West Deptford Middle School 6th Grade Curriculum West Deptford Middle School 675 Grove Rd, Paulsboro, NJ 08066 wdeptford.k12.nj.us (856) 848-1200
West Deptford Township Schools Course of Study/Curriculum Guide Curricular Area: Social Studies Course Title: Ancient Greece Grade Level: 6 Written by: Lisa Ciacciarelli & Daniel Penny Reviewed by: Laura Sandy Approved by: Shawnequa Carvalho Board of Education Approval: September 2017
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. 9: Model integrity, ethical leadership & effective management Students may not be aware that in the democracy of Athens, women were not given the rights of citizens. Women in Athens were not allowed to own land or participate in government. They were placed under the controlled protection of guardians and given little freedom. In Sparta, women could own property and venture out into public alone. What is democracy? How were women, men and slaves treated differently in an Athenian Democracy? Students will understand the term Democracy. Students will understand that women, men and slaves had different rights under the democracy of Greece and therefore, were not all seen as free. 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 7: Employ valid & reliable research strategies. Students may not fully understand the differences between Athenian democracy and the democracy of the United States. Citizens did not choose representatives to speak for them, as we do today by holding elections and selecting individuals to represent us in various government roles. Instead, they spoke for What was the importance of a system of democracy in the daily life of the Greeks? What features does ancient Greek democracy share with modern day democracy?
United State Constitution. themselves. Elections took place by lottery. Students will understand similarities between modern US and Ancient Greek democracy. 6.2.8.A.3.d Compare the status (i.e., political, economic, and social) of groups in the Ancient World to those of people today and evaluate how individuals perceived the principles of liberty and equality then and now. 1: Act as a responsible & contributing citizen & employee Students may not understand the differences between an Athenian citizen and a citizen of the United States. In Athens, what it meant to be a citizen carried many restrictions. Similar to today, a citizen was someone who could vote; however, in Athens, women could not be citizens nor could individuals who were not the offspring of two Athenian citizens. How did Greece s democratic values inspire the US Constitution? Students will understand how some of the policies adopted in our Constitution derive from Ancient Greek democracy. Students will understand differences and similarities between Ancient Greek and modern US democracy.
6.2.8.A.3.e Compare and contrast the American legal system with the legal systems of classical civilizations, and determine the extent to which these early systems influenced our current legal system. 2:Apply appropriate academic & technical skills Students may believe that the word tyranny had the same connotation in ancient Greece as it does today. However, tyrannies in ancient Greece were not necessarily negative forms of government. Some tyrannies were beneficial and improved the lives of citizens How did Greece s legal system inspire our current legal system? What were the different forms of government developed in Greece: oligarchy, democracy, tyranny. How were they similar/different? Students will understand that our legal system developed based partially on the early Greek legal system. Students will understand that there are different forms of leadership and the reasons for them. 6.2.8.B.3.a Determine how geography and the availability of natural resources influenced the development of political, economic, and cultural systems of each of the classical civilizations and provided motivated for expansion. 6: Demonstrate creativity & innovation independent city-states, each with their own uni Students may believe that Greece, like other ancient civilizations, was founded in a river valley. It is true that the early civilizations of Mesopotamia, India, China, and Egypt developed in river valleys. However, the ancient Greek civilizations were spread out across a large number of islands and peninsulas that were often mountainous. This unusual geographic location had both advantages and disadvantages for the Greeks, although they generally were skilled at adapting to their How did geography affect Greece s development? What were the advantages and disadvantages of living among mountains, peninsulas and islands? How did Greece s geography influence the development of independent city-states? Students will understand that Greece was made up of many que
environment. culture and belief systems. 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 decline. 3:Attend to personal health & financial well-being. Students may be unaware that ancient Greece was not a single, unified nation or government. The people known as the ancient Greeks were actually a loosely related group of individuals who formed small communities and settled on different islands. Due to the mountainous boundaries that separated the groups from one another, these communities developed more or less independently of one another and eventually formed self-governing city-states. Historians believe that more than 1,500 ancient Greek city-states existed, and many of them How did the reliance on sea trade/travel affect the Greeks? Students will understand that the Greeks relied on the Mediterranean Sea for many natural resources. There were pros and cons of living so close to a sea.
had their own ideas about customs, laws, and diplomacy. Few of the city-states were completely alike, and some even became bitter rivals with one another 6.2.8.C.3.a Analyze the impact of expanding land and sea trade routes as well as a uniform system of exchange in the Mediterranean World and Asia. 4:Comm unicate clearly & effectively and with reason. Students may not understand that without an established exchange rate for currency & goods it was difficult to trade between civilizations. How did Alexander the Great influence the spread of Greek culture into Asia? Students will understand that as Greek culture spread into Asia and Africa, a more unified Greek empire appeared.
6.2.8.D.3.a Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality. 11: Use technology to enhance productivity. Students may not understand that ancient Greece was actually comprised of several small independent cultures with their own governmental system & social hierarchy. How did Athenian culture contrast with Spartan? Students will understand that women, men and slaves were treated differently in different city-states.
6.2.8.D.3.c Evaluate the importance and enduring legacy of the major achievements of Greece, Rome, India, China over time. 11: Plan education and career paths aligned to personal goals. Students might think that the empire formed by Alexander the Great lasted for a long time. However, his empire lasted only a few years after his death. Even so, his conquests had an enormous cultural impact. What is the impact of Greek achievements on art, philosophy, and culture on Modern America? Students will understand that the Greeks influenced America through art, culture and politics? 6.3.8.D.3.e Determine the extent to which religion, economic, issues, and conflict shaped the values and decisions of the classical civilizations. 5: Consider the environment al, social, and economic impacts of decisions. Students may not be aware that the ancient civilizations faced similar political challenges as those of today s societies. How did Athenian culture contrast with Spartan culture? Students will understand that different city-states in the Greek empire had different political, cultural and religious beliefs. District / School Formative Assessment Plan Weekly use of Digital Journal to check understanding. District/School Summative Assessment Plan Unit Test--Greece
Kahoot Quizlet British Museum Webquest Create your own myth Cumulative Ancient Civilization Museum Artifact/Presentation District / School Primary and Supplementary Resources Primary Resources Supplementary Resources Discovery Ed. Techbook Additional outside Resources: o Techbook atlas You Tube Video: Engineering an Empire o United Streaming videos within techbook (see list) Google Earth Mythology o Brief constructed responses related to geography, religion, politics, Scholastic--Percy Jackson Play achievements. Venn diagram to compare and contrast Athens/Sparta Venn diagram to compare contrast Ancient Greek democracy/modern US democracy Technology Aspect
Google Products o Google Classroom - Used for daily interactions with the students covering a vast majority of different educational resources (Daily Notes, Exit Tickets, Classroom Polls, Quick Checks, Additional Resources/ Support, Homework, etc.) o GAFE (Google Apps For Education) - Using various programs connected with Google to collaborate within the district, co-teachers, grade level partner teacher, and with students to stay connected with the content that is covered within the topic. Used to collect data in real time and see results upon completion of the assignments to allow for 21st century learning. Techbook o One to One Student's laptop o All students within the West Deptford School District are given a computer, allowing for 21st century learning to occur within every lesson/topic. Additional Support Videoes The videos below are just examples of videos that can be used to support each of the Lessons within this Topic. There are more additional videos provided for each and can be assigned from the Discovery Education online textbook from the teachers login. The Geography and History of Greece Mycenae Greek History and Government Athens Ancient Athens: The Democracy of Athens 500 BC Spartan Warriors Greece: The Birthplace of Western Civilization Plato and Aristotle The Enduring Philosophy of the Republic Myths and Mythology Alexander the Great Differentiated Instruction
Gifted Students (N.J.A.C.6A:8-3.1) Within each lesson, the Gifted Students are to be given the brief constructed response questions to be answered in their digital journal. These questions are to push the knowledge of each portion of the lesson. Appoint as group facilitator English Language Learners (N.J.A.C.6A:15) The techbook will be converted to Spanish for Spanish speaking students Work with ELL Teacher to allow for all assignments to be completed with extra time. teacher conferencing for Create your own Myth project Use visual representations for all terminology & concepts Risk Students (N.J.A.C.6A:8-4.3c) Students will be given graphic organizers, audio version of techbook, parent communication, GRAPES graphic organizer. Hands on activities for motivation and concrete learning Engage in discussions to boost self esteem Teacher conferencing for Create your own Myth project Frequent quick checks Techbook will be provided in reading level B and an audio version for use in conjunction with headphones/earbuds Special Education Students (N.J.A.C.6A:8-3.1) Allow for student accommodations within the classroom CC on videos Completed study guide/grapes chart Teacher conference for Create your own myth project Reduce quantity of response questions Frequent quick checks Techbook will be provided in reading level B and an audio version for use in conjunction with headphones/earbuds. modified tests and quizzes
Interdisciplinary Connections**** Math Science ELA Pi day lesson LA.6.RL.6.9 Compare, contrast and reflect on (e.g practical knowledge) texts in different forms or genres (e.g. stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. **Compare Percy Jackson play to myth of Jason and the Golden Fleece Fine Arts/ Performing Arts World Language Technology Act out reader s theater: Percy Jackson Students will create a name plate that depicts their 1st & last name in Greek & decorate the border with Greek Inspired Art to be later incorporated in a binder book with all of the civilizations we study. TECH 8.1.8.C STEM activity--column building. Students work in groups to use a piece of paper, piece of tape, index card and scissors to create the strongest column. Careers Global Awareness Other