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Home , Kshatriya, Samurai

Garden City USD 457

History, Government, and Social Studies

The Ancient Past

6th Grade

2016

Mission Statement: The Kansas Standards for History, Government, and Social Studies prepare students to be informed, thoughtful, engaged citizens as they

enrich their communities, state, nation, world, and themselves. Studies

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Social

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and -

An informed citizen Government - possesses the knowledge needed to understand contemporary political,

economic, and social issues.

L/History

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F

- Area - A thoughtful citizen

applies higher order thinking skills to make connections between the Services/Content - past, present, and future in order to understand, anticipate, respond to,

and solve problems.

Assessment

- and

- An engaged citizen Standards - collaborates, contributes, compromises, and participates as an active

member of a community.

Services/Career -

Learning

- of - The Ancient World History course covers the time period from the birth of the river civilizations of ision Mesopotamia, Egypt, India, and China to the Middle Ages in Europe. Students will examine the impact of geography on the development of civilizations. The course will include a discussion of characteristics of civilizations including the development of agriculture, governments, division of labor, social hierarchies, and culture. Students will focus on causes, effects, and turning points in the rise and fall of various civilizations. They will investigate major religions including Judaism, , , Christianity, and Islam and their impact on governments, society, and culture. The course http://www.ksde.org/Agency/Div will include an examination of the spread and transformation of culture and ideas across these regions through trade and conquest. Students will draw conclusions about the significance of various civilizations and their connection to events, ideas, and culture today. The course should be rigorous and relevant with instruction that integrates thinking skills, historical processes, and content so that students are able to apply their learning to their own lives. Instruction should include the integration of concepts and principles from history, economics, geography, civics, and the humanities.

Standard #1 Choices have consequences. Benchmark: 1.1 The student will recognize and evaluate significant choices made by individuals, communities, states, and nations that have impacted our lives and futures. 1.2 The student will analyze the context under which choices are made and draw conclusions about the motivations and goals of the decision-makers. 1.3 The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues. 1.4 The student will use his/her understanding of choices and consequences to construct a decision-making process and to justify a decision.

Standard # 2 Individuals have rights and responsibilities. Benchmark: 2.1 The student will recognize and evaluate the rights and responsibilities of people living in societies. 2.2 The student will analyze the context under which significant rights and responsibilities are defined and demonstrated, their various interpretations, and draw conclusions about those interpretations. 2.3 The student will investigate specific rights and responsibilities of individuals and connect those rights and responsibilities with contemporary issues. 2.4 The student will use his/her understanding of rights and responsibilities to address contemporary issues.

Standard #3 Societies are shaped by beliefs, ideas, and diversity. Benchmark: 3.1 The student will recognize and evaluate significant beliefs, contributions, and ideas of the many diverse peoples and groups and their impact on individuals, communities, states, and nations. 3.2 The student will draw conclusions about significant beliefs, contributions, and ideas, analyzing the origins and context under which these competing ideals were reached and the multiple perspectives from which they come. 3.3 The student will investigate specific beliefs, contributions, ideas, and/or diverse populations and connect those beliefs, contributions, ideas and/or diversity to contemporary issues. 3.4 The student will use his/her understanding of those beliefs, contributions, ideas, and diversity to justify or define how community, state, national, and international ideals shape contemporary society.

Standard # 4 Societies experience continuity and change over time. Benchmark: 4.1 The student will recognize and evaluate continuity and change over time and its impact on individuals, institutions, communities, states, and nations. 4.2 The student will analyze the context of continuity and change and the vehicles of reform, drawing conclusions about past change and potential future change. 4.3 The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue. 4.4 The student will use his/her understanding of continuity and change to construct a model for contemporary reform.

Standard # 5 Relationships among people, places, ideas, and environments are dynamic. Benchmark: 5.1 The student will recognize and evaluate dynamic relationships that impact lives in communities, states, and nations. 5.2 The student will analyze the context of significant relationships and draw conclusions about a contemporary world. 5.3 The student will investigate the relationship among people, places, ideas, and/or the environment and connect those relationships to contemporary issues. 5.4 The student will use his/her understanding of these dynamic relationships to create a personal, community, state, and/or national narrative.

History, Government, and Social Studies Sixth Grade: The Ancient Past 1st Quarter Core Concepts Unit Focus: Resources: My World History (text) History and Geography Nystrom Atlas of World History Myworldhistory.com (digital trip through the fertile crescent) Ideas: Teaching Students to Read Non Fiction: How to Read Graphs, How to read Primary Sources, How t Read a Multi-tiered Timeline Measuring time, historical sources, archeology, geography’s five themes, understanding maps, historical maps

People/Roles:

Archeologist, Historians, Anthropologist,

Places: Suggested Activities/Unit Projects: Timeline Builders (P. T4) United States Washington, D.C., Lincoln Memorial , Planning History (p. T6) Maryland, Virginia, Colorado Springs, Colorado Time Capsule P. (T8) Five Themes (p. T10) Events: From Here to There (p. T12) Mapping My Day (P. T14) 21st Century: Develop Cultural Awareness (p. 17) Create a country ( Educationworld.com)

Academic Vocabulary Key Terms Historian Primary source Anthropology Region Locator map Timeline Artifact Oral tradition Movement Scale bar Chronology Secondary source Absolute location Human-environment Compass rose Period Bias Relative location interaction Historical map prehistory Archeology place key Essential Questions:

Standard 1: How does geography impact the development of a culture?

History, Government, and Social Studies Sixth Grade: The Ancient Past 1st Quarter Constitution Week Unit Focus: Resources: My World History (text) Nystrom Atlas of World History Newsela.com Ideas: Myworldhistory.com http://billofrightsinstitute.org Foundations of Government, Political Systems, http://constitutioncenter.org/timeline/ Political Structures, Citizenship http://www.proteacher.com/090037.shtml http://www.freedomsfoundation.org People/Roles: http://www.archives.gov/exhibits/charters/charters.html Queen Elizabeth II, Kim II Sung, Congress, President http://www.nwrc.usgs.gov/fringe/ff_index.html Barak Obama, Supreme Court Places: Suggested Activities/Unit Projects: United States, Saudi Arabia, United Kingdom, Celebrate Freedom Week Resources (KSDE) Ancient Athens, Nazi Germany, Cuba, North Korea, Take a Stand (EducationWorld.com ) Trumbull, Connecticut What if (P. T18) Help Wanted (p. T20) Events: Quiz Time (p. T22) Rank Responsibilities (p. T24)

Academic Vocabulary Key Terms Government State Monarchy Citizen Constitution City0state Authorization Civic Life Limited Government Empire Communism Civic Participation Unlimited Government Unitary System Political Party tyranny Nation-state Federal System Interest Group Essential Questions:

Standard 2: How does a political system influence a culture? If Citizens rights come from a variety of legal, religious, and cultural sources, do you think the rights are narrow or broad? Standard 4: If the United States became a communist country, how might your life change?

History, Government, and Social Studies Sixth Grade: The Ancient Past 1st Quarter Early River Civilizations Unit Focus Resources: My World History (text) Mesopotamia Nystrom Atlas of World History Newsela.com Ideas: Readers Theatre (TCR): Hammurabi’s Law Epic of Gilgamesh Readers Theater (TPT: Free) civilization, division of labor, empire, polytheism, Readers Theatre Writing Sumerian Achievements (TPT: Free) social hierarchy, architecture, alphabet, imports, GRASP: Come to Mesopotamia Advertisement (TPT: Free) exports, monotheism, Judaism, Ten Mesopotamia Inventions Project (TPT: Free) Commandments, Fertile Crescent http://www.kidsdiscover.com/shop/issues/mesopotamia-for-kids/ http://www.ignitelearning.com/socialstudies/Mesopotamia.pdf People/Roles: https://oi.uchicago.edu/research/publications/mesopotamian-civilization http://www.mrdowling.com/603print.html Nebuchadnezzar, Assyrians, Phoenicians, , Myworldhistory.com (digital trip through the fertile crescent) Abraham, Moses http://www.unmuseum.org/hangg.htm (Hanging Gardens) http://kids.britannica.com/comptons/art-187627/The-worlds-earliest- civilization-developed-in-Mesopotamia http://www.watchknowlearn.org/Category.aspx?CategoryID=5711 http://mesopotamia.lib.uchicago.edu/interactives/DigIntoHistory.html http://www.mesopotamia.co.uk/ Mysteries in History: Ancient History (TCR): Who Invented the Alphabet Places: Suggested Activities/Unit Projects: Mesopotamia Trade and Transport (T6-T7) Tigris, Euphrates, Fertile Crescent, Sumer, Babylon, Standard for Modern Time (T10-T11) Phoenicia, Mediterranean Sea Market Place Floor Plan (Math: Area) An Eye for an Eye (T16-T17) Events: Modern Day Hammurabi’s code Rebuilding Babylon (T22-23) Development of city-states, wheels, Epic of Interviewing Sargon Gilgamesh, Hammurabi’s Code, chariot, Exodus, Virtual Field Trip Hanging Babylon Gardens Cuneiform 21st Century: Using Charts & Graphs A Sound Alphabet (T28-29) Phoenician Trade Game Document Based Question (P. 139) 21st Century: Internet Mapping Project (P. 139) Academic Vocabulary Key Terms Distinct Fertile Crescent Ziggurat Calvary Export Prosper Mesopotamia Cuneiform Navigation Govern Irrigate Empire Tribute Colony City-state Ally Currency Cultural diffusion Reform Barter Cultural trait Stele alphabet Profit Polytheism Hammurabi’s code Import Essential Questions: Standard 2: How did Hammurabi’s Code affect the rights and responsibilities of the citizens of Babylon Standard 5: How did geography influence the development of early river civilizations?

History, Government, and Social Studies Sixth Grade: The Ancient Past Quarter Early River Civilizations Unit Focus: Resources: My World History (text) Egypt Nystrom Atlas of World History Ideas: Newsela.com Readers Theatre (TCR): Her Majesty, Himself (The Reign of Hatshepsut) , mummies, hieroglyphics, theocracy Ancient Egypt Leveled Reader (TPT: Free) Ancient Egypt: A Virtual Tour of the Tomb of Ramses VI (TPT: Free)

Myworldhistory.com (Nubian Queen’s decision about countries econ.) People/Roles: Mysteries in History: Ancient History (TCR): Was King Tut Murdered

Teaching Students to Read Non Fiction: Hatshepsut: Woman Pharaoh Ramses the Great, King Tutankhamen, Queen http://www.childrensuniversity.manchester.ac.uk/interactives/history/egypt/ Hatshepsut, pharaoh, dynasty, nobles, http://www.pbs.org/empires/egypt/newkingdom/resources.html Akhenaten http://www.ancientegypt.co.uk/menu.html http://www.bbc.co.uk/history/ancient/egyptians/ http://www.britishmuseum.org/learning/schools_and_teachers/resources/cultures/ancient_egypt.aspx Ms. Frizzle's Adventures in Ancient Egypt Discussion Guide (Scholastic) http://www.scholastic.com/TombQuest Places: Suggested Activities/Unit Projects: Farm Fresh Lyrics (p. T40) delta, cataracts, pyramids, Nile, Upper Egypt, Math and the Pyramids (p. T46) Lower Egypt, temples (sphinxes, obelisks), Kush, Best Advice (p. T52) Nubia Water in the Desert (T35) 21st century: Work in Teams (Trade Relations) Events: Document Based Questions (P. 165)

Old Kingdom, Middle Kingdom, New Kingdom, Rosetta Stone, papyrus

Academic Vocabulary Key Terms Environmental Cataract Bureaucracy Meroitic script Devotion Delta mummy Anatomy Survive Artisan Hieroglyphics Commerce Construct Pharaoh Papyrus Ivory Rely dynasty pyramid Interdependence Generate Essential Questions:

Standard 5: How did geography influence the development of early river civilizations?

History, Government, and Social Studies Sixth Grade: The Ancient Past Quarter Early River Civilizations Unit Focus: Resources: My World History (text) India Nystrom Atlas of World History Newsela.com Ideas: Myworldhistory.com

Ancient India Drawing Conclusions Activity (TPT: Free) Hinduism, system, , Ancient India Mandala Project (TPT: Free) karma, Buddhism, Four Noble Truths, https://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/AC_07_215_india/AC_07_215_india.html nirvana http://besthistorysites.net/ancient-biblical-history/india/ http://sharpsocialstudies.weebly.com/ancient-india-resources.html People/Roles: http://quatr.us/india/ http://www.socialstudiesforkids.com/subjects/ancientindia.htm , Siddhartha Gautama (Buddha), http://www.pbs.org/thestoryofindia/teachers/lessons/ Gupta, Asoka https://www.teachervision.com/ancient-world/teacher- resources/47558.html

Places: Suggested Activities/Unit Projects: A Trip through India (T5) subcontinent, Indus, Mohenjo Daro Exploring Harappa (T11) Caste Tableau (T17) Events: Hindu Wall of Words(T23) What’s my Step (T29) st Mauryan Empire, Gupta dynasty, 21 Century: Develop Cultural Awareness metallurgy, inoculation, astronomy, Hindu- Document Based Questions (P. 229) Arabic numerals Outline Documentary (P. T35) Book of Gupta Achievements (T47) st 21 Century: Solving Problems Document Based Questions (P249)

Academic Key Terms Vocabulary Subcontinent Enlightenment Tolerance Achievement Consequence River systems Reincarnation Nirvana Citizenship Evidence Widespread Monsoon Karma Monastery Numeral Migrate Welfare Granary Sudra Strategy Decimal System Theory Assure Citadel Dalit Ahimsa Province Metallurgy Issue Extract Veda Brahmanism Bureaucracy Devote Drama Caste Meditate subject Essential Questions:

Standard 1: Why did Siddhartha Gautama decide to leave his home and what was the result of that decision? Standard 3: How did the beliefs of Brahmanism and Hinduism impact Indian society? How are religion and culture connected? Standard 5: How does geography affect peoples lives?

History, Government, and Social Studies Sixth Grade: The Ancient Past Quarter Early River Civilizations Unit Focus: Resources: My World History (text) China Nystrom Atlas of World History Newsela.com Readers Theatre (TCR): First Emperor Ideas: Ancient China Class Play/Assembly (TPT: Free) China Geography Game (PowerPoint) (TPT:Free) , Daoism, Legalism, diffusion of Myworldhistory.com Buddhism, dynasty Primary Source: The Right Way to Govern (281) http://www.42explore2.com/china.htm http://besthistorysites.net/ancient-biblical-history/china/ People/Roles: http://www.socialstudiescms.com/#!ancient-china/c77o https://educators.brainpop.com/bp-jr-topic/ancient-china/ , Shi Huangdi http://www.discoveryeducation.com/teachers/free-lesson-plans/great-wall- of-china.cfm

Places: Suggested Activities/Unit Projects: Clues to Ancient China (T53) Huang He River, Yangzi River, Great Wall, Silk A Bronze Pot Tells a Story (T59) Road Announcement of Power (T65) Ideas Shape Lives (T71) 21st Century: Develop Cultural Awareness Events: Document Based Questions (P. 269) The Empire Game (T77) Shang Dynasty, Zhou Dynasty, Qin Dynasty, Han Another Brick in the Great Wall (T83) Dynasty, acupuncture, seismograph Join the Han (T89) Continuum of Han Achievements (T95) 21st Century: Innovate Document Based Questions (P. 289)

Academic Key Terms Vocabulary Loess Warlord Confucianism Censor Cuisine Interpret Currency Dike Chaos Filial Piety Official Monopoly Challenge Collapse Oracle Warring State Great Wall Civil Service Calligraphy Survive Assign Pictograph Period Standardize Silk Road Laquer Minor Obtain Mandate of Heaven Philosophy Legalism Envoy Acupuncture Income Exempt Ancestor Worship seismometer Stable Benefit Essential Questions:

Standard 3: What should governments do? Standard 4: What are some of the differences between the Shang, and Zhou dynasties?

History, Government, and Social Studies Sixth Grade: The Ancient Past Quarter Ancient Greece Unit Focus: Resources: My World History (text) Greece Nystrom Atlas of World History Newsela.com Ideas: Myworldhistory.com Readers Theatre (TCR): Trial of Socrates, Alexander’s Mutiny classical age, direct democracy, representative Primary Source: Comparing Athens and Sparta (P 354) democracy, philosophy, Greek architecture Persian War Play (TPT: Free) (columns), oligarchy, mythology, Hellenistic Greek Myth Play (TPT: Free) Oligarchy: It’s the Bees Knees” Play (TPT: Free) culture, Greek Theater, Olympics Ancient Greece Legacies (TPT: Free) Mysteries in History: Ancient History (TCR): Troy: Was There a Horse? http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/greek_world/teachers_resources.shtml People/Roles: http://www.discoveryeducation.com/teachers/free-lesson- plans/reflections-of-ancient-greece.cfm Minoans, Mycenaeans, Pericles, Aesop, Homer, http://www.pbs.org/empires/thegreeks/educational/index_html.html Cyrus the Great, Socrates, Plato, Aristotle, http://www.teachingideas.co.uk/subjects/greeks Alexander the Great, Euclid, Hippocrates, Philip http://www.teacherplanet.com/resource/ancientgreece.php II

Places: Suggested Activities/Unit Projects: Interview a (T.41) Ask the Oracle (T5) Alexander Bio (T47) Acropolis, Sparta, Athens, Persia, Macedonia, Taking Sides ( T17) Greek Art Mural (T53) Syria, Alexandria, polis Report from Athens (T23) Identity Challenge (R59) A Day in Sparta (T29) 21st Century: Evaluating Websites st Events: 21 Century: Giving and effective Document Based Questions (P. 353) presentation Respond with a speech (T.63) st Trojan War, Persian Wars, Peloponnesian War, Document Based Questions (P. 323) 21 Century: Museum Exhibit Digging the Hellenistic World (T37) Empire of Alexander the Great

Academic Key Terms Vocabulary Pursue Polis Representative Hellinistic Hypothesis Eventual Currency Citizen Oligarchy democracy Olymic Games Hippocratic Oath Ephor Exclude Period Acropolis Phalanx Delphic Oracle Helot Obtain Cease Politics Tyranny Lyric Poetry State Symbolize Submission Democracy Chorus Barracks Authority Concept Tenant Farmer Citizenship Socratic Method Sarissa Innovation Aquire Metic Direct democracy Academy Alexandria Essential Questions: Standard 1: How did Spartan values impact the education of boys? Standard 2: How were the rights and responsibilities of citizens the same and different in Athens and Sparta? What is power and who should have it? How should we handle conflict? Standard 3: How do Greek myths and literature still influence our world today? Standard 4: How did Alexander the Great change the lands he conquered? Standard 5: How did the geography of Greece both help and hinder its development?

History, Government, and Social Studies Sixth Grade: The Ancient Past Quarter Ancient Unit Focus: Resources: My World History (text) Rome Nystrom Atlas of World History Newsela.com Ideas: Readers Theatre (TCR): Kidnapped (Julius Caesar), Anthony and Cleopatra

http://www.bbc.co.uk/schools/primaryhistory/romans/city_of_rome/teachers_resources.shtml republic, dictatorship, patricians/, Myworldhistory.com consul, senate, veto, Latin, Roman engineering, Ancient Rome: DBQ Roman Emperor Trajan (TPT: Free) roads, civil law, Judaism, Messiah, Christianity, Roman Gladiator Contest-A Primary Source (TPT: Free) Christian Bible Primary Source: The Spread of Christianity (p. 422) http://www.42explore2.com/rome.htm People/Roles: http://www.pbs.org/empires/romans/educators/ http://www.owlteacher.com/ancient-rome.html Romulus & Remus, Virgil, Hannibal, Spartacus, http://www.teachingideas.co.uk/subjects/romans Cicero, Julius Caesar, Jesus Nazareth,1st and 2nd http://nationalgeographic.org/activity/republic-empire-government-ancient- Triumvirate, Mark Anthony, Augustus, rome Constantine, Attila, Justinian & Theodora

Places: Suggested Activities/Unit Projects: Speech to the Roman Government (T5) Forum, Carthage, Gaul, Roman Empire, , Location, Location (T11) Constantinople, Byzantine Empire Who Decides (T.17) A Say in the Life (T23) It’s Your Call (T 29) Events: 21st Century: Search for Information on the Internet Document Based Questions (P. 385) Law of the Twelve Tables, Punic Wars, Pax A Moving Experience (T35) Romana, spread of Christianity, division of The Following Announcement (T41) Count to X* (T47) Rome, fall of Rome Comparing Religions (T53) Do the Right Thing (T59) Tonight’s Guest is (T65) 21st Century: Giving and effective presentation Document Based Questions (P. 421) Roman Religion and Culture (T69) Produce a Roman Newscast (424) Academic Key Terms Vocabulary Forum Toga Province Mosaic Conversion Inflation Found Equipment Republic Consul Civil War Oratory Martyr Barbarian Consent Professional Legion Patriarchal Deify Satire Parable Identify Succession Maniple society Pax Romona Gladiator Epistle Orthodoxy Violate Structure Constitution Paterfamilias Concrete Resurrection Trinity Policy Isolated Veto Villa Aqueduct Baptism Ethics Minority Controversial magistrate Established religion Greco-Roman Crucifixion Denomination Empire Tenant element Essential Questions: Standard 1: How did Rome’s expansion affect trade? Standard 2: How did changing views on freedom of worship in the Roman Empire affect the spread of Christianity? Standard 3: What ideas from the government in the Roman Republic influenced the government of the United States? What should Governments do? Standard 4: How do Roman accomplishments continue to impact our lives today? Standard 5: How did Rome’s location on the Mediterranean affect its growth into a world power? Why do people move?

History, Government, and Social Studies Sixth Grade: The Ancient Past Quarter African Civilizations and the Islamic World Unit Focus: Resources: My World History (text) African Civilizations and the Islamic World Nystrom Atlas of World History Newsela.com Ideas: Myworldhistory.com

Primary Source: The Spread of Islam (478) extended family, animism, overgrazing, oral https://edu.hstry.co/timeline/african-civilizations-the-islamic-world history, caravan, migratory people, http://www.britishmuseum.org/learning/schools_and_teachers/resources/all_resources/wealth_of_africa/african_civilisations.aspx prophet, Qur’an, pilgrimage, jihad, http://www.bu.edu/africa/outreach/kingdoms/ http://socialsciences.dadeschools.net/files/African%20american%20history%20lessons/Outlining%20Three%20Great%20West%20African%20Civilizations.pdf minaret, Five Pillars of Islam http://africa.unc.edu/outreach/timbuktu/Timbuktu.pdf

People/Roles:

Mansa Musa, Askia the Great, caliph, Janissaries, Suleyman the Magnificent, Shia, Sunni, Ibn Battutah, Omar Khayyam, Muhammad

Places: Suggested Activities/Unit Projects: Living in Arabia (T35) African Museums (T5) Pillars if Islam (T41) Niger River, Sahara, Ghana, Mali, Morocco, A Trading Empire (T11) Who was When (T47) mosque, Arabia, Baghdad, Cordoba, Creating Paper Plate Leaders (T 17) Time of Class (T53) st Timbuktu People, Places, Things Charades (T23) 21 Century: Search for Information on Oral Storytelling Telephone Game the Internet (T29) Document Based Questions (P. 477) Events: st 21 Century: Analyze Media Content Tracing Travel (T57) Muhammad’s journey from Medina to Document Based Questions (P. 511) Design a Children’s Book (480) Islamic Community Center (T29) Mecca, travels of Mansa Musa, Songhai kingdom, Great Zimbabwe

Academic Key Terms Vocabulary Plateau Scholarship Lineage Kaaba Sunni Conquest Revelation Savanna Griot Ethnic Group Quran Shi Prosperity Migration Natural Stele Oral Tradition Sunnah Sultan Conduct Interpret Resources Monk Proverb Hajj Textile Commercial Devotion Labor Dynasty Oasis Mosque Sufism Legacy Circumstance Specialization Stonetown Bedouin Sharia Arabic Numerials Tradition Emphasize Trans- Caste Hijra Caliph Calligraphy Diversity Concept Saharan Kinship Transmission Caravan Essential Questions:

Standard 1: How did choices about how trade was conducted affect the wealth of Ghana? Standard 2: What role did village society play in defining rights and responsibilities in early West African communities? Standard 3: How are Islam, Christianity, and Judaism similar and different? Standard 4: How do Muslim ideas in math and medicine still influence the world today? Standard 5: How did geography affect culture and trade in West Africa?

History, Government, and Social Studies Sixth Grade: The Ancient Past Quarter Asian Empires Unit Focus: Resources: My World History (text) China Nystrom Atlas of World History Newsela.com Myworldhistory.com Ideas: A World Of Asian Stories http://www.42explore2.com/china.htm rice culture, growth of cities, porcelain, Neo- http://www.scholastic.com/browse/lessonplan.jsp?id=1098 Teacher Resource- The (Youtube) Confucianism, civil service, examination system http://afe.easia.columbia.edu/mongols/ http://afe.easia.columbia.edu/song/

People/Roles:

Empress Wu, Genghis Khan,

Places: Suggested Activities/Unit Projects: Trade in China (T35) Korea, , Mongolia to Find the Best (T41) A Demand for Rights (T47) Close the Doors (T53) Ways of thinking and Believing (T59) Events: 21st Century: Give an Effective Presentation Document Based Questions (P. 543) , Song Dynasty, invention of gunpowder, , perfection of compass, Mongol Conquest

Academic Vocabulary Key Terms Eventually Bureaucracy Porcelain Despot Daoism Device Scholar-official Nomad Tribute Buddhism Expand Merit system Mongol Smuggler Confucianism Incapable Urbanization Steppe Compass Assemble Money economy Khan Block Printing Major Essential Questions: Standard 1: What are the Consequences of Technology? Standard 3: How did Confucian ideas influence government during the Song dynasty? Standard 4: How did the Mongol conquest change China? Standard 5: How did advancements in agriculture advance Chinese civilization?

History, Government, and Social Studies Sixth Grade: The Ancient Past Quarter Asian Empires Unit Focus: Resources: My World History (text) Japan Nystrom Atlas of World History Newsela.com A World Of Asian Stories Ideas: Primary Source: Trade is Asia and Africa (572) Myworldhistory.com , calligraphy, , Buddhism, Heian http://www.socialstudiescms.com/#!japan/cyvb literature, tea ceremony, and pure Land http://www.colorado.edu/cas/tea/curriculum/imaging-japanese- history/medieval/lesson.html Buddhism, https://teacherlibrarianhelp.com/research-guides/61-2/

http://www.studenthandouts.com/World_History/worldhistory09section13.htm People/Roles: http://japanese-tea-ceremony.net

Prince Shotoku, Lady , daimyo, , shogun

Places: Suggested Activities/Unit Projects: A Flow of Culture (T65) , Heian-kyo Guidelines for Government (T71) A Samurai Remembered (T77) Events: A Taste of Meditation (T83) Japanese Tea Art Ceremony (563) st , Mongol invasion 21 Century: Develop Cultural Awareness Document Based Questions (P. 571) Trade Poems and Songs (T87)

Academic Key Terms Vocabulary Archipelago Figurehead Bushido Shrine Migrant Factor Mainland Shogun Noh Unify Emerge Feudalism Resent Despite Kami Daimyo Consensus Constantly Achieve Regent Samurai Shinto Essential Questions:

Standard 1: How did the creation of an imperial court in Heian influence the growth of the arts in Japan? Standard 2: How did concepts of political power in Japan change over time? Standard 3: What distinguishes on culture from another?

History, Government, and Social Studies Sixth Grade: The Ancient Past Quarter Early Americas Unit Focus: Resources: Civilizations of the Americas My World History (text) Nystrom Atlas of World History Newsela.com Ideas: Myworldhistory.com Primary Source: The Aztecs and the Incas (P. 618) maize, observatories, calendars http://www.scholastic.com/browse/article.jsp?id=3757518 http://www.pbs.org/newshour/extra/lessons_plans/ancient-- People/Roles: knowledge-through-art-2/ http://www.ushistory.org/civ/11.asp Moctezuma II, conquistadors, Hernan Cortes, https://www.brainpop.com/socialstudies/worldhistory/azteccivilization/ Pachacuti, Atahualpa, Francisco Pizarro http://www.nea.org/tools/lessons/47756.htm

Places: Suggested Activities/Unit Projects: Journal of History (T5 Mesoamerica, Lake Texcoco, Mexico, Human Monument Game (T11) Acrostic Visual Poems (T17) Tenochtitlan, Andes, Machu Picchu st 21 Century: Solve Problems Document Based Questions (P. 597) Events: Where in the Americas (T2) A Knotty Problem (T29) Classic Age of Mayan civilization, Cortes School Totem Pole (T35) conquers Aztecs, Inca Empire, Pizarro conquers 21st Century: Develop Cultural Awareness the Incas Document Based Questions (P. 617) Convention of the Americas (T39) Script a Documentary (P. 620) Academic Key Terms Vocabulary Obsidian Hieroglyphics Absolute Monarchy Hierarchy Longhouse Dense Mortar Slash-and-burn Observatory Aqueduct Ayllu Tepee Economy Complex agriculture Basin Andes Mita System Igloo Rigid Distinct Quetzal Chinampa Terrace Artifact Potlatch Purchase Available Drought Dike Quipu Wigwam distribute Essential Questions:

Standard 1: How did trade impact Mayan civilization? Standard 2: How did the Incas use central rule to control the vast Incan empire? Standard 3: How did religion impact Mayan culture? What distinguished one Culture from another? Standard 4: What events led to the end of the Incan empire? Standard 5: How did the Aztecs address the geographic challenges of building Tenochtitlan?

History, Government, and Social Studies Sixth Grade: The Ancient Past Quarter Middle Ages in Europe Unit Focus: Resources: My World History (text) Europe in the Middle Ages Nystrom Atlas of World History Newsela.com Myworldhistory.com (digital trip through the fertile crescent) Ideas: Primary Source: The Crusades (P. &02)

Crusades, medieval, missionaries, feudalism, chivalry, growth of towns and trade, Parliament, excommunicate

People/Roles:

St. Patrick, monks and friars, Pope, Benedict, Charlemagne, William the Conqueror, Eleanor of Aquitane, Thomas Aquinas, Pope Urban I, Saladin, King Richard I, St. Francis of Assisi

Places: Suggested Activities/Unit Projects: 21st Century: Develop Cultural A ’s Journal (T5) Awareness Rome, Britain, Ireland, monasteries, Gaul Medieval Tic-Tac-Toe (T11) Document Based Questions (P. 677) (France), Holy Roman Empire, Holy Land, Spain Medieval Monastery (T17) Windows on the Middle Ages (T59) Matching Game (T23) Town and Country (T65) 21st Century: Give an Effective Faithful Observations (T71) Events: Presentation Dark Times (T77) Document Based Questions (P. 647) 21st Century: Evaluate Websites Battle of Hastings, Crusades, Magna Carta, Filming the Middle Ages (T29) Document Based Questions (P. 701) Hundred Years War, Black Death, Reconquista, Who Triumphed (T35) Crusade Timelines (T81) Gothic architecture Which Had More Impact (T41) Medieval Trivia Game (P. 704) Crusade Diary (T47) Spain Over Time ( T53) Academic Key Terms Vocabulary Middle Ages Sacrament Excommunicate Heresy Mendicant Order Unite Legal Medieval Christendom Pilgrimage Inquisition University Convert Draft Topography Vassal Magna Carta Iberian Peninsula Natural Law Loyalty Cease Fief Magna Carta Moors Hundred Years’ War Authority Dramatically Monastery Knight Common Law Reconquista Bubonic Plague Occupy Invisible Convent Chivalry Habeas Corpus Crop rotation Black Death Transform Network Pagan Manor Writ Fallow ’ Revolt Military Region Missionary Serf Parliament Three-Field System Establish Saint Secular Crusades Guild Essential Questions: Standard 1: How did the attempts to retake the Holy Land from the Muslims through the Crusades impact Europe and the Middle East? How de we solve conflict? Standard 2: How did feudalism define the rights and responsibilities between and vassals? What is power and who should have it? Standard 3: How did Christianity influence education in the Middle Ages? Standard 4: What factors led to the growth of medieval towns in Europe? Standard 5: What effect did the bubonic plague have in Europe?