6th Grade
Public Schools of Robeson County
SOCIAL STUDIES
INSTRUCTIONAL ALIGNMENT
Unit 3- Where Civilization Begins
Essential Standard:
History: 1.2, 1.3, 2.1, 2.2, 2.3, 2.4
Geography: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2
Economics: 1.1, 1.2
Civics & Governance: 1.1, 1.2, 1.3, 1.4
Culture: 1.1, 1.2, 1.3

Clarifying Objective(s): H.2.3 - Explain how innovation
and/or technology transformed civilizations, societies and
regions over time (e.g., agricultural technology, weaponry,
transportation and communication).

G.1.1 - Explain how the physical features and human
characteristics of a place influenced the development of
civilizations, societies and regions (e.g., location near
rivers and natural barriers, trading practices and spread of
culture).

C&G.1.2 - Summarize the ideas that shaped political
thought in various civilizations, societies and regions (e.g.,
divine right, equality, liberty, citizen participation and
integration of religious principles).

C&G.1.4 - Compare the role (e.g., maintain order and
enforce societal values and beliefs) and evolution of laws
and legal systems (e.g., need for and changing nature of
codified system of laws and punishment) in various
civilizations, societies and regions.

C.1.1 - Analyze how cultural expressions reflected the
values of civilizations, societies and regions (e.g., oral
traditions, art, dance, music, literature, and architecture).

C.1.2 - Explain how religion transformed various societies,
civilizations and regions (e.g., beliefs, practices and spread
of Buddhism, Christianity, Confucianism, Hinduism,
Islam, and Judaism).
Pacing Guide: First Nine
Weeks
14 Days
Essential Question(s):

H.2.3 - How have technological advancements determined the success and/or failure of civilizations throughout history and which technological advancements
have had the most profound impact on the historical record?




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G.1.1 - Why (and it what ways) is man's ability to manipulate the environment so fundamental to the ability to develop and sustain large-scale civilizations?
C&G.1.2 - In what ways are political systems influenced by and a reflection of a society's location and place?
C&G.1.4 - Why have every known large-scale civilization developed a written code of law?
C.1.1 - How can the arts (written, performance, architectural, etc.) be used to better understand the beliefs, values, and histories of past civilizations?
C.1.2 -How did the various religions of the Middle East impact the development, longevity, and decline of ancient civilizations and how have they continued to
impact the modern World?
6th Grade
Public Schools of Robeson County
Unit of
Study
Where
Civilization
Begins
Major
Concepts
Place, location,
movement,
humanenvironmental
interaction,
region,
Conflict,
migration,
continuity and
change,
innovation and
technology.
Government,
rights and
responsibilities,
citizenship,
political
thought,
Cultural
expression,
religion, social
structure
Instructional Task

Explain how
and why
civilizations
used and
modified
environments
to suit the
needs of the
people.

Explain the
origins and
structures of
the world’s
first states:
city-states,
kingdoms,
and empires.

Summarize
the ideas that
shaped
political
thought in
various
civilizations,
societies, and
regions.

Understand
ancient
centralized
government
bureaucracy.

Understand
ancient
mythology.

Discuss the
differences
between the
earliest
forms of
writings and
languages.

Demonstrate
knowledge in
the rise and
fall of
Ancient
Empires.

Understand
how the
spread of
Essential
Vocabulary
Pre:
Instructional Resources
H.2.3 - Technological advancements in agriculture and in other fields allowed the first civilizations to develop.
For example, irrigation systems in Egypt and Mesopotamia led to increased food production.

The Science and Technology of Ancient Egypt (PBS: Egypt's Golden Empire Activity): In this lesson, students
will learn about many of the key scientific and technological contributions made by the ancient Egyptians.
G.1.1 - The Nile River and the Tigris/Euphrates Rivers allowed civilizations to develop. They are also the
cause of the Egyptian and Sumerian differences politically, economically, and culturally.

Current:
religion,
mythology,
civilization,
hierarchy,
Mt. Vesuvius,
cuneiform,



Introductory:
Kingdoms:
Sumer, Persia,
Babylon,
Assyria,
Akkad,
Byzantine, etc.
Empires:
Byzantine,
Persian,
Eruption of
Mt. Vesuvius
Hammurabi,
Gilgamesh,
Sargon,
Scribes, etc.
H.2.3 - Technological advancements in
agriculture allowed the first civilizations to
develop. Irrigation systems in Egypt and
Mesopotamia led to increased food production.

technological advancement (irrigation,
pottery wheel, paper, bronze) of Egypt or
determine the impact of environmental conditions on the religious beliefs of the early Mesopotamian and
Mesopotamia and prepare a flip book that
Egyptian peoples.
highlights their understanding of the
Migration and the Fertile Crescent (from Discovery Education) PDF : This lesson plan will help students
technology, as well as the impact on history
understand why early humans migrated to different locations in the world.
and its transformation through time. A visual
Touring Ancient Egypt (PBS: Egypt's Golden Empire Activity): Geographic features and the abundance of
(drawing, chart, graph) should be included
natural resources that helped ancient Egypt become the world's first superpower will be the focus of this lesson.
with each page. Example of Flip Book.
Nile Kingdoms #1373 (from SAS® Curriculum Pathways®): Students will activate and build knowledge about
Rubric is provided.
G.1.1 - The Nile River and the Tigris/Euphrates
Rivers allowed civilizations to develop. They are
also the cause of the Egyptian and Sumerian
differences politically, economically, and
culturally.
the Kush and Aksum civilization that developed along the Nile River and analyze relevant primary-source

Mesopotamia #174 (from SAS® Curriculum Pathways®): Students will answer the question, "Was the
documents, maps, and images to reinforce understanding. They will then demonstrate understanding of how a
large dam project may endanger artifacts from the Kush and Aksum civilizations
C&G.1.2 - The Egyptian's theocratic, dynastic system evolved as a result of their reliance on the predictable
flooding patterns of the Nile. The Sumerian city-states resulted from unpredictable flooding and drought.

Hymn to the Nile PDF - Word - Vocabulary PowerPoint - Close Reading PowerPoint: Students will analyze the
classic Egyptian text, "Hymn to the Nile" in order to better understand the religious beliefs of the ancient
Egyptians and the role that geography plays in the development of theology and culture.
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
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Constructed Response - How did the Nile,
Tigris and Euphrates rivers influence the
development of the civilization? Give at
least three specific examples.
C&G.1.2 - The Egyptian's theocratic, dynastic
system evolved as a result of their reliance on the
predictable flooding patterns of the Nile. The
Sumerian city-states resulted from unpredictable
flooding and drought.

River RAFT - Students will complete
Cleopatra and Other Egyptian Rulers (from Discovery Education) PDF: This lesson plan will help students
a RAFT writing assignment where they
understand the history and lives of the rulers of ancient Egypt.
assume the role of the river. The audience is
The Queens of Ancient Egypt (PBS: Egypt's Golden Empire Activity): Students will focus on learning about
the people of Egypt, the format is a rap and
some of ancient Egypt's great queens like Nefertiti, Tiy, and Nefertari in this lesson. They will learn about what
the topic is the effects of flooding. Student
made these women powerful as well as how they impacted and influenced the lives of the common people by
understanding of the reliance of flooding
being held in such high regard by their husbands, the pharaohs.
should be present within the lyrics of the
Egypt's Greatest Leaders (PBS: Egypt's Golden Empire Activity): Learning about seven of Egypt's most
famous pharaohs will be the focus of this lesson. Students will also discuss leadership styles and draw
conclusions about how leadership style contributed or detracted from the success of each of these pharaohs.
C&G.1.4 - The Babylonian legal system (Hammurabi's Code) is the oldest known in writing. Written legal
systems are important for maintaining an orderly and just society.

Flip Book Project - Students will research a
Geography and Religion PDF - Word: Students will analyze primary and secondary documents in order to
environment of Mesopotamia a blessing or a burden?"

Sample Assessment Prompts
rap. RAFT rubric.
C&G.1.4 - The Babylonian legal system
(Hammurabi's Code) is the oldest known in
writing. Written legal systems are important for
maintaining an orderly and just society.

Babylonian Legal System Informational
Video - Students will create a scripted video
Hammurabi's Code PDF - Word: Students will analyze excerpts from Hammurabi's Code in order to draw
that explains Hammurabi's Code to the
conclusions concerning their development from and impact on the culture and societies of ancient
people of Babylon. The video highlights
specific laws and designates who (class
6th Grade
Public Schools of Robeson County
Ancient
Empires
influenced
Western
Civilization.

Mesopotamia. They will also compare the laws of Hammurabi to the United States Bill of Rights in order to
structure, male/female, age) the law applies
draw conclusions about their impact on Western thought.
to. *Teachers may choose to have students
Ancient Middle East: Gilgamesh and Hammurabi's Code #372 (from SAS® Curriculum Pathways®): Students
complete an oral presentation if videoing is
will read and analyze two primary source texts from the ancient Middle East: the Sumerian Epic of
not an option. Video Rubric (teachers may
Gilgamesh and the Babylonian Hammurabi's Code. They will then examine the texts for insights into ancient
wish to edit this rubric as it applies to their
Middle Eastern religion, philosophy, and daily struggles. Finally, they will prepare for a seminar discussion on
what the ancient texts reveal about these civilizations.

Accepting Responsibility Under the Code of Hammurabi
(Disability Awareness Materials): As you read Laws 196-199 what do you see about "personhood" - "value" -
expectations).
C.1.1 - Egyptian and Sumerian art and
architecture is a reflection of the importance of
their religious beliefs in every aspect of their lives.

from the collection at the Louvre. Students
and "disability"? Who is it a "bigger deal" to cause a visual impairment to - a man, a freedman or a slave?
C.1.1 - Egyptian and Sumerian art and architecture is a reflection of the importance of their religious beliefs
in every aspect of their lives.




Art Advertisement - Choose a work of art
should study the art and read the description.
They will apply their understanding of the
Designing a Monument Like Those of Pharaoh Ramses (from Discovery Education) PDF : This lesson plan
importance of religious beliefs within
will help students understand the purpose of ancient and modern monuments.
Egyptian and Sumerian life by creating an
The How and Why of Mummies (from Discovery Education) PDF : This lesson plan will help students
advertisement for the work of art. Ads can
understand the cultural and social reasons for the practice of mummification and the different ways mummies
be done digitally or with paper.
are produced.
o
Eye Witness to History Primary Source - Making an Ancient Egyptian Mummy
recherche-
Architectural Marvels (PBS: Egypt's Golden Empire Activity): This lesson gives students the opportunity to
oeuvres?f_search_art=sumerian+art
o
study pyramids, temples, and obelisks, all architectural marvels, even today. Students will learn about the
purposes these structures served in Egyptian culture as well as how they were constructed and what we have
learned from studying them.

Exploring Monuments #580 (from SAS® Curriculum Pathways®): Students will explore the Hanging Gardens
of Babylon and the Temple of Solomon in order to research the monuments and what they tell us about the
people that built them. They will then incorporate their research into a letter home, describing an imagined visit
to one of these ancient wonders.
C.1.2 - Judaism is the earliest known monotheistic religion and it represented a fundamental departure from
the polytheistic belief systems of the Middle East at that time. Jewish beliefs and practices continue to have a
dramatic effect on people around the world.

Tombs and the Afterlife (PBS: Egypt's Golden Empire Activity): The lesson focuses on the concept of the
afterlife and the importance of pleasing the gods and goddesses, the significance of tombs and tomb building,
and the burial customs and traditions of the ancient Egyptians.

Ancient Egypt: Ptah-Hotep and the Negative Confession #371 (from SAS® Curriculum Pathways®): Students
will analyze the text The Instructions of the Vizier, Ptah-Hotep, to His Son from the Old Kingdom in ancient
Egypt. They will then analyze The Negative Confessions, a New Kingdom addition to the Book of the Dead.
http://www.louvre.fr/en/moteur-de-
http://www.louvre.fr/en/moteur-derecherche-
oeuvres?f_search_art=egyptian+art
C.1.2 - Judaism is the earliest known monotheistic
religion and it represented a fundamental
departure from the polytheistic belief systems of
the Middle East at that time. Jewish beliefs and
practices continue to have a dramatic effect on
people around the world.

Poster on Judaism - Design a 4 Block
Poster illustrating (1) Definition of Judaism
(2) Foundational Beliefs of Judaism (3)
Response to the question "How did Judaism
impact the people of the ancient Middle East
and how does it continue to impact the
modern World? (4) Judaism is NOT
(students provide examples of antonyms or
opposite concepts ie…polytheism). Students
should include pictures/examples for each
block. Posters can be completed digitally or
Text Resources:
on paper.
6th Grade
Public Schools of Robeson County
Digital Resources:
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Ancient Egypt Video #1: http://kids.nationalgeographic.com/kids/places/find/egypt/
Ancient Egypt Video #2:http://dsc.discovery.com/egypt/
Ancient Egypt Map: http://www.seaworld.org/fun-zone/fun-guides/egypt/secrets-of-the-nile.htm
Egyptian Tall Tales: http://egypt.mrdonn.org/talltales.htmll
PBS: Egypt's Golden Empire http://www.pbs.org/empires/egypt/educators/index.html
Egyptian Afterlife Video:http://kids.nationalgeographic.com/kids/games/interactiveadventures/tomb-unknownmummy/

Hieroglyphic
Video: http://www.youtube.com/watch?v=KVyP4gb59HQ&feature=player_embeddedDiscovering Ancient
Egypt

Mesopotamia Video (Approx. 3 minutes) http://video.nationalgeographic.com/video/kids/people-placeskids/iraq-mesopotamia-kids/



Teacher site about Hammurabi's Code: http://mesopotamia.mrdonn.org/hammurabi.html
Learning about Judaism Interactive Site: http://www.israelemb.org/kids/home_page.html
Mesopotamia Hip
Hop: http://www1.teachertube.com/viewVideo.php?title=Mesopotamia__Hip_Hop_Version&video_id=123700
Literary Connections: