Horizontal Curriculum Map by 3-Week Block
1B Early Humans and the Rise of Civilization
1A Early Humans and the Rise of Civilization
Block
Standard(s)
Ancient World 6.1
Ancient World 6.1
Topic(s)/
Essential
Question(s)
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. How did Neolithic farming
villages evolve into Sumerian citystates?
2. Was ancient Sumer a Civilization?
3. What happened to the
Sumerians?
COURSE:__6th Grade Ancient World History__________
Content/Materials
-Ancient World Textbook (Chap. 1-3)
-Workbook
-Geography notebook
-butcher paper and art supplies
Ancient World Textbook (Chap. 4-6)
Workbook
Geography textbook
Assessments
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.
-Page 30 (student interactive notebook) Lesson
40: Processing. 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 criteria for your four paragraph essay
will be given in a rubrics form.
Academic
Vocabulary
-Hominids
-Capabilities
-Anthropologists
-remains
-biped
-migrate
-land bridges
-Hunter and gatherer
-Early farmers
-Social scientists
-Homo Sapiens
-Stone Age
-Paleolithic Age
-Neolithic Age
-domesticate
-Agriculture
-trade
-ore
Mesopotamia, Sumer, citystates, irrigation system,
Sumerians, levees, stele,
culture, civilization, social
structure, technology, status,
chariots, scribes, ziggurats,
arch, cuneiform, pictographs,
empire, Akkaian Empire,
Babylonian Empire, Assyrian
Empire, Neo-Babylonian
Empire, capital, tribute, siege,
aqueduct, bas-reliefs,
astronomy
2B Ancient India
2A Ancient Egypt and
the Near East
1C Ancient Egypt and the Near East
Block
Standard(s)
Ancient World 6.2,
6.3
Ancient World 6.2,
6.3
Ancient History 6.5
Topic(s)/
Essential
Question(s)
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 Egypt?
1. How was Judaism developed?
2. What are the central beliefs of
Judaism?
3. How are traditions successfully
passed on through generations?
1. How have the physical features
of India affected its settlements?
2. What did archeologists discover
in the ruins of Mohenjo-Daro?
Content/Materials
Ancient World Textbook (chap. 7-12)
Workbook
Geography notebook
Ancient World Textbook (chap. 7-12)
Workbook
Geography notebook
Ancient Egypt and the Near East Timeline
Ancient World Textbook Chapters 13,14,
Workbook
Geography Notebook
Assessments
-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.
- 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 the religion of Judaism survive? “
-Interactive Student Notebook pg. 96: With a
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
Mohenjo-Daro. 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 Mohenjo-Daro.
-In a three paragraph essay written from an
archeologist point of view describe the life of the
Indus-Sarasvati civilization. Graded on rubric.
Academic
Vocabulary
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
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
Subcontinent, physical
features, monsoon, plateau,
glaciers, Mohenjodaro, IndusSarasvati civilization, citadel,
granary, sewer system,
2C Ancient India
Block
Standard(s)
Ancient History 6.5
Topic(s)/
Essential
Question(s)
1. How did Hindu beliefs shape
ancient Indian society?
2.What is the story of Buddhism in
India?
Content/Materials
Ancient World Textbook Chapters 15,16
Workbook
Geography Notebook
Ancient India Timeline
Assessments
-Student Interactive notebook pg. 106, Create an
acrostic for the word Hinduism. It should
include three ways Hinduism has affected life in
India.
-Compare the caste system of ancient India to
America’s class system. Your project must
include visual components and definition of
each level of 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.
Academic
Vocabulary
Vedas, Sanskrit, Brahmanism,
caste, reincarnation,
pilgrimage, Buddhism,
Buddha, ascetic, alms,
nirvana,
3A Ancient India
Block
Standard(s)
Topic(s)/
Essential
Question(s)
Ancient History 6.5
1. How did the Mauryan family unite
India?
2. What were the achievements of
the Gupta Empire?
Content/Materials
Ancient World Textbook Chapters 17,18
Workbook
Geography Notebook
Ancient India Timeline
Assessments
Academic
Vocabulary
-interactive student notebook page 118: Create
a web page celebrating Ashoka and the Mauryan
Empire. Graded on rubric.
Monk, edict, province,
monastery, scroll, mural
-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.
3B Ancient China
Block
Standard(s)
Ancient History 6.6
Topic(s)/
Essential
Question(s)
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?
Content/Materials
Ancient World Textbook Chapters 19,20
Workbook
Geography Notebook
Ancient China Timeline
Assessments
-Student interactive notebook pg. 134: The
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.
Academic
Vocabulary
Oasis, silt, tributary, maiz,
mutton, millet, human
sacrifice, clan, ancestor
worship, logograph, economy
3C Ancient China
Block
Standard(s)
Topic(s)/
Essential
Question(s)
1. How did Confucianism, Daoism
and Legalism affect the Zhou
dynasty?
2. What were the contributions of
the first emperor of China?
3. What did the Han Dynasty
contribute to China?
4. Where and what was the Silk
Road?
Content/Materials
Ancient World Textbook Chapters 21,22, 23, 24
Workbook
Geography Notebook
Ancient China Timeline
Assessments
-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 Qin 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 its
importance.
Academic
Vocabulary
Mandate of heaven, feudalism,
civil servant, yin, yang,
standardize, exile, immortal,
Warfare, government,
agriculture, industry, art,
medicine, science, Han
dynasty, bureaucracy,
calligraphy, anesthetic,
seismograph, compass,
lodestone, trade routes, Silk
Road, toga, mirage, caravan,
Block
Standard(s)
Topic(s)/
Essential
Question(s)
Content/Materials
Assessments
-
4A Ancient Greece
Ancient History 6.4
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?
4. What caused rival cities, Athens
and Sparta, to come together?
5. What was Athens like during its
Golden Age?
Ancient World Textbook Chapters 25, 26, 27,
28,29
Workbook
Geography Notebook
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
rubrics.
Academic
Vocabulary
Persian Empire, Persian Wars,
allies, cavalry, Hellespont,
golden age, Greek culture,
acropolis, Parthenon, myth,
architecture, sculpture,
drama, philosophy
Block
Standard(s)
Topic(s)/
Essential
Question(s)
Content/Materials
Assessments
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.-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
4B Ancient Greece
-
Ancient History 6.4
1. Who was Alexander the Great?
2. What were Greek contributions
in language, government, medicine,
mathematics, science, architecture,
entertainment and sports?
Ancient World Textbook Chapters 30,31
Workbook
Geography Notebook
Ancient Greece Timeline
Academic
Vocabulary
Peloponnesian War,
Macedonia, Alexander the
Great, empire, allies, appoint,
Greek contributions,
geometry, longitude
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,
and latitude,
Block
Standard(s)
4C Ancient Rome
Ancient History 6.7
Topic(s)/
Essential
Question(s)
1. What influences did the Greek
and Etruscan have on the Roman
civilization?
2. How did the Roman’s form a
Republic?
3. How did Rome grow from a
Republic to an Empire?
4. What was the daily life of a
Roman Empire teenager?
5. How did Christianity develop?
6. What was the effect of
Christianity on the Roman Empire?
7. Why did the Roman Empire fall?
Content/Materials
Ancient World Textbook Chapters 32,33, 34, 35,
36, 37
Workbook
Geography Notebook
Ancient Rome Timeline
Assessments
-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.
-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? -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.
Academic
Vocabulary
Myth, Latins, Palatine,
cunniculus, gladiator, senate,
consul, veto, tribune,
Christianity, Jesus Christ,
prefect, Messiah, gospel,
baptize, disciple, parable,
missionary, legacy,
architecture, art, engineering,
language, philosophy, law,
Greco-Roman, Renaissance,
vault, dome, Stoicism, Empire,
expansion, civil war, Punic
wars, stylus, villa