Horizontal Curriculum Map by 2-Week Block
COURSE: 6th Grade History 2014-15
(Each block section equals two weeks)
Common
Block
Core
Standard(s)
1A Early Humans and the Rise of Civilization
Ancient
World 6.1
Topic(s)/
Content/Materials
Essential Question(s)
Assessments
Academic
Vocabulary
1.How do social scientist
study artifacts of early
humans?
2.What are the
differences and
similarities amongst
hominids?
3. How did early hominids
grow from hunters and
gatherers to famers?
1)Pg. 12 (student interactive workbook) Create a
“cave painting” that represents the most important
aspects of your life. You must use the style of early
hominids drawings, only charcoal, red-brown paint, or
pencil. Show at least vie different objects in your
painting. This will be graded by rubric given to
students ahead of time.
2) Creating a timeline that compares and contracts all
five different hominids. Students will work in small
groups and work must be neat, creative and detailed.
Graded by rubric which will be given to students
before project.
3) Working in partners students must create an artistic
and written component describing the transfer of
hominids from hunters and gatherers to farmers. And
the effects that occurred due to this change. Three
paragraph essay is expected with a creative
component such as a comic strip, graphic novel,
timeline, movie clip etc. Rubrics will be given ahead of
time for students to use with their partners.
4)Tests on geographical locations of early Neolithic
settlements and Paleolithic times.
-Hominids
-Capabilities
-Anthropologists
-remains
-biped
-migrate
-land bridges
-Hunter and gatherer
-Early farmers
-Social scientists
-Homosapiens
-Stone Age
-Paleolithic Age
-Neolithic Age
-domesticate
-Agriculture
-trade
-ore
-Ancient World Textbook
(Chap. 1-3)
-Workbook
-Geography notebook
-butcher paper and art
supplies
Common
1B Early Humans and the Rise of Civilization
Block
Core
Standard(s)
Ancient
World 6.1
Topic(s)/
Content/Materials
Essential Question(s)
Assessments
Academic
Vocabulary
1. How did Neolithic
farming villages evolve
into Summerian citystates?
2.Was ancient Sumer a
Civilazation?
3.What happened to the
Summarians?
-Page 30 (student interactive notebook) Lesson
40Processing. Create a real-estate advertisement
to encourage people to move to one of the
Sumerians city-states. Mandatory criteria for the
advertisement will be included in the rubric.
-Geography: Create a map outlining the canals
that ran through farms and the Sumerian citystates. Rubrics will be given prior to assignment.
- Pg 36 (student interactive notebook) Identify
and label the characteristics of a civilization.
Provide evidence in detail for each characteristic
in regards to Sumer meeting each requirement.
- Pg. 44 (Student-Interactive notebook)
processing. “Pretend you are a world-famous
historian. You have been asked to present a
report at an important historical conference on
this topic Which Mesopotamian empire
accomplished the most?” Your criterias for your
four paragraph essay will be given in a rubrics
form.
Mesopotamia, Sumer,
city-states, irrigation
system, Sumerians,
levees, stele, culture,
civilization, social
structure, technology,
status, chariots,
scribes, ziggurats,
arch, cuneiform,
pictographs, empire,
Akkaian Empire,
Babylonian Empire,
Assyrian Empire, NeoBabylonian Empire,
capital, tribute, siege,
aqueduct, bas-reliefs,
astronomy,
Ancient World Textbook
(Chap. 4-6)
Workbook
Geography textbook
Common
2B Ancient Egypt and the Near East 2A Ancient Egypt and the Near East
Block
Core
Standard(s)
Ancient
World 6.2,
6.3
Ancient
World 6.2,
6.3
Topic(s)/
Content/Materials
Essential Question(s)
Assessments
Academic
Vocabulary
1.How do environmental
factors affect human
settlements?
2. How was the Nile
created?
3.What was daily life like
in ancient Egypt?
4.What was the
relationship between Kush
and Eygypt?
Ancient World Textbook
(chap. 7-12)
Workbook
Geography notebook
-Geography Challenge pg. 51 (mapping out
Abraham’s route to Canaan and beyond.
- Pg. 58 in student interactive notebook- Draw a
single map of the state in which you live which
includes symbols and labels of physical features
and identifying human settlements. Adding a
writing component with the question, “Why
would human settlements likely be located in the
places you selected?”
- Writing quiz on how environmental factors
affected early human settlements.
- Page. 68 Student Interactive notebook. “Identify
the social classes of ancient Egypt and compare
them to our modern societal groups.”
- Create a comic strip of what life was like for two
of the identified classes. Grade will be based on
rubric given prior to the assignment.
Egyptian, Kush,
Hebrew civilizations,
environmental factors,
geography,
topography,
vegetation, delta,
fertilization, papyrus,
nomads, social class,
social pyramid,
artisan, peasant,
vizier, alliance,
embalm, sarcophagus,
hieroglyphs, census,
famine
1. How was Judaism
developed?
2. What are the central
beliefs of Judaism?
3. How are traditions
successfully passed on
through generations?
Ancient World Textbook
(chap. 7-12)
Workbook
Geography notebook
Ancient Egypt and the
Near East Timeline
- Describe the four central beliefs or teaching of
Judaism in detailed written format with a
creative component visual.
- Writing commentaries on the Torah
- With a partner create a timeline and visuals
representing the changing rulers of the Jews.
Graded on rubric.
- Write a one page response to the question,
“How did Judaism survive? “
Hebrews, Judaism,
Torah, covenant,
descendant, sacrifice,
prophet, plague,
Exodus, Ten
commandments,
Sabbath, Ark of the
Covenant, Jewish
Diaspora, Jewish
beliefs,monotheism,
rabbi, Talmud,
execute, gentile,
synagogue,
Common
Block
Core
Standard(s)
Ancient
History 6.4
Topic(s)/
Content/Materials
Essential Question(s)
1.How did geography
influence the way ancient
Greeks lived?
2.What were the forms of
government that
developed in the Greek
city-states?
3.What were the
differences between
Athens and Sparta?
Ancient World Textbook
Chapters 25-27
Workbook
Geography Notebook
Assessments
-
-
-
3A Ancient Greece
-
-
Geography: Draw the route of Alexander
the Great on a map. Graded on rubric
and completion of map.
Geography: Label the routes used by
Ancient Greek Traders, about 500 BCE
and label specifically what was traded.
With a partner, write a five paragraph
essay describing how trade, travel,
farming, colonization affected life in
ancient Greece. Rubric will be used to
grade your partnered essay.
Notebook pg. 174: A pictograph is a
drawing that uses the letters in a word to
symbolize the word’s meaning. Create a
pictoword for each form of government
that was practiced in ancient Greece:
monarchy, oligarchy, tyranny and
democracy. Must be creative and
detailed.
Using a Venn Diagram compare the lives
of Athen and Sparta citizens. Using the
diagram you will create a short story of
an Athen’s child, slave or girl, in
comparison to a Sparta child (slave, girl).
Rubric will be used to grade.
Academic
Vocabulary
Geography, isolated
communities,
colonies, trade,
settlements, shelter,
colonists, merchants,
city-states, monarchy,
oligarchy, tyranny,
democracy, monarch,
aristocrats, oligarchs,
tyrants, assembly,
government,
economy, education,
Peloponnesus,
priestesses,
Common
Block
Core
Standard(s)
Ancient
History 6.4
Topic(s)/
Content/Materials
Essential Question(s)
1.What caused rival cities,
Athens and Sparta, to
come together?
2.What was Athens like
during its Golden Age?
Ancient World Textbook
Chapters 28,29
Workbook
Geography Notebook
Assessments
-
-
3B Ancient Greece
-
Student Interactive Notebook pg. 187:
Use your knowledge of the Persian Wars
to write a headline for each picture.
In a small group you are to write and
present a detailed account of one of the
great Persian battles and present it as a
newscaster; Battle of Marathon, The
Battle of Thermopylae, The Battle of
Salamis, The Battle of Plataea. You will be
graded by rubric. You are to present your
information in a written report, using
visuals and in a television news format.
You and a partner own a tour guide
company and you are creating a Travel
brochure for visitors to navigate their
visit to Athens during its Golden Age.
Your travel brochure will highlight what
visitors can do or see in regards to
religion, architecture, art, drama,
philosophy and sports. Your grade will be
based on a rubrics.
Academic
Vocabulary
Persian Empire,
Persian Wars, allies,
cavalry, Hellespont,
golden age, Greek
culture, acropolis,
Parthenon, myth,
architecture,
sculpture, drama,
philosophy,
Common
Block
Core
Standard(s)
3C Ancient Greece
Ancient
History 6.4
Topic(s)/
Content/Materials
Essential Question(s)
Assessments
Academic
Vocabulary
1.Who was Alexander the
Great?
2.What were Greek
contributions in language,
government, medicine,
mathematics, science,
architecture,
entertainment and
sports?
-pg. 212 Interactive Notebook: Pretend that the
US postal Service has decided to issue a series of
stamps celebrating the contributions of the
ancient Greeks to our modern world. Create
stamps to show as many contributions as you
like. The stamps should have pictures to
represent each contribution and a word that
describes the contribution. Below the stamps,
write a brief explanation of the importance of the
contributions you have included.
-Create a book of contributions based on what
the Greeks have given us that we still use today.
You are to write it as an illustrated storybook for
kindergarteners (we will submit it to OCS
Chatsworth elementary kindergarten class) A
Rubric will be used to grade your illustrated
book.
-Test on Ancient Greece Timeline
Peloponnesian War,
Macedonia, Alexander
the Great, empire,
allies, appoint, Greek
contributions,
geometry, longitude
and latitude,
Ancient World Textbook
Chapters 30,31
Workbook
Geography Notebook
Ancient Greece Timeline
Common
Block
Core
Standard(s)
4A Ancient India
Ancient
History 6.5
Topic(s)/
Content/Materials
Essential Question(s)
Assessments
Academic
Vocabulary
1.How have the physical
features of India affected
its settlements?
2.What did archeologists
discover in the ruins of
Mohenjodaro?
-Interactive Student Notebook pg. 96: With a
Subcontinent, physical
features, monsoon,
plateau, glaciers,
Mohenjodaro, InsusSarasvati civilization,
citadel, granary, sewer
system,
Ancient World Textbook
Chapters 13,14,
Workbook
Geography Notebook
partner design a real estate advertisement to
convince people to settle near one of the eight
physical key features of India. Include things in
your advertisement; 1) a catchy slogan 2) three
great reasons to settle in this place 3) an
illustration of the location. It must be a creative,
neat advertisement. Graded on a rubric.
-Geography Test : mapping out India’s key
physical features and describing why each of the
eight key physical features led to civilization.
-Interactive Student Notebook pg. 102: Create a
cover for an issue of Dig It! Magazine that
highlights the archeological discoveries made at
Monhenjodaro. You will be graded on
1)imaginative subtitle 2) attractive visuals of
three artifacts 3)brie captions that explain what
each artifact reveals about daily life in
Mohenjodaro.
-In a three paragraph essay written from an
archeologist point of view describe the life of the
Indus-Sarasvati civilization. Graded on rubric.
Common
Block
Core
Standard(s)
4B Ancient India
Ancient
History 6.5
Topic(s)/
Content/Materials
Essential Question(s)
Assessments
1. How did Hindu beliefs
shape ancient Indian
society?
2.What is the story of
Buddahism in India?
-Student Interactive notebook pg. 106, Create an
Ancient World Textbook
Chapters 15,16
Workbook
Geography Notebook
Ancient India Timeline
Academic
Vocabulary
Vedas, Sanskrit,
acrostic for the word Hinduism. It should include Brahmanism, caste,
reincarnation,
three ways Hinduism has affected life in India.
pilgrimage,
-Compare the caste system of ancient India to
America’s class system. Your project must include Buddahism, Buddha,
visual components and definition of each level of ascetic, alms, nirvana,
the system. Rubric used for grading.
- In a small group, student will create a visual
brochure that describes the five basic beliefs of
Hinduism and how these beliefs helped to shape
ancient Indian society. The brochure must be
detailed, accurate, creative and colorful.
-Interactive Student Notebook pg. 112: What do
you think the Buddha would say is the secret to
happiness? Answer this question by filling in a
thought bubble with words and simple
illustrations. You must use these words in your
response- wealth, suffering, craving, nirvana.
-Summarize the Buddha’s teachings into a
graphic organizer.
-With a partner create a mini newscaster report
describing the role Buddhism played in ancient
India and today. Grade based on rubric.
Common
Block
Core
Standard(s)
4C Ancient India
Ancient
History 6.5
Topic(s)/
Content/Materials
Essential Question(s)
Assessments
Academic
Vocabulary
1.How did the Mauryan
family unite India?
2.What were the
achievements of the
Gupta Empire?
-interactive student notebook page 118: Create a
Monk, edict, province,
monastery, scroll,
mural
Ancient World Textbook
Chapters 17,18
Workbook
Geography Notebook
Ancient India Timeline
web page celebrating Ahoka and the Mauryan
Empire. Graded on rubric.
-In a three paragraph essay, students partnered
up, need to describe how India was unified under
the Mauryan Empire. Graded on rubric.
-Creating a “palm leaf book” describe he seven
achievements that came out of the Golden Age
period and how they continue to affect the world
today. Graded on rubric.
Common
Block
Core
Standard(s)
5A Ancient China
Ancient
History 6.6
Topic(s)/
Content/Materials
Essential Question(s)
Assessments
Academic
Vocabulary
1.How did geography
affect where the first
Chinese settled?
2.What did the Shang
dynasty contribute in
government, religion,
social structure, art,
writing and technology?
-Student interactive notebook pg. 134: The
Oasis,silt,tributary,
maiz, mutton, millet,
human sacrifice, clan,
ancestor worship,
logograph, economy
Ancient World Textbook
Chapters 19,20
Workbook
Geography Notebook
Ancient China Timeline
Chinese often drew pictures of the landscape on
scrolls. Choose two of China’s geographic regions
and illustrate the geography and way of life in
each region. Your scroll will need to show
physical features, climate and vegetation,
clothing, food and shelter of people living in that
region. Graded on rubric.
-With a partner create a graphic organizer
comparing the five geographic regions in China.
Your organizer will need to compare the climate,
physical features and vegetation of each region.
Graded on rubric.
-Test on details and differences of geographic
regions. A short response on how the regions
affected the flow of civilization.
-Student interactive notebook pg. 138. In a small
group, create a small exhibit displaying artifacts
from the Shang tomb. Each artifact should reveal
information about two or more characteristics of
the Shang dynasty. Each artifact must have a
paragraph explaining what each tells us about
the Shang dynasty.
-test on China’s earliest dynasty, the Shang. On
their spiritual beliefs, six social classes, worship
practices, writing and craftsmanship.
Common
Topic(s)/
Content/Materials
Essential Question(s)
Assessments
Academic
Vocabulary
Ancient
History 6.6
1.How did Confuciansim,
Daoism and Legalism
affect the Zhou dynasty?
2. What were the
contributions of the first
emperor of China?
Ancient World Textbook
Chapters 21,22
Workbook
Geography Notebook
Ancient China Timeline
Mandate of heaven,
feudalism, civil
servant, yin, yang,
standardize, exile,
immortal,
Ancient
History 6.6
1.What did the Han
Dynasty contribute to
China?
2.Where and what was
the Silk Road?
Ancient World Textbook
Chapters 23,24
Workbook
Geography Notebook
Ancient China Timeline
-In an essay compare and contrast Confucianism,
Daoism and Legalism. You are expected to write
a three paragraph essay with detailed
comparisons.
-Geography: Label the Zhou Empire, about 800
BCD
-student interactive notebook pg. 150: Decide
whether Quin Shihuanghi was an effective or an
effective ruler. If you believe he was an effective
ruler, design a commemorative plaque. If you
believe he was an ineffective ruler design a
“wanted” sign. Grading based on rubric.
-Geography: map out The Qin Empire, about 221
BBC.
-Student Interactive Notebook pg. 156: If you
were living in China at the time of the Han
dynasty, which of the achievements you learned
about would you believe had the greatest effect
on people’s lives? Write a short paragraph that
explains why you chose the achievement you did.
- In a small group, create a small exhibit
displaying artifacts from the Han dynasty. Each
artifact should reveal information about two or
more characteristics of the Han dynasty. Each
artifact must have a paragraph explaining what
each tells us about the Han dynasty.
-Student Interactive p. 160: Create a game board
of the Silk Road. Your game should include the
dangers that traders faced on the Silk Road and
what items they sold on the road and it’s
importance.
Core
Standard(s)
5C Ancient China
5B Ancient China
Block
Warfare, government,
agriculture, industry,
art, medicine, science,
Han dynasty,
bureaucracy,
calligraphy,
anesthetic,
seismograph,
compass, lodestone,
trade routes, Silk
Road, toga, mirage,
caravan,
Common
Topic(s)/
Content/Materials
Essential Question(s)
Assessments
Academic
Vocabulary
Ancient
History 6.7
1.What influences did the
Greek and Etruscan have
on the Roman civilization?
2.How did the Roman’s
form a Republic?
Ancient World Textbook
Chapters 32,33
Workbook
Geography Notebook
Ancient Rome Timeline
-Student Interactive Notebook pg. 224: Create
two coins to commemorate Etruscan and Greek
influences on Roman life. Graded on rubrics.
- Test on the influences of early roman life.
Specifically what contributions and how the
Romans modified it to become theirs.
-as news reporters your group is reporting
Breaking News on the overthrow of the Etruscans
by the Romans and how the Romans created
their republic. Must be detailed and presented
well. Graded on rubric.
-In a three paragraph essay describe the
differences/similarities between patricians and
plebeians and how this allowed the republic to
become a mighty empire.
Myth, Latins, Palatine,
cuniculus, gladiator,
senate, consul, veto,
tribune
Ancient
History 6.7
1.How did Rome grow
from a Republic to an
Empire?
2.What was the daily life
of a Roman Empire
teenager?
Ancient World Textbook
Chapters 34,35
Workbook
Geography Notebook
Ancient Rome Timeline
-Student Interactive Notebook pg. 234: Pretend
you have been commissioned to write a poem
praising the growth of the Roman Empire.
Requirements and graded on rubrics.
-Three paragraph essay describing how Roman
empire grew through four main periods of
expansion.
-Student Interactive Notebook pg. 240: Make a
sketch of a Roman teenager. Then add to your
drawing at least five things a Roman teenager
might need or want in daily life to be happy.
-Write a narrative describing your day as a
Roman teenager. What would you wear, where
would you go? What chores would you do?
Where would you live?
Empire, expansion,
civil war, punic wars,
stylus, villa,
Core
Standard(s)
6B Ancient Rome
6A Ancient Rome
Block
Common
Block
Core
Standard(s)
6C Ancient Rome
Ancient
History 6.7
Topic(s)/
Content/Materials
Essential Question(s)
Assessments
Academic
Vocabulary
1.How did Christianity
develop?
2.What was the effect of
Christianity on the Roman
Empire?
3.Why did the Roman
Empire fall?
-Student Interactive Notebook pg. 246: A biblical
passage will be given to your group and you are
to read it carefully and draw a picture to
illustrate it. Label the parts of your drawing to
show how Christianity began and what helped it
to grow and spread. For example, you might label
a seed under the ground “Jesus’s Teachings”
-Geography: Map out where Christianity began
and how it spread across the Roman Empire.
And write a paragraph describing the effects of
Christianity on the Roman Empire.
-Write a three paragraph essay describing the fall
of Rome and in detail describe what factors led
to it.
-Student Interactive notebook pg. 250: Find three
examples of Roman cultural influences in your
community. Sketch or take a photograph of each
example. Then write a caption for each example.
Graded on rubric.
Christianity, Jesus
Christ, prefect,
Messaiah, gospel,
baptize, disciple,
parable, missionary,
legacy, architecture,
art, engineering,
language, philosophy,
law, Greco-Roman,
Renaissance, vault,
dome, Stocism
Ancient World Textbook
Chapters 36,37
Workbook
Geography Notebook
Ancient Rome Timeline