Higley Unified School District Social Studies Grade 6 Revised Aug Third Nine Weeks. Ancient Rome (Duration 4-6 Weeks)

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1 Third Nine Weeks Ancient Rome (Duration 4-6 Weeks) Big Ideas: Essential Questions: Vocabulary 1. The Roman republic had an important impact on modern government. 2. Rome s location and government helped it become a major power in the ancient world. 3. Rome s tripartite government and written laws helped create a stable society. 4. The later period of the Roman Republic was marked by wars and political crises. 5. After changing from a republic to an empire, Rome grew politically and economically and developed a culture that influenced later civilizations. 6. People in the Roman Empire practiced many religions before Christianity which eventually spread to become Rome s official religion. 7. Problems from both inside and outside caused the Roman Empire to split into a western half, which collapsed, and an eastern half that prospered for hundreds of years. 1. Analyze the foundation of a Roman republic. 2. What are the foundational values and beliefs of a Roman republic? 3. How is the Roman republic similar to our American republic democracy? 4. How did Julius Caesar and Augustus Caesar impact the development of Roman culture and modern ideologies? 5. Why did the Roman Empire fall and what is its legacy? Romulus and Remus Republic Dictators Cincinnatus Plebeians Patricians Consuls Roman Senate Veto Latin Forum Legions Punic Wars Hannibal Spartacus

2 Julius Caesar Augustus Pax Romana Aqueduct Christianity Crucifixion Constantine Diocletian Attila Justinian Byzantine Empire Carthage Colosseum Arch Senator Strand Concept PO Standards: Priority (PS)/ Supporting (SS) / Interdisciplinary (IS) HUSD Support Materials & Resources S2 C2 PO9 S2 C2 PO10 S4 C4 PO5 S4 C5 PO2 S2 C2 PO7 (PS)Identify the roles and contributions of individuals in the following ancient civilizations: b. Rome (i.e., Julius Caesar, Augustus) (PS)Describe the transition from the Roman Empire to the Byzantine Empire: a. "decline and fall" of the Roman Empire, b. Empire split in eastern and western regions, c. Capital moved to Byzantium/Constantinople, d. Germanic invasions (SS)Identify cultural norms that influence different social, political, and economic activities of men and women. (PS)Describe the intended and unintended consequences of human modification (e.g., irrigation, aqueducts, canals) on the environment. (PS)Describe the development of the following types of government and citizenship in ancient Greece and Rome: a. democracy, b. republics/empires

3 S3 C3 PO3 S2 C1 PO8 (SS) Describe the impact of the Roman republic on ancient Romans and how it relates to current forms of government (SS) Describe scientific and cultural advancements in ancient civilizations.

4 Third Nine Weeks Mesoamerica (Duration 2 3 Weeks) Big Ideas: Essential Questions: 1. Geography shapes the civilization. 2. Mesoamerican achievements contributed to today s society. 3. Adaptations that the Mesoamerican made to their environment allowed for the growth of the civilization. 4. The Maya developed an advanced civilization that thrived from 250 until the 900s. 5. The strong Aztec Empire founded in central Mexico in 1325, lasted until the Spanish conquest in The Inca controlled a huge empire in South America, but it was conquered by the Spanish. 1. What evidence can you find that will justify that the geography of Mesoamerica shaped the civilizations of the Mayan, Aztec and Incan societies? 2. Prioritize the achievements of the Mayan, Aztec and Incan societies from most significant to least significant. 3. What are the elements and features of Mesoamerica landscape that allowed for the growth of the Mayan, Aztec and Incan societies? 4. What led to the development of complex societies in the Americas? Vocabulary Maize Observatories Causeways Conquistadors Hernan Cortes Monteczuma Masonry Atahualpa Francisco Pizarro Andes Quipu Inca Maya Aztec Tenochtitlan Slash-and-burn Aquaduct Chinampas/Terrace Farming Tikal Olmec Macchu Picchu

5 Strand Concept PO Standards: Priority (PS)/ Supporting (SS) / Interdisciplinary (IS) HUSD Support Materials & Resources S1 C4 PO3 S1 C2 PO4 (SS) Describe the cultures of the Mogollon, Ancestral Puebloans (Anasazi) and Hohokam: a. location, agriculture, housing, arts, and trade networks, b. how these cultures adapted to and altered their environment (SS) Describe the Adena, Hopewell and Mississippian mound-building cultures: a. location agriculture, housing arts, and trade networks b. how these cultures adapted to an altered their environment (PS) Describe the Mayan, Aztec, and Incan civilizations: a. location, agriculture, housing, and trade networks S1 C2 PO5 b. achievements (e.g., mathematics, astronomy, architecture, government, social structure, arts and crafts) c. how these cultures adapted to and altered their environment S2 C2 PO6 S1 C2 PO1 (PS) Analyze the impact of cultural and scientific contributions of ancient civilizations on later civilizations: d.) Central and South America (i.e., astronomy, agriculture) (PS) Describe the characteristics of hunting and gathering societies in the Americas S2 C1 PO8 (SS) Describe scientific and cultural advancements in ancient civilizations. S2 C2 PO1 (SS)Describe how farming methods and domestication of animals led to the development of cultures an civilizations from hunting and gathering societies

6 Arizona s College and Career Readiness Standards Grade Cluster Standard Common Core Standards Explanations & Examples HUSD Support Materials & Resources Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. This standard requires the use of technology (Internet, keyboarding skills, formatting, storing) to create a published piece wherein information and ideas are connected and presented clearly and efficiently. Example: 6 R 6 The students utilize technology to create and publish any piece related to social studies content. The piece could be shared on a school or classroom website. ET06-S2C1-01; ET07-S2C1-01; ET08-S2C1-01; SS06-S1& S2-C1-04; SS07-S1& S2-C1-04; SS08-S1& S2-C R 7 Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. This standard requires students to answer questions through research, including those they create themselves, to solve a problem. They will use and combine information from multiple sources to construct their answer(s). Examples: Following the study of the European Enlightenment, students formulate a question related to a topic such as Scientific Revolution or religious freedom. Research is conducted using a variety of print and non-print sources. SS06-S2C5-01 Following the study of important judicial decisions such as Dred Scott, Plessy v. Ferguson, or the Scopes Trial,

7 students formulate a question related to the historical significance of the decision. Research is conducted using a variety of print and non-print sources. SS07-S3C R 8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Students gather relevant information from a variety of credible sources (e.g., encyclopedias, Internet websites, experts, journal or magazine articles, textbooks). Students will then use quotations correctly and/or paraphrase information to avoid plagiarism. Citations will be in a standard recognized format, i.e., MLA, in both the text and the bibliography. Example: Following a class discussion about current political events students, in an explanatory/informative piece, trace how events in the late 20 th century continue to affect us. Students explore the topic by reading various sources. Their writing includes quotations and correctly paraphrases sources. Citations will be in MLA format. SS06-S1C10-03; SS06-S2C9-02; SS07-S1C10-03; SS07-S2C9-03; SS08-S2C9-03; SS08-S1C W 6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. This standard requires the use of technology (Internet, keyboarding skills, formatting, storing) to create a published piece wherein information and ideas are connected and presented clearly and efficiently. Example: The students utilize technology to create and publish any piece related to social studies content. The piece could be shared on a school or classroom website. ET06-S2C1-01; ET07-S2C1-01; ET08-S2C1-01; SS06-S1& S2-C1-04; SS07-S1& S2-C1-04; SS08-S1& S2-C1-04

8 Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. This standard requires students to answer questions through research, including those they create themselves, to solve a problem. They will use and combine information from multiple sources to construct their answer(s). Examples: 6 W 7 Following the study of the European Enlightenment, students formulate a question related to a topic such as Scientific Revolution or religious freedom. Research is conducted using a variety of print and non-print sources. SS06-S2C W 8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Following the study of important judicial decisions such as Dred Scott, Plessy v. Ferguson, or the Scopes Trial, students formulate a question related to the historical significance of the decision. Research is conducted using a variety of print and non-print sources. SS07-S3C3-01 Students gather relevant information from a variety of credible sources (e.g., encyclopedias, Internet websites, experts, journal or magazine articles, textbooks). Students will then use quotations correctly and/or paraphrase information to avoid plagiarism. Citations will be in a standard recognized format, i.e., MLA, in both the text and the bibliography. Example: Following a class discussion about current political events students, in an explanatory/informative piece, trace how events in the late 20 th century continue to affect us. Students explore the topic by reading various sources. Their writing includes quotations and correctly paraphrases sources. Citations will be in MLA format.

9 SS06-S1C10-03; SS06-S2C9-02; SS07-S1C10-03; SS07-S2C9-03; SS08-S2C9-03; SS08-S1C10-10

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