COURSE TITLE: Grade 6 Ancient Civilizations LENGTH: One Year DEPARTMENT: SOCIAL STUDIES SCHOOLS: Pierrepont

COURSE TITLE: Grade 6 Ancient Civilizations LENGTH: One Year DEPARTMENT: SOCIAL STUDIES SCHOOLS: Pierrepont Rutherford Public Schools Rutherford, New Jersey Revised 2017 Approved: April 24, 2017

I. INTRODUCTION This course is the study of ancient civilizations around the world including the Middle East, Asia, Africa, and the Western Hemisphere. Students will study geography, culture, history, economics, and the relationship among cultures to achieve an understanding of how these impact society today. Students will understand how our present and future are built upon the accomplishments and mistakes of the past. Within the content of the course, the students will be exposed to career possibilities, study genocide/ holocaust events of ancient and modern civilizations, analyze primary and secondary sources, study environmental changes, learn economic problems and solutions, study family values of other civilizations, connect historical issues to current events and study the arts and architecture of ancient peoples. Academically, students are expected to improve their social studies skills. Emphasis will be given to the development of critical thinking and reading skills in the content area, analyzing primary sources, writing and researching skills, geographical understanding though map skills, and problem solving. Technology will be used to enhance lessons and develop these skills. This curriculum adheres to and follows the New Jersey Student Learning Standards and the New Jersey Holocaust and Amistad Mandates. Career Education Standards are infused into the curriculum by the teacher. The teacher will use an extensive variety of techniques to encourage full participation by all. II. OBJECTIVES New Jersey Student Learning Standards for Social Studies (2014) http://www.state.nj.us/education/cccs/2014/ss/ Standard 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Standard 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. 2

Standard 6.3 Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address challenges that are inherent in living in an interconnected world. New Jersey Student Learning Standards for English Language Arts Companion Standards in History/Social Studies, Science, and Technical Subjects www.state.nj.us/education/cccs/2016/ela Student Outcomes Students will continue to improve upon and develop the social studies skills learned in previous grades. These skills will be with them as they proceed through the Rutherford school system and will help them throughout their adult and career life. Students are expected to work to their best ability levels in the following skill areas, as measured through student assessment. 1. General skills a. Locate, organize, and evaluate information b. Use the Internet and computer to access information c. Acquire information by reading, observing, and listening d. Communicate orally and in writing e. Interact and work with others f. Apply conflict resolution skills 2. Literary Skills a. write Document Based Questions (DBQ) b. read and analyze primary sources and information text 3. Critical thinking skills a. Identify main issues b. Recognize assumptions c. Evaluate information from various sources d. Recognize bias and emotional factors e. Distinguish between verifiable and unverifiable data f. Draw inferences g. Distinguish between fact and opinion h. Recognize cause and effect i. Evaluate the strength of an argument j. Develop debating skills k. Draw conclusions l. Develop a creative thinking ability m. Learn problem-solving techniques 3

n. Understand historic periods Ancient Civilizations Grade 6 4. Technology skills a. Use the word processor for preparation of assignments b. Use the Internet as a research tool c. Use the graphics on the computer to make visual presentations for oral reports d. Use the Internet to complement and improve knowledge on issues and current events e. Use the Internet to improve social studies skills, including geography, maps, graphics, etc. 5. Map Skills a. Orient a map b. Use a grid system to locate places c. Identify and interpret map symbols d. Locate physical and political features e. Understand scales and projections f. Compare various maps g. Use maps to understand and explain historical and current events 6. Picture, Chart, Graph, and Table Interpretation Skills a. Interpret pictures, apply information and draw conclusions b. Understand cartoons as a means to express views and interpret the view expressed. c. Interpret the information given on graphs, charts, and tables, and draw inferences from the data d. Relate the information from pictures, charts, graphs and tables with that gained from other sources e. Understand and construct time lines 7. Chronology and Time Skills a. Understand the idea of historical time b. Use timelines c. Understand what makes historical periods different Course Outline 1. Birth of Civilization A. The Old Stone Age 1) Hunters, gatherers and nomads 2) Cultural achievements a) Use of fire b) Use of tools c) Development of language B. The Ice Age 4

1) Impact of freezing seas and ice sheets 2) Settlement of North/South America C. The New Stone Age 1) The agricultural revolution a) Domestication of animals b) Systematic growing of crops 2) Growth of villages-migration a) Artisans and division of labor b) Trade and property c) Technology i. Housing ii. Cloth iii. Sailboats iv. Metal workers v. Pottery 2. River Valley Civilizations A. Mesopotamia (Tigris and Euphrates Rivers) 1) The Sumerians a) City-state government b) Organized religion c) Contributions to civilization i. Invention of writing (cuneiform) ii. Clay building bricks iii. The plow iv. Wheeled vehicles v. Trade and Barter systems vi. Irrigation B. Other Fertile Crescent civilizations 1) The Syrians a) Start of empires 2) The Babylonians a) Code of Hammurabi C. Egyptian Civilization (The Gift of the Nile River) 1) The Kingdoms a) Old b) Middle c) New 2) Egyptian Society a) Theocratic government b) Social classes i. Priests and nobles ii. Artisans and professionals iii. Peasants and slaves c) Religion 5

i. Life after death ii. Polytheism d) Contributions to civilization i. Hieroglyphics ii. Use of papyrus iii. Mathematics Arithmetic/Geometry e) Trade Networks i. Supply/Demand ii. Expeditions of Hatshepsut 3) Architecture a) Use of stone b) Pyramids c) Temples D. Ancient Kush 3. Ancient India (The Indus River Valley) A. Mohenjo-Daro and Harappa a) Highly developed civilizations b) Elaborate religion c) Overseas trade d) Decline of Indus civilizations B. The Aryan Invasion 1) Indo-European war like nomads 2) Few written records 3) Aryan Society a) Development of the caste system b) Hinduism and Hindu Society i. Reincarnation ii. Family life iii. Gods and goddesses iv. Epic stories c) Origins of Buddhism i. Siddhartha Gautama ii. 4 Noble Truths iii. Growth of Buddhism 4. Ancient China (Huang River) A. Geography and the Chinese civilization B. Shang Dynasty a) Arts and writing b) Warfare c) Social structure C. Zhou Dynasty a) Mandate of Heaven b) Feudal society c) Technology and trade d) Bureaucratic government 6

e) Teachings of Confucius f) The family and society i. Extended family ii. Filial piety iii. Taoism/Daoism iv. Technological advances D. Qin Dynasty a) Shi Huangdi b) Great Wall E. Han Dynasty a) Silk Road 5. Western Civilizations A. Hebrews and Judaism 1) early Hebrews 2) Jewish beliefs and texts 3) Judaism over the centuries B. Greek Civilization 1) Geography of Greece 2) Greek trade 3) Religious beliefs 4) Epics of Homer 5) Greek city-states a) Sparta i. Military aristocracy b) Athens i. Beginnings of democracy ii. Reforms and tyrants c) The Persian wars d) The golden age of Greece i. Direct democracy ii. Education iii. Status of women iv. Slaves v. Daily life e) Greek classical civilization i. Art - painting, sculpture ii. Architecture iii. History-Herodotus, Xenophon, and Thucydides iv. Drama-Sophocles and Euripides v. Science vi. Philosophy Socrates/Plato/Aristotle f) The Peloponnesian Wars g) Persia i. Influence ii. Darius 7

iii. Cyrus h) Alexander the Great C. The Romans 1. Geography and early Rome 2. The Roman Republic 3. Rise of military dictators 4. The Roman Empire a) Augustus b) Pax Romana c) Transformation of society, economy, and culture through expansion 5. Roman Society a) Class diversions b) Family life c) Popular entertainment d) Roman religion e) Influence of Greeks f) Roman literature g) Art and architecture h) Science i) Pompeii 6. The decline and fall of the Roman Empire a) Internal divisions b) Significant battles c) Invasions d) Political changes 7. The Byzantine Empire 8. The spread of Christianity 6. Islamic World 1. Roots of Islam 2. Islamic beliefs and practices 3. Islamic Empires a) Cultural achievements 7. Genocide and Holocaust Unit Prejudice hurts each of us as individuals and weakens the group as a whole. Study will include prejudice and genocide integrated into the studied historical periods and civilization. 1. Religious prejudice 2. Acceptance and respect or not of one culture by another 3. Slavery through history 4. Family values of the ancients 5. 20th century genocide a) Ottoman Turks (Armenian Genocide) b) Holocaust - 1933-1945 6. Values 8

a) Recognize the sources of our values b) Take pride in an individual s attributes c) Understand choices and consequences d) Understand that prejudice and discrimination can lead to genocide e) Know the value of family III. PROFICIENCY LEVELS This course is designed for a sixth grade heterogeneous class. IV. METHODS OF ASSESSMENT A. Student Assessment The teacher may use any of the following in evaluating a student s progress and provide individualized assessment as needed. 1. Homework - Board of Education policy is to be followed 2. Oral reports 3. Oral participation and oral reports using technology 4. Group projects and papers 5. Research projects and papers using technology 6. Tests 7. Quizzes 8. Internet use 9. Document Based Questions (DBQ) 10. Supplemental reading 11. Special education students will follow IEPs 12. Debates 13. Class participation 14. Portfolio 15. Cross Content written assignments 16. Summer reading program B. Curriculum/ Teacher Assessment The teacher and supervisor will be in contact throughout the academic year concerning curriculum assessment. The teacher is encouraged to make suggestions for change and improvement at any time. The supervisor will also request an annual meeting or written review from the teacher about the curriculum and suggestions for modification. Teachers will also report about meeting all the mandated New Jersey Standards and requirements. V. GROUPING Classes are grouped by grade level in a heterogeneous manner. The course is required of all students in the sixth grade without prerequisites placement criteria. It is mandated by the Board of Education for one academic year as part of the sequence from K-12. 9

VI. ARTICULATION/SCOPE AND SEQUENCE TIME Grade Six Social Studies is mandated for all students at that level for one academic year. Classes are grouped heterogeneously and include students of all academic levels. The class follows the social studies program in growth and development in the Rutherford School District. VII. RESOURCES A. Speakers Teachers are encouraged, working with the administration, to contact speakers for the curriculum content and for career growth. The New Jersey State Speaker Service can be contacted. B. References Internet database resources www.the Big History Project.com National Geographic Magazine Bergen-Passaic Audio-Visual Aids Center-Videos Atlases Internet searches Junior Scholastic Magazine Various texts from other publishers Kids Discovery Magazine Rutherford Public Library School Library (The libraries in the schools have books and audiovisual materials for use. With the Internet in place in the classrooms, teachers will develop materials for their use and for the students according to their individual academic abilities). C. Technology will be incorporated into lesson plans. Students are expected to use it properly to enhance their learning, including differentiated instruction. D. Rooms contain map resources, posters, CD ROMs and other material to be used relevant to the lesson. E. Textbook World History, (2008) Holt, Rinehart and Winston G. Supplemental Reading The school and public library will be used to assign individualized supplemental reading according to student academic level and interests (differentiated assessment). VIII. TECHNOLOGY http://www.state.nj.us/education/cccs/2014/tech/ 10

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. A. Technology Operations and Concepts 8.1.8.A.1 B. Creativity and Innovation 8.1.12.B.1 C. Communication and Collaboration 8.1.8.C.1 D. Digital Citizenship 8.1.12.D.4 E. Research and Information Literacy 8.1.8.E.1 F. Critical Thinking, Problem Solving, and Decision-Making 8.1.8.F.1 8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. A. Nature of Technology: Creativity and Innovation 8.2.8.A.1 B. Design: Critical Thinking, Problem Solving, and Decision-Making 8.2.8.B.1 C. Technological Citizenship, Ethics, and Society 8.2.8.C.1 D. Research and Information Fluency 8.2.8.D.1 E. Communication and Collaboration 8.2.8.E.1 F. Resources for a Technological World 8.2.8.F.1 G. The Designed World 8.2.8.G.1 IX. METHODOLOGIES To comply with state regulations and mandates, classes are heterogeneously grouped. Therefore there can be a wide range of academic abilities, background, and challenged students, all of whom must have and deserve equal educational opportunities. To achieve this, teachers must employ a variety of instructional methods. The following are suggestions, not limits, as to what a teacher can do. A. Differentiated instruction B. Cooperative education C. All other types of group work D. Computer use, including CD ROMs, Internet, and other programs E. Videotapes F. Individualized assignments G. Inductive learning X. SUGGESTED ACTIVITIES A. Geography project relating the topic studied to the proper geographical context. B. Field trips as determined by the teacher. C. Audio-visual presentations by the students using computer technology combined 11

with oral presentations. D. Research projects and presentations by individuals or groups. E. Writing across the curriculum, students will write essays linking social studies to other disciplines such as reading, art, and music. F. Technology using digital cameras and i-movies to enhance studies. G. CD ROMs and other programs can be used by the teacher according to student and curriculum needs. H. Integrating career studies into social studies topics being studied. XI. INTERDISCIPLINARY CONNECTIONS The teacher will use the professional resources available in the district to further the students knowledge of art, music, and literature. The teachers in these disciplines will develop lessons to parallel what is being learned in world history. Additionally, community resources including parent contact can be used. Possible considerations are Renaissance art, epic stories from various cultures, music used in wartime or as a reflection of culture, architectural influences in today s world, or sculpture. This coordination is expected to grow as the curriculum in related disciplines is revised. XII. DIFFERENTIATING INSTRUCTION FOR STUDENTS WITH SPECIAL NEEDS: STUDENTS WITH DISABILITIES, ENGLISH LANGUAGE LEARNERS, AND GIFTED & TALENTED STUDENTS Differentiating instruction is a flexible process that includes the planning and design of instruction, how that instruction is delivered, and how student progress is measured. Teachers recognize that students can learn in multiple ways as they celebrate students prior knowledge. By providing appropriately challenging learning, teachers can maximize success for all students. Examples of Strategies and Practices that Support: Students with Disabilities Use of visual and multi-sensory formats Use of assisted technology Use of prompts Modification of content and student products Testing accommodations Authentic assessments Gifted & Talented Students Adjusting the pace of lessons Curriculum compacting Inquiry-based instruction Independent study Higher-order thinking skills Interest-based content Student-driven instruction 12

Real-world problems and scenarios English Language Learners Pre-teaching of vocabulary and concepts Visual learning, including graphic organizers Use of cognates to increase comprehension Teacher modeling Pairing students with beginning English language skills with students who have more advanced English language skills Scaffolding word walls sentence frames think-pair-share cooperative learning groups teacher think-aloud XIII. 21st CENTURY LIFE AND CAREERS 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. http://www.state.nj.us/education/cccs/2014/career/ 9.1 PERSONAL FINANCIAL LITERACY B. MONEY MANAGEMENT 9.1.8.B.1, 9.1.8.B.2, 9.1.8.B.3, 9.1.8.B.4, 9.1.8.B.5 C. CREDIT AND DEBT MANAGEMENT 9.1.8.C.1, 9.1.8.C.2, 9.1.8.C.3, 9.1.8.C.4, 9.1.8.C.5, 9.1.8.C.6 D. PLANNING, SAVING, AND INVESTING 9.1.8.D.1, 9.1.8.D.2, 9.1.8.D.3 E. BECOMING A CRITICAL CONSUMER 9.1.8.E.1, 9.1.8.E.2 F. CIVIC FINANCIAL RESPONSIBILITY 9.1.8.F.1, 9.1.8.F.2 9.2 CAREER AWARENESS, EXPLORATION, AND PREPARATION A: CAREER AWARENESS 9.2.8.A.1, 9.2.8.A.2, 9.2.8.A.3, 9.2.8.A.40 9.2 CAREER AWARENESS, EXPLORATION, AND PREPARATION B. CAREER EXPLORATION 9.2.8.B.1, 9.2.8.B.2, 9.2.8.B.3, 9.2.8.B.4, 9.2.8.B.5, 9.2.8.B.6, 9.2.8.B.7 XIV. PROFESSIONAL DEVELOPMENT The teacher will continue to improve his/her expertise through participation in a variety of professional development opportunities as provided by the Board of Education as per the PDP/150 hour requirements. 13

Curriculum Map - Grade 6 Ancient Civilizations Class QUARTER 1 (5 weeks) Grade 6 Social Studies Archeology Birth of Civilization Prehistory and early hominid development Stone Age Ice Age Hunter/gatherers Mesopotamia Tigris & Euphrates Rivers Sumer Cuneiform Syrians Babylon Egypt Nile River Old, Middle, New Kingdoms Geography Art Polytheism Life after death Egyptian society Contributions to civilization Pharaohs Hieroglyphics Pyramids Kush Collapse of Civilizations QUARTER 2 (5 weeks) Ancient India Geography Indus River Mohenjo Daro Harappa Hinduism Caste System Reincarnation Dharma Siddhartha Gautama Four Noble Truths Eight Fold Path Buddhism Ancient China Geography Huang River Early Dynasties Shang Xia Zhou Qin Han Shinhuangdi Great works of art/construction Mandate of Heaven Confucianism Daoism/Taoism 14

Grade 6 Social Studies QUARTER 3 (5 weeks) Western Ideas Early Hebrews Judaism Ancient Greece Geography Trade Colonies Religious beliefs City states Democracy Oligarchy Sparta Athens Persian Wars Golden Age Greek women Art & literature Peloponnesian Wars Alexander the Great Hellenistic Age QUARTER 4 (5 weeks) Rome Geography Tiber River Republic Punic Wars Roman Legions Caesar Fall of Republic Empire Christianity Roman society Fall of the empire Byzantine Empire Islamic World Roots of Islam Islamic beliefs and practices Islamic Empires Cultural achievements 15