DPS Unit Map
6th Grade SS Unit 2: Emergence of Ancient Civilizations
4 Weeks
Stage 1: Examine and Unpack Standards
These unpacked standards are expected in every Durham Public Schools classroom.
UNIT STANDARDS
Social Studies
6.G.1.1 - Explain how the physical features and human
characteristics of a place influenced the development of
civilizations, societies and regions.
6.E.1.1 - Explain how conflict, compromise, and
negotiation over the availability of resources (natural,
human and capital) impacted the economic development
of various civilizations, societies and regions.
6.C&G.1.2 - Summarize the ideas that shaped political
thought in various civilizations, societies and regions.
6.C&G.1.4 - Compare the role (e.g. maintain order and
enforce societal values and beliefs) and evolution of laws
and legal systems.
Common Core/Literacy
RH.6-8.1 - Cite specific textual evidence to support
analysis of primary and secondary sources.
RH.6-8.4 - Determine the meaning of words and phrases
as they are used in a text, including vocabulary specific to
domains related to history/social studies.
WHST.6-8.1.B - Support claim(s) with logical reasoning
and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using
credible sources.
Curriculum, Instruction and Assessment
Transfer
Students will be able to independently use their learning to…
 Understand how geography influences the development of civilizations
Making Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
1. Physical features and human characteristics
1. How did geography influence the
may influence the emergence, expansion and
development of ancient civilizations?
decline of civilizations.
2. How did conflicts over resources lead to
2. Conflict over the availability of natural and
the expansion and decline of civilizations
human resources may impact economic
in the ancient world?
development.
3. How are political ideas influenced by
3. Political thought is often influenced by cultural
cultural and economic factors?
and economic factors.
4. How do laws and legal systems reflect the
4. The role of law and legal systems within a
political, economic, and social values of a
society evolves in response to political,
society?
economic and social factors.
Acquisition
KNOWLEDGE
SKILLS
Students will know…
Students will be able to…
1. Physical features and human characteristics of
1. Compare information on ancient
ancient civilizations.
civilizations.
2. The various types of resources (natural, human 2. Explain how geography impacted
and capital) in a civilization, society, or region.
civilizations.
3. The origins of political thought in various
3. Describe the nature of conflict in the
civilizations, societies and regions.
ancient world.
4. Structures and functions of legal systems in
4. Explain how political ideas and laws were
various civilizations, societies and regions.
influenced by cultural and economic
factors.
5. Cite textual evidence to support analysis
of primary sources.
6. Determine the meaning of words and
phrases in a primary source.
7. Support claims with logical reasoning and
relevant data that demonstrate an
understanding of the topic.
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DPS Unit Map
6th Grade SS Unit 2: Emergence of Ancient Civilizations
4 Weeks
Key Vocabulary
Tier 3 Vocabulary Words
city-state, cuneiform, pharaoh, caste system, hieroglyphics
Tier 2 Vocabulary Words
irrigation, dynasty, authority, distribution
Notable Individuals, Places, Events, and Documents
Fertile Crescent, Nebuchadnezzar, Tigris/Euphrates Rivers, Sanskrit, Zhou Dynasty, Great Wall of China, Huang He, Mandate of Heaven, Shang Dynasty, Sumer,
Hammurabi’s Code, Nile River/Delta, Indus River, Aryans, Harrapa, Mohenjo Daro
Stage 2: Calibrate Rigor and Design Assessment
Evaluative Criteria for Assessment District Provided Assessment Tasks
Rubric Performance Task Choice #1:
Criteria
1
2
3
Students should create a presentation that depicts someone performing an occupation
The product
The product
that existed in multiple river valley civilizations. Students may work individually or in
The product
does not
partially
groups to research an occupation from the time period (i.e. fishing) and present
addresses the
Addressing the
address the
addresses the
information on how it was important to ancient societies.
goal of the
prompt
goal of the
performance
task.
goal of the
performance
task.
performance
task.
Cite Evidence
(from text –
primary or
secondary
sources)
There is no
evidence to
support the
answer.
Examples are
provided that
loosely support
the answer.
Examples are
provided that
fully support
the answer.
Explain
No attempts to
explain how the
evidence
addresses the
prompt have
been made.
Conventions
Many
grammatical
errors exist that
obscure
meaning.
Curriculum, Instruction and Assessment
The attempts
to explain how
the evidence
addresses the
prompt are
unclear or
insufficient.
Some
grammatical
errors exist, but
do not obscure
meaning.
The
explanation of
the evidence is
clear and
insightful.
No grammatical
errors exist.
Performance task Choice #2:
Select one of the Ancient River Valley civilizations.
Write an article for the National Geographic magazine describing the selected civilization
as well as how the unique geographic features influenced the development of that
ancient civilization.
Be sure to include how agriculture, technology, government, social structure, economy,
and geography shaped the development of civilization. In the article include an opening
statement, supporting details, and a closing statement.
Performance Task Choice #3:
Goal: to establish a permanent civilization
Role: You are the leader of your people
Audience: The people of your would-be civilization
Situation: You are starting your own civilization. Your people have been wandering
around for years, hunting and gathering food from place to place. You are trying to
convince your people that moving to the Indus valley in India, home of the Ganges
and Brahmaputra rivers, will be the perfect location. Using your expertise on early
civilizations tell the people the ability for your civilization to exist based on given
geographic features. Justify settling into the region.
Remember what you already know, and apply it. Use the space below to outline your
writing. Tell your people about:
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DPS Unit Map
6th Grade SS Unit 2: Emergence of Ancient Civilizations
4 Weeks
❖
Why does the geography make this a great place to start a civilization?
❖
The advantages of a settled life
❖
Food surplus
❖
Development of Religion
❖
Development of government
❖
Division of Labor
❖
Social Class
Include in your speech why these topics are important to the greatness of your
civilization, and why
Product: write a speech that convinces your people to follow you to this new land to start
a
civilization
Other Evidence – Embedded Stage 3 Learning Events
Teacher designed
Teacher designed
DPS 6-8 RACER & ACES + C Rubric
PLC designed
Curriculum, Instruction and Assessment
Minute by Minute Assessments
Speech, Debate or Socratic Seminar
Text-Dependent Constructed Response Questions
PLC-Created Text or Concept Specific Common Formative Assessments
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DPS Unit Map
6th Grade SS Unit 2: Emergence of Ancient Civilizations
4 Weeks
Stage 3: Plan and Deliver Instruction
This instructional pacing and sequencing represents one best practice option.
Professional Resources
Instructional Resources
Resources for Unit Concepts:
Teachers to Watch:
1
# of Days
5
2
5
3
7
4
3
Summary of Key Learning Events, Opportunities, and Instruction
Focus of Lesson
Standard(s)
Support
The Rise of Civilization in
6.G.1.1,
Students will take a look at the geography of Mesopotamia/Fertile Crescent. From there students
Mesopotamia/Fertile Crescent 6.C&G.1.4, will study the rise of the kingdom of Sumer. This will include how society was structured and the
6.E.1.1
achievements of the people. The students will then study the Babylonians. This will include a
study and analysis of Hammurabi’s code of laws as well as how society was structured and the
achievements of the people. Next, students could move on to the invasions of Mesopotamia,
which will include the Hittites, Assyrians, and Chaldeans.
Ancient Egypt
6.G.1.1,
Following the study of Mesopotamia we will begin with the geography of Ancient Egypt. Students
6.C&G.1.2, will compare the geography to that of Mesopotamia. Students will study the rise of Egypt from
6.E.1.1
the Old Kingdom to the Middle Kingdom then onto the New Kingdom. In the New Kingdom,
students can focus on the achievements of the Ancient Egyptians.
Indus and Chinese River Valley
6.G.1.1,
This section will begin with the geography of the Indus River Valley. Students will compare the
Civilizations
6.E.1.1
geography to that of Mesopotamia and Ancient Egypt. Students will then examine the Harappan
and Aryan civilizations, including their rise, structure of society, and achievements. This section
will begin with the geography of China’s Huang He River Valley. Students will examine the rise of
dynasties in this region, starting with the Shang dynasty and then moving onto the Zhou, Qin, and
Han dynasties (Qin and Han dynasties will also work with the government section). Students will
specifically focus on family structure, the Great Wall, inventions, writing, and art.
Review and assessment
All
Complete Performance Task listed above
Curriculum, Instruction and Assessment
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