Sixth Grade Social Studies Stone Age
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- John Griffin
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1 Sixth Grade Social Studies Stone Age (Analysis) Standard Supporting Skill Assessments Resources 6.W.1.1. Students are able to explain the development of society during the Stone Age. I can explain (outline, write about, illustrate, compare and contrast) how the Stone Age (Paleolithic, Mesolithic, Neolithic) started and grew. Identify the time periods of prehistoric man through artifacts and other archaeological findings. Examples: archaeology, artifacts, fossils, chronology, timeline (A.D. and B.C) Examples: Paleolithic, Upper- Paleolithic, Mesolithic/Neolithic, prehistory, hunter-gatherers, nomads Examples: tools, shelters, communication (Analysis) 6.W.2.1. Students are able to describe how the structure of Stone Age society changed because of the agricultural revolution. I can compare and contrast what daily life was like before and after the agricultural revolution. Examples: domestication of animals and plants, rise of trading centers, division of labor, class system, surplus, irrigation, Agricultural Revolution
2 Stone Age (cont.) 6.E.1.1. Students are able to explain societies attempts to satisfy their basic needs and wants by utilizing resources. Examples: hunting and gathering, agricultural revolution, scarcity/surplus of natural resources, transportation, slavery, property ownership I can show how people in the Stone Age used natural resources available to them to meet their needs.
3 River Valley Civilizations (Analysis) 6.W.1.2. Students are able to explain the development of the River Valley civilizations based on their geographic locations. I can explain (outline, write about, illustrate, compare and contrast) how river valley civilizations (Mesopotamia, Egypt, India, China) started and grew because they were located next to rivers. River valley civilizations Examples: flooding, silt, irrigation Mesopotamia Examples: Sumerians, Babylonians, Assyrians Examples: Tigris/Euphrates Rivers, Fertile Crescent Egypt Examples: Old/Middle/New Kingdoms Example: Nile River China Examples: Huang He River (Yellow), isolation, natural barriers India Examples: Indus River, natural barriers, monsoons, isolation
4 River Valley Civilizations (cont.) 6.W.2.2. Students are able to identify the cultural contributions of the River Valley Civilizations. I can list (match) the contributions (achievements, innovations, inventions) of the river valley civilizations (Mesopotamia, Egypt, China, India). Mesopotamia Examples: codified laws, Epic of Gilgamesh, city states, polytheism, monotheism, cuneiform, specialization of labor, Judaism Examples: Sargon, Hammurabi, Abram Egypt Examples: hieroglyphics, papyrus, mummification, architecture, pharaohs, calendar, medicine Examples: Ramses, Hatshepsut, Cheops China Examples: inventions, Great Wall, Silk Road, Taoism, Confucianism, Legalism Examples: Qin/Han Dynasties India Examples: Hinduism, caste system, Buddhism, medicine, mathematics, Mauryan Empire Example: Prince Siddartha
5 River Valley Civilizations (cont.) 6.C.1.1. Students are able to relate forms of governments to their Examples: priest-kings vs. godkings, city-states, Athenian democracy vs. republic, monarchy, theocracy, feudalism I can classify forms of government in the River Valley (Synthesis) 6.C.1.2. Students are able to identify relationships of events, ideals, and written documents to changes in I can explain how specific events changed the River Valley civilization. I can explain how specific ideas change the River Valley civilization. I can explain how written documents change the River Valley Examples (events): spread of disease, Crusades, Black Death Examples (ideals): Platonic philosophy, rise of major religions Examples (documents): Hammurabi s Code, Twelve Tablets of Rome, Justinian Code, Magna Carta
6 (Evaluation) River Valley Civilizations (cont.) 6.C.2.1. Students are able to recognize how historical civilizations influence the rights and responsibilities of citizens today. I can determine how the River Valley civilizations affect the rights and responsibilities of citizens today. Example: Hammurabi s code of law, Roman citizenship compared to United States citizenship 6.E.1.1. Students are able to explain societies attempts to satisfy their basic needs and wants by utilizing resources. I can show how people in the River Valley civilizations used natural resources available to them to meet their needs. Examples: hunting and gathering, agricultural revolution, scarcity/surplus of natural resources, transportation, slavery, property ownership
7 (Knowledge) River Valley Civilizations (cont.) 6.E.1.2. Students are able to identify basic economic systems through the Middle Ages. I can list/name the basic economic system used in the River Valley Examples: traditional, market, barter system 6.E.1.3. Students are able to identify the effects of economic systems on society. I can list the reasons why the natural resources available to the people of the River Valley civilization affected the way they lived. Examples: urbanization, specialization, class system, trade routes, gender roles Examples: money values, standardization of money systems
8 Mediterranean Civilizations (Analysis) 6.W.1.3. Students are able to explain the development of Mediterranean I can explain (outline, write about, illustrate, compare and contrast) how the Mediterranean civilizations (Greece, Rome) started and grew. Greece Examples: city states, Athens, Sparta Hellenistic Era Examples: Macedonia, Alexander Rome Example: transportation system Examples: Romulus and Remus,
9 (Comprehension) Mediterranean Civilizations (cont.) 6.W.2.3. Students are able to identify the cultural contributions of the Mediterranean I can list (match) the contributions (achievements, innovations, inventions) of the Mediterranean civilizations (Greece, Rome). Greece Examples: philosophers, literature, art, science, government, mythology, architecture, astronomy, Olympics, Peloponnesian War Examples: Socrates, Pythagoras Hellenistic Era Examples: Phillip II, Alexander Example: conquest of Persian Empire Rome Examples: philosophers, literature, art, science, government, mythology, architecture, Latin language, Christianity, republic vs. empire, Punic Wars, plebeians, patricians, the Forum Examples: Caesar Augustus, Julius Caesar, barbarians, Constantine
10 Mediterranean Civilizations (cont.) 6.C.1.1. Students are able to relate forms of governments to their Examples: priest-kings vs. godkings, city-states, Athenian democracy vs. republic, monarchy, theocracy, feudalism I can classify forms of government in the Mediterranean 6.C.1.2. Students are able to identify relationships of events, ideals, and written documents to changes in Examples (events): spread of disease, Crusades, Black Death Examples (ideals): Platonic philosophy, rise of major religions (Synthesis) I can explain how specific events changed the Mediterranean I can explain how specific ideas change the Mediterranean I can explain how written documents change the Mediterranean Examples (documents): Hammurabi s Code, Twelve Tablets of Rome, Justinian Code, Magna Carta
11 (Evaluation) Mediterranean Civilizations (cont.) 6.C.2.1. Students are able to recognize how historical civilizations influence the rights and responsibilities of citizens today. I can determine how Mediterranean civilizations affect the rights and responsibilities of citizens today. Example: Hammurabi s code of law, Roman citizenship compared to United States citizenship 6.E.1.1. Students are able to explain societies attempts to satisfy their basic needs and wants by utilizing resources. I can show how people in the Mediterranean civilizations used natural resources available to them to meet their needs. Examples: hunting and gathering, agricultural revolution, scarcity/surplus of natural resources, transportation, slavery, property ownership
12 (Knowledge) Mediterranean Civilizations (cont.) 6.E.1.2. Students are able to identify basic economic systems through the Middle Ages. Examples: traditional, market, barter system I can list/name the basic economic system used in the Mediterranean Civilizations. 6.E.1.3. Students are able to identify the effects of economic systems on society. I can list the reasons why the natural resources available to the people of the Mediterranean Civilizations affected the way they lived. Examples: urbanization, specialization, class system, trade routes, gender roles Examples: money values, standardization of money systems
13 Middle Eastern Civilizations (Analysis) 6.W.1.4. Students are able to explain the development of the Middle Eastern I can explain (outline, write about, illustrate, compare and contrast) how the Middle Eastern civilizations started and grew. Byzantine Examples: trade routes, Constantinople, Black Sea Islamic Examples: Mecca, Jerusalem Mongolian influence Examples: Kiev, early czars (Comprehension) 6.W.2.4. Students are able to identify the cultural contributions of the Middle Eastern I can list (match) the contributions (achievements, innovations, inventions) of the Middle Eastern civilizations (Byzantine, Islamic, Mongolian). Byzantine Examples: Justinian Code, Eastern Orthodoxy, architecture Example: Constantine Islamic Examples: Islam, Arabic numerals, pilgrimage, Examples: Mohammed, Saladin Mongolian Examples: Mongol invasions,
14 Orthodox Christianity Example: Genghis Khan Middle Eastern Civilizations (cont.) 6.C.1.1. Students are able to relate forms of governments to their Examples: priest-kings vs. godkings, city-states, Athenian democracy vs. republic, monarchy, theocracy, feudalism I can classify forms of government in the Middle Eastern 6.C.1.2. Students are able to identify relationships of events, ideals, and written documents to changes in Examples (events): spread of disease, Crusades, Black Death Examples (ideals): Platonic philosophy, rise of major religions (Synthesis) I can explain how specific events changed the Middle Eastern Civilizations. I can explain how specific ideas change the Middle Eastern Civilizations. I can explain how written documents change the Middle Eastern Civilizations. Examples (documents): Hammurabi s Code, Twelve Tablets of Rome, Justinian Code, Magna Carta
15 (Evaluation) Middle Eastern Civilizations (cont.) 6.C.2.1. Students are able to recognize how historical civilizations influence the rights and responsibilities of citizens today. Example: Hammurabi s code of law, Roman citizenship compared to United States citizenship I can determine how Middle Eastern Civilizations affect the rights and responsibilities of citizens today. 6.E.1.1. Students are able to explain societies attempts to satisfy their basic needs and wants by utilizing resources. I can show how people in the Middle Eastern Civilizations used natural resources available to them to meet their needs. Examples: hunting and gathering, agricultural revolution, scarcity/surplus of natural resources, transportation, slavery, property ownership
16 6.E.1.2. Students are able to identify basic economic systems through the Middle Ages. Examples: traditional, market, barter system (Knowledge) I can list/name the basic economic system used in the Middle Eastern 6.E.1.3. Students are able to identify the effects of economic systems on society. I can list the reasons why the natural resources available to the people of the Middle Eastern Civilizations affected the way they lived. Examples: urbanization, specialization, class system, trade routes, gender roles Examples: money values, standardization of money systems
17 African Empires 6.W.1.5. Students are able to explain the development of the African empires. Examples: Ghana, Mali, Songhai, Niger (Analysis) I can explain (outline, write about, illustrate, compare and contrast) how the African civilizations (Ghana, Mali, Songhai, Niger) started and grew. Example: Niger River, Sahel, rainforests, savannah (Comprehension) 6.W.2.5. Students are able to identify the cultural contributions of the African empires. I can list (match) the contributions (achievements, innovations, inventions)of the African Empire civilizations (Ghana, Mali, Songhai, Niger). Examples: slave trade, Muslim traders, Timbuktu, tribal society
18 African Empires (cont.) 6.C.1.1. Students are able to relate forms of governments to their Examples: priest-kings vs. godkings, city-states, Athenian democracy vs. republic, monarchy, theocracy, feudalism I can classify forms of government in the African Empires. 6.C.1.2. Students are able to identify relationships of events, ideals, and written documents to changes in Examples (events): spread of disease, Crusades, Black Death Examples (ideals): Platonic philosophy, rise of major religions (Synthesis) I can explain how specific events changed the African Empires. I can explain how specific ideas change the African Empires. I can explain how written documents change the African Empires. Examples (documents): Hammurabi s Code, Twelve Tablets of Rome, Justinian Code, Magna Carta
19 (Evaluation) African Empires (cont.) 6.C.2.1. Students are able to recognize how historical civilizations influence the rights and responsibilities of citizens today. Example: Hammurabi s code of law, Roman citizenship compared to United States citizenship I can determine how African Empires affect the rights and responsibilities of citizens today. 6.E.1.1. Students are able to explain societies attempts to satisfy their basic needs and wants by utilizing resources. Examples: hunting and gathering, agricultural revolution, scarcity/surplus of natural resources, transportation, slavery, property ownership I can show how people in the African Empires used natural resources available to them to meet their needs.
20 African Empires (cont.) 6.E.1.2. Students are able to identify basic economic systems through the Middle Ages. Examples: traditional, market, barter system (Knowledge) I can list/name the basic economic system used in the African Empires. 6.E.1.3. Students are able to identify the effects of economic systems on society. I can list the reasons why the natural resources available to the people of the African Empires affected the way they lived. Examples: urbanization, specialization, class system, trade routes, gender roles Examples: money values, standardization of money systems
21 Mesoamerican/Andean Civilizations 6.W.1.6. Students are able to explain the development of the Mesoamerican/Andean empires. Examples: Toltec, Olmec, Maya, Aztec, Inca (Analysis) I can explain (outline, write about, illustrate, compare and contrast) how the Mesoamerican/Andean civilizations (Toltec, Olmec, Maya, Aztec, Inca) started and grew. (Comprehension) 6.W.2.7. Students are able to identify the cultural contributions of the Middle Ages. I can list (match) contributions (achievements, innovations, inventions) of the Middle Ages. Examples: rise of middle class, government, Magna Carta, art, architecture Examples: Charlemagne, Marco Polo, William the Conqueror, Joan of Arc
22 Mesoamerican/Andean Civilizations (cont.) 6.C.1.1. Students are able to relate forms of governments to their I can classify forms of government in the Mesoamerican/Andean Civilizations. Examples: priest-kings vs. godkings, city-states, Athenian democracy vs. republic, monarchy, theocracy, feudalism 6.C.1.2. Students are able to identify relationships of events, ideals, and written documents to changes in Examples (events): spread of disease, Crusades, Black Death Examples (ideals): Platonic philosophy, rise of major religions (Synthesis) I can explain how specific events changed the Mesoamerican/Andean Civilizations. I can explain how specific ideas change the Mesoamerican/Andean Civilizations. I can explain how written Examples (documents): Hammurabi s Code, Twelve Tablets of Rome, Justinian Code, Magna Carta
23 (Evaluation) documents change the Mesoamerican/Andean Civilizations. Mesoamerican/Andean Civilizations (cont.) 6.C.2.1. Students are able to recognize how historical civilizations influence the rights and responsibilities of citizens today. I can determine how Mesoamerican/Andean Civilizations affect the rights and responsibilities of citizens today. Example: Hammurabi s code of law, Roman citizenship compared to United States citizenship 6.E.1.1. Students are able to explain societies attempts to satisfy their basic needs and wants by utilizing resources. I can show how people in the Mesoamerican/Andean Civilizations used natural resources available to them to meet their needs. Examples: hunting and gathering, agricultural revolution, scarcity/surplus of natural resources, transportation, slavery, property ownership
24 Mesoamerican/Andean Civilizations (cont.) 6.E.1.2. Students are able to identify basic economic systems through the Middle Ages. Examples: traditional, market, barter system (Knowledge) I can list/name the basic economic system used in the Mesoamerican/Andean 6.E.1.3. Students are able to identify the effects of economic systems on society. I can list the reasons why the natural resources available to the people of the Mesoamerican/Andean Civilizations affected the way they lived. Examples: urbanization, specialization, class system, trade routes, gender roles Examples: money values, standardization of money systems
25 Middle Ages 6.W.1.7. Students are able to summarize the political, economic, and social changes that occurred during the Middle Ages. Examples: rise of church leadership, tribal migrations, feudal system, Crusades, diseases, 100 Years War, job specialization, trade fairs (Synthesis) I can summarize the changes and forms of government that happened during the Middle Ages. how the people of the Middle Ages used resources to meet their needs. the social (culture, daily life, customs/beliefs, religion) changes that happened during the Middle Ages. (Comprehens ion) 6.W.2.7. Students are able to identify the cultural contributions of the Middle Ages. Examples: rise of middle class, government, Magna Carta, art, architecture Examples: Charlemagne, Marco Polo, William the Conqueror,
26 I can list (match) contributions (achievements, innovations, inventions) of the Middle Ages. Joan of Arc Middle Ages (cont.) 6.C.1.1. Students are able to relate forms of governments to their Examples: priest-kings vs. godkings, city-states, Athenian democracy vs. republic, monarchy, theocracy, feudalism I can classify forms of government in the Middle Ages. 6.C.1.2. Students are able to identify relationships of events, ideals, and written documents to changes in Examples (events): spread of disease, Crusades, Black Death Examples (ideals): Platonic philosophy, rise of major religions (Synthesis) I can explain how specific events changed the Middle Ages. I can explain how specific ideas change the Middle Ages. I can explain how written documents change the Examples (documents): Hammurabi s Code, Twelve Tablets of Rome, Justinian Code, Magna Carta
27 Middle Ages. (Evaluation) Middle Ages (cont.) 6.C.2.1. Students are able to recognize how historical civilizations influence the rights and responsibilities of citizens today. Example: Hammurabi s code of law, Roman citizenship compared to United States citizenship I can determine how the Middle Ages affect the rights and responsibilities of citizens today. 6.E.1.1. Students are able to explain societies attempts to satisfy their basic needs and wants by utilizing resources. Examples: hunting and gathering, agricultural revolution, scarcity/surplus of natural resources, transportation, slavery, property ownership I can show how people in the Middle Ages used natural resources available to them to meet their needs.
28 Middle Ages (cont.) 6.E.1.2. Students are able to identify basic economic systems through the Middle Ages. Examples: traditional, market, barter system (Knowledge) I can list/name the basic economic system used in the Middle Ages. 6.E.1.3. Students are able to identify the effects of economic systems on society. I can list the reasons why the natural resources available to the people of the Middle Ages affected the way they lived. Examples: urbanization, specialization, class system, trade routes, gender roles Examples: money values, standardization of money systems
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