 C2 PO5 S2 C2 PO6 (PS)Describe the environmental, economic, cultural, and political effects of human migrations and cultural diffusion on places and regions. (PS) Compare the forms of government of the following ancient civilizations: Mesopotamia-Laws of Hammurabi (PS) Describe the religious traditions that helped shape the culture of the following civilizations: Sumeria (POLYTHEISM) (PS) Analyze the impact of cultural and scientific contributions of ancient civilizations on later civilizations. A. Mesopotamia (i.e., laws of Hammurabi)

5 Second Nine Weeks Ancient Greece (Duration 3-5 Weeks) Big Ideas: Essential Questions: 1. Ancient Greek formations of a democratic government have had a major impact on current civilizations governments. 2. Over time, the Persians came to rule a great empire which eventually brought them into conflict with the Greeks. 3. The two most powerful city-states in Greece, Sparta and Athens had very different cultures and became bitter enemies in the 400s BCE. 4. Alexander the Great built a huge empire and helped to spread Greek culture into Egypt and Asia. 5. Ancient Greeks made lasting contributions in the arts, philosophy, and science. 1. Analyze the foundation of a democracy. 2. What are the foundational values and beliefs of a republic democracy? 3. How is the Greek democracy similar to our American republic democracy? 4. Discuss the contributions of the famous Greek philosophers; Socrates, Plato, Homer, Pericles, Euripides, Aristotle). 5. What advances did the Greeks make that still influence the world today? Vocabulary Epic Agora Oligarchy Acropolis Aristocrat Trojan Peninsula Democracy Tyrant Helot Sophocles Pericles Minoan Mycenaean Artemis Immortal Athens Sparta Troy Parthenon Aristotle Peloponnesian Comedy Drama Tragedy

6 Plato Strand Concept PO Standards: Priority (PS)/ Supporting (SS) / Interdisciplinary (IS) HUSD Support Materials & Resources S2 C2 PO9 S3 C3 PO2 S3 C4 PO3 S2 C2 PO7 S2 C1 PO8 (PS)Identify the roles and contributions of individuals in the following ancient civilizations: a. Greece and Greek empires (e.g., Socrates, Plato, Aristotle, Sophocles, Euripides, Pericles, Homer, Alexander the Great.) (PS)Describe the impact of the Greek democracy on ancient Greeks and how it relates to current forms of government (PS)Describe the importance of citizens being actively involved in the democratic process (e.g., voting, student government, involvement in political decision making, analyzing issues, petitioning public officials). (SS)Describe the development of the following types of government and citizenship in ancient Greece and Rome: a. democracy, b. republics/empires (SS) Describe scientific and cultural advancements in ancient civilizations.

7 Arizona s College and Career Readiness Standards Grade Cluster Standard Common Core Standards Explanations & Examples HUSD Support Materials & Resources Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. The standard asks students to interpret the meaning of words and phrases as they read their social studies content, including their text and primary or secondary sources. Students use a variety of strategies (context clues, linguistic roots and affixes, restatement, examples, contrast, glossary, etc.) to determine the meaning of words and phrases in the text. The standard speaks specifically to domain-specific Tier Three words. 6 R 4 Examples: As students read about the structures of government, they identify the meanings of terms such as theocracy, dictatorship, republic, monarchy, democracy, anarchy. SS06-S3C R 5 Describe how a text presents information (e.g., sequentially, comparatively, and causally). Students identify the meanings of the following economic terms as they are related to personal finance: mutual funds, bonds, lines of credit, financial planning. SS08-S5C5-02; SS08-S5C5-04, SS08-S5C5-08 The standard asks students to determine how information is presented. Information that is presented sequentially is in chronological order. A comparative text uses comparison and contrast of two events, ideologies, or historical figures. A causal text examines the cause and effect of related events

8 Examples: Students describe how Russell Freedman in his book Freedom Walkers: The Story of the Montgomery Bus Boycott integrates and presents information both sequentially and causally to explain how the civil rights movement began. Common Core State Standards, Appendix B, p Students read a text selection about how trade routes led to the exchange of ideas (e.g., religion, scientific advances, literature) between Europe and Asia during the 15 th and 16 th Centuries. They use a graphic organizer to find the cause and effect relationships. They describe the information as being presented causally. SS06-S2C1-07; SS06-S2C3-07 Students read the account of the Surrender at Appomattox Courthouse (The Gentlemen s Agreement) which is found on the Appomattox Courthouse National Historical Park website (search for park at In this document events of this day that ended the Civil War are chronicled. Students conclude the information is presented sequentially. SS07-S1C6-02 Students read in their text about the process of how a bill becomes a law at the federal and state level. After identifying similarities and differences in the two processes, they determine the selection presents the information comparatively. SS08-S3C3-02

9 6 W 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Produce clear and coherent functional writing (e.g., formal letters, envelopes, procedures, labels, timelines, graphs/tables, experiments, maps, captions, charts, diagrams) in which the development, organization, and style are appropriate to task, purpose, and audience Students create a map identifying the locations and dates of major battles of the American Civil War (e.g., Bull Run, Antietam, Vicksburg, Gettysburg). SS07-S1C6-02 Students create a table comparing two regions studied (Nile Valley, Indus Valley, Mesopotamia, China) using the criteria of climate, landforms, and vegetation. SS06-S4C2-01 Students choose a viewpoint in regard to a recent local government decision and write a letter to the editor supporting their view. SS06-S3C4-03; SS07-S3C4-03; SS08-S3C W 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. This standard addresses students developing and strengthening their writing through the writing process with a focus on purpose and audience. Writing in social science utilizes an academic voice and is mostly nonfiction and formal. At this level the writing process can be supported by peers and adults. Examples: Students research a current, local environmental issue and write about how the changes in the natural environment affect human activities. The students interview people who were impacted by the issue and include their experiences in the writing. SS06-S4C5-03; SS07-S4C5-07 Students read about government policies and programs dealing with the present economic condition and write an analysis of the impact of those policies and programs on the economic recovery. SS08-S5C3-03

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