Social Studies Grade 6
Unit 4
Unit 4- Classical Civilizations
Essential Standards – H.1.2, H.1.3, H.2.1, H.2.3, H.2.4, G&EL.1.1, G&EL.1.2,
G&EL.2.1, C&G.1.1, C&G.1.2, C&G.1.3, C&G.1.4, E&FL.1.1, E&FL.1.2, C.1.2,
C.1.3
HISTORY
GEOGRAPHY &
ENVIRONMENTAL
LITERACY
CIVICS AND
GOVERNMENT
ECONOMICS &
FINANCIAL
LITERACY
CULTURE
Unit Overview
In this unit, students will study the development of civilizations into city-states and then the transition to
empires. Students should focus on the Persian Empire (Achaemenid, Seleucid, Parthian, Sassanid, and
Classical Persia), unification of China (Confucianism, Daoism, Legalism, Qin Dynasty, Early Han Dynasty,
and Later Han Dynasty), Classical India, Greek civilization, and Roman civilization in order to develop an
understanding of the reasons behind the creation of city-states and then empires as well as the process
(including expansion and colonization) and the effects of these developments. Students need to develop
an understanding of the influence of the conqueror’s attitude and beliefs toward the conquered peoples
and how that translates into the success and/or failure of the empire’s newly acquired territory (e.g.,
Cyrus’s respect for other cultures’ customs). Students should also examine cross-cultural exchanges
(e.g., the influence of the Silk Road) and analyze the fall of the Roman Empire and the rise of religious
authority.
Generalizations
1. A variety of factors determines a culture’s development of city-states and then empires, including a
need or desire for access to natural resources, a desire for power and control over neighboring areas,
an expanding population, a need or desire for access to new trading markets, and the desire to
diffuse culture and religion.
2. The structure, order, and ability of a civilization’s military has a significant impact on its success
and/or failure as an empire.
3. Several early civilizations expanded and maintained their control over ever-broadening areas by
encouraging peace and tolerance with the conquered peoples.
4. Early civilizations saw many notable achievements, often due to contact with other cultures and
civilizations.
5. The government, leadership structures, and citizenship rules and regulations of early civilizations
varied over time and across regions, but many changed and adapted as the empire expanded in
order to handle the problems that arise with governing large areas.
6. Contact with new cultures and civilizations brought about many innovations and changes in art,
architecture, and religion for the early civilizations.
7. Religion played an important role in the government and leadership of many early civilizations.
8. The governmental structures of Greece and Rome have significantly impacted modern forms of
government.
9. Many aspects of early civilizations have contributed to modern culture.
Unit 4
Classical Civilizations
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Social Studies Grade 6
Unit 4
Essential Questions
1. What is the general developmental process of city-states and empires?
2. How did the military structures of different civilizations impact their success and/or failure as an
empire?
3. When conquering and annexing a culture, why is it important to encourage peace, and how is that
accomplished?
4. What are the notable achievements of the different civilizations?
5. What are the similarities and differences among early civilizations concerning government and
leadership structures?
6. As empires expanded, how did their government and leadership structures adapt?
7. What are the similarities and differences among early civilizations regarding citizenship?
8. As empires expanded, how did regulations regarding citizenship adapt?
9. As empires expanded, how did art, architecture, and religion change for the early civilizations?
10. In what ways was religion often tied to government and leadership in early civilizations?
11. How have Greece and Rome laid the foundations for modern government?
12. How did early civilizations contribute to modern culture?
Unit Vocabulary
12 Tables
Han Dynasty
philosophy
Aristocracy
Hellenes
plebeian
Athens
hieroglyphics
polis
Calligraphy
mercenaries
polytheism
caste system
militia
Republic
Ch’in Dynasty
Minoans
Rosetta Stone
Chou Dynasty
monarchy
Satrap
city-state
monotheism
senate
conscription
oligarchy
Shang Dynasty
democracy
papyrus
Sparta
dictator
patrician
T’ang Dynasty
dynasty
Pax Romana
Trojans
empire
peninsula
Gupta Dynasty
pharaoh
Key People
Alexander the Great
Darius I
Philip II
Amenhotep IV/Akhenaten
Hammurabi
Plato
Aristotle
Hannibal
Ramses the Great
Attila
Hatshepsut
Socrates
Caesar Augustus
Julius Caesar
Wu Chao
Confucius
Marcus Aurelius
Zoroaster
Constantine
Menes
Cyrus the Great
Pericles
Unit 4
Classical Civilizations
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Social Studies Grade 6
Unit 4
Unit 4- Goals
What do students need to KNOW?
What do students need to be able to DO?

The factors that contribute to the establishment of city-states and
the transition to empires

Identify the factors that contribute to the establishment of citystates and the transition to empires

The role of the military in the creation of empires

Explain the role of the military in the creation of empires

The influence of the conqueror’s attitude toward the culture and
customs of the conquered people in maintaining control

Analyze the influence of the conqueror’s attitude toward the culture
and customs of the conquered people in maintaining control

The notable achievements of several early civilizations

Identify the notable achievements of several early civilizations

The similarities and differences among early civilizations in relation
to government and leadership structures

Compare and contrast government and leadership structures in
several early civilizations

The similarities and differences among early civilizations in relation
to citizenship

Compare and contrast the rules and regulations regarding
citizenship in several early civilizations

The ways governments, leadership structures, and citizenship rules
and regulations changed and adapted as empires expanded


How the art, architecture, and religion of early civilizations changed
as empires expanded
Analyze the ways in which governments, leadership structures, and
citizenship rules and regulations changed and adapted as empires
expanded

The ways religion was tied to government and leadership in several
early civilizations
Analyze how the art, architecture, and religion of early civilizations
changed as empires expanded

Explain how religion was tied to government and leadership in
several early civilizations

Identify the contributions of Greece and Rome to modern
government

Identify contributions of other early civilizations to modern cultures


The contributions of Greece and Rome to modern government

Contributions of other early civilizations to modern cultures
I Can… Statements

I Can… Identify the factors that contribute to the establishment of city-states and the transition to empires.

I Can… Explain the role of the military in the creation of empires.

I Can… Analyze the influence of the conqueror’s attitude toward the culture and customs of the conquered people in
maintaining control.

I Can… Identify the notable achievements of several early civilizations.

I Can… Compare and contrast government and leadership structures in several early civilizations.

I Can… Compare and contrast the rules and regulations regarding citizenship in several early civilizations.

I Can… Analyze the ways in which governments, leadership structures, and citizenship rules and regulations changed and
adapted as empires expanded.

I Can… Analyze how the art, architecture, and religion of early civilizations changed as empires expanded.

I Can… Explain how religion was tied to government and leadership in several early civilizations.

I Can… Identify the contributions of Greece and Rome to modern government.

I Can… Identify contributions of other early civilizations to modern cultures.
Unit 4
Classical Civilizations
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Social Studies Grade 6
Unit 4
Unit 4- Essential Standards
HISTORY
H.1.2 Summarize the
literal meaning of historical
documents in order to
establish context.
H.1.3 Use primary and
secondary sources to
interpret various historical
perspectives.
H.2.1 Explain how
invasions, conquests, and
migrations affected various
civilizations, societies, and
regions (e.g., Mongol
invasion, the Crusades, the
Peopling of the Americas
and Alexander the Great).
H.2.3 Explain how
innovation and/or
technology transformed
civilizations, societies, and
regions over time (e.g.,
agricultural technology,
weaponry, transportation,
and communication).
H.2.4 Explain the role that
key historical figures and
cultural groups had in
transforming society (e.g.,
Mansa Musa, Confucius,
Charlemagne, and Qin Shi
Huangdi).
Academic Vocabulary:
democracy, republic,
Athens, Sparta, city-state,
peninsula, polis, senate,
plebeian, patrician,
oligarchy, Pax Romana, 12
Tables, philosophy,
empire, senate, satrap,
militia
Unit 4
GEOGRAPHY &
ENVIRONMENTAL
LITERACY
G&EL.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).
G&EL.1.2 Explain the
factors that influenced the
movement of people,
goods, and ideas and the
effects of that movement
on societies and regions
over time (e.g., scarcity of
resources, conquests,
desire for wealth, disease,
and trade).
G&EL.2.1 Use maps,
charts, graphs, geographic
data and available
technology tools to draw
conclusions about the
emergence, expansion,
and decline of civilizations,
societies, and regions.
Academic Vocabulary:
resources, plague,
peninsula, trade routes
CIVICS AND
GOVERNMENT
C&G.1.1 Explain the
origins and structures of
various governmental
systems (e.g. democracy,
absolute monarchy and
constitutional monarchy).
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.1.3 Compare the
requirements for (e.g.,
age, gender and status)
and responsibilities of
(e.g., paying taxes and
military service) citizenship
under various
governments.
ECONOMICS &
FINANCIAL
LITERACY
E&FL.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 (e.g.
competition for scarce
resources, unequal
distribution of wealth and
the emergence of powerful
trading networks)
E&FL.1.2 Explain how
quality of life is impacted
by economic choices of
civilizations, societies, and
regions.
CULTURE
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).
C.1.3 Summarize systems
of social structure within
various civilizations and
societies over time (e.g.
Roman class structure,
Indian caste system and
feudal, matrilineal and
patrilineal societies).
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.
Academic Vocabulary:
city-state, pharaoh,
dynasty, Great Wall of
China, emperor, dictator,
Hammurabi, Ramses II. 12
Tables, aristocracy,
democracy, oligarchy,
Alexander the Great,
Hammurabi, Hannibal,
Attila
Classical Civilizations
Academic Vocabulary:
domestication, agricultural,
innovation, resources,
social class, irrigation,
artisan, trade routes,
papyrus
Academic Vocabulary:
cuneiform, social class,
caste system, philosophy,
conscription, calligraphy,
architecture, polytheism,
hieroglyphics, trade routes,
Aristotle, Plato, Socrates,
Pericles, Confucius,
Akhenaten
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Social Studies Grade 6
Unit 4
Unit 4- Common Core Standards
READING
WRITING
CMS CCSS Power Standards:
CMS CCSS Power Standards:
R.6-8.1 Cite specific textual evidence to support analysis
of primary and secondary sources.
W.6-8.1 Write arguments focused on discipline-specific
content.
R.6-8.10 Read and comprehend history/social studies
texts in the grade 6 text complexity band independently
and proficiently.
W.6-8.2 Write informative/explanatory texts, including
the narration of historical events, scientific procedures/
experiments, or technical processes.
Additional Reading Standards:
Additional Writing Standards:
R.6-8.2. Determine the central ideas or information of a
primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or
opinions.
W.6-8.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience.
R.6-8.3. Identify key steps in a text’s description of a
process related to history/social studies (e.g., how a bill
becomes the law, how interest rates are raised or
lowered).
R.6-8.6 Identify aspects of a text that reveal an author’s
point of view or purpose (e.g., loaded language, inclusion
or avoidance of particular facts).
W.6-8.5 With some guidance and support from peers
and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience
have been addressed.
W.6-8.9 Draw evidence from informational texts to
support analysis, reflection, and research.
R.6-8.7 Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other
information in print and digital texts.
R.6-8.8 Distinguish among fact, opinion, and reasoned
judgment in a text.
R.6-8.9 Analyze the relationship between a primary and
secondary source on the same topic.
Unit 4
Classical Civilizations
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Social Studies Grade 6
Unit 4
Unit 4- Concepts with Subtopics Aligned to Unit Generalizations
HISTORY
GEOGRAPHY &
ENVIRONMENTAL
LITERACY
CIVICS AND
GOVERNMENT
ECONOMICS &
FINANCIAL
LITERACY
H.1.2, H.1.3, H.2.1,
H.2.3, H.2.4
G&EL.1.1, G&EL.1.2,
G&EL.2.1
C&G.1.1, C&G.1.2,
C&G.1.3, C&G.1.4
E&FL.1.1,
E&FL.1.2
Time:
Era 4-5: Intensified
Hemispheric Interactions
Location: (absolute and
relative)
 Fertile CrescentMesopotamia
 Egyptian River Valley
 Indus River Valley
 Yellow River Valley
 Greece
 Rome
 Persia
 Egypt
 India
 China
Leadership:
 Genghis Khan
 Akhenaten
 Attila
 Constantine
 Cyrus
 Darius I
 Hannibal
 Marcus Aurelius
 Menes
 Philip II
 Ramses the Great
Competition,
Conflict &
Compromise:
 Silk Road
 Trade routes
 Resources
 Mercenaries
 Militia
Historical Figures:

Julius Cesar

Augustus

Alexander the Great

Pericles

Socrates

Plato

Aristotle

Constantine
Invasions & Conquests:
 Mongol conquests of
1206-1279
 Greek and Roman
conquests
 Persian Wars
 China (1207-1227)
 Khwarizm (1218-1220)
 Russia (1219-1224)
Comparisons to Today:
 Addition of Puerto Rico
to the US
Place: (physical & human
characteristics)
 Desert
 Steppe
 Valley
 River valley
 mountains
Natural Resources:
 Leather
 Iron
 Wood
 Silver
 Water
 Metals
Movement:
 Nomads
 Silk Road
 Conquest & colonization
Region:
 Southwest Asia
 Northeast Africa
 Eastern Asia
 Afroeurasia
 Mesoamerica
Government Structure:
 Traction trebuchet – adapted
from the Chinese
 Aristocracy
 Democracy
 Dictator
 Dynasty
 Empire
 Monarchy
 Oligarchy
 Pharaoh
 Republic
 Satrap
 senate
Economic
Development
 Rosetta Stone
 Silk Road
 Coins & money
 bartering
Trade:
 Silk Road
Quality of Life
 Access to goods
from distant
markets
 Innovations in
architecture
CULTURE
C.1.2, C.1.3
People:
 Confucius
 Aristotle
 Pericles
 Plato
 Socrates
Cultural Expression:
 Art
 Architecture
 Literature
Values & Beliefs,
Religion:
 Buddhism
 Confucianism
 Taoism
 Judaism
 Christianity
 Polytheism
 Monotheism
Social Structure
 Caste system
 Plebians
 varnas
Military Innovation:
 Traction trebuchet – adapted
from the Chinese
 Strong bows
 Horse-drawn chariots
 Advanced weaponry
Citizenship:
 The Yasa Code
 Aristotle’s Politics
Rules and Laws:
 The Yasa Code
 Hammurabi’s Code
 History of the Peloponnesian
War
 The Laws of Manu
Unit 4
Classical Civilizations
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Social Studies Grade 6
Unit 4
Unit 4- Assessment Options:
W1- Literacy Common Core Power Standard: Writing Arguments
 Choose which classical society has had the greatest impact on society today.
Read and analyze non-fiction texts and use the information from the text to
create a claim that answers the above question. Compile informational texts that
support your claim. Write an essay with an introduction that states your claim,
body paragraphs that support the claim, and a conclusion.
W2- Literacy Common Core Power Standard: Writing Informative Texts
 Compare and contrast the direct democracy in Greece to the republic in Rome.
Use specific factual information to explain your answer. (Teacher decides the
format for students to complete this activity).
R1/R10- Literacy Common Core Power Standard: Reading Closely Over Time with a
Variety of Texts
 "Funeral Oration of Julius Caesar" by Shakespeare
 Speeches of political leaders, philosophers, education/ideology, maps,
art/architect, literature
Unit 4
Classical Civilizations
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Social Studies Grade 6
Unit 4
H
Resources
Notes
Ancient Greece
 Classical Greece and Rome – Chapter 9, Section 2 of
the Sixth Grade Text: pages 254 - 261
 Culture and Math: Ancient Greeks – examine how the
Ancient Greeks used deductive reasoning and math
skills to form the foundation of their civilization, also
many historic figures are also chronicled in this video
series available through Discovery Education
 Ancient Civilization Starter: Greece – video series
available through Discovery Education highlighting
various aspects of Greek Civilization
 Discovering Ancient Greece – video series that covers
the greatest part of the expansion of Greek
Civilization prior to being conquered by the Romans
 History: Alexander The Great, Philosophy: Socrates
and Plato, and Mythology: Homer’s Odyssey – a video
series with short segments about important Greeks
Roman Civilization
 Classical Greece and Rome – Chapter 9, Section 2 of
the Sixth Grade Text: pages 254 – 261
 Civilizations: Rise to Power – a series of short video
segments beginning with the origins of Rome and
continuing through the Fall of the Roman Empire –
Discovery Education
 The Hidden History of the Roman Empire – several
video sections that provide an examination of daily
life in the Roman Empire for both citizen and noncitizen
Persian Empire
Islamic Civilization
Early Chinese Empires
Early Indian Empires
African Kingdoms
 Human Beginnings in Africa – Chapter 7, Section 2 of
the Seventh Grade Text: pages 200 - 207
 Sub-Saharan Survey – provides a view of history,
geography, economics, and culture for the West
African Empires of Ghana and Mali – Discovery
Education
Unit 4
Classical Civilizations
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Social Studies Grade 6
Unit 4
G
Resources
Ancient Greece
 The Geography and History of Greece – a short video
segment that gives a quick overview of Greek
geography both now and in the past – Discovery
Education
Roman Civilization
Persian Empire
Islamic Civilization
 Other Nations of North Africa – Parts of Chapter 8,
Section 3 of the Seventh Grade Text: pages 224 –
226
Early Chinese Empires
Early Indian Empires
 Geography of the World: South Asia: Land and
Resources – a series of short video segments
targeting the geography of South Asia – Discovery
Education
African Kingdoms
 Three Trading Empires – Chapter 9, Section 1 of the
Seventh Grade Text: pages 236 – 239
 Ethiopia – Parts of Chapter 10, Section 1 of the
Seventh Grade Text: pages 262 – 264
 Kenya – Parts of Chapter 10, Section 2 of the Seventh
Grade Text: pages 268 – 270
 Democratic Republic of the Congo – Parts of Chapter
10, Section 3 of the Seventh Grade Text: pages 274 –
276
 South Africa – Parts of Chapter 10, Section 4 of the
Seventh Grade Text: pages 280 – 282
 Regions of the World: Africa – a short segment of
videos focused on Physical Geography, Regions of
Africa, Climates, Ecosystems, and Human Geography
– Discovery Education
Unit 4
Classical Civilizations
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Social Studies Grade 6
Unit 4
C&G
Resources
Notes
*Video Overview* - History and Literature: Philosophy
and Government – This video series takes a look at the basis
for government for the empires throughout this time period
beginning with the Greeks, followed by the Empires of
Southwest Asia, South Asia, and East Asia – Discovery
Education
Ancient Greece
Roman Civilization
Persian Empire
Islamic Civilization
Early Chinese Empires
Early Indian Empires
African Kingdoms
E
Resources
Ancient Greece
Roman Civilization
Persian Empire
Islamic Civilization
Early Chinese Empires
Early Indian Empires
African Kingdoms
Unit 4
Classical Civilizations
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Social Studies Grade 6
Unit 4
C
Resources
Notes
*Overview Video Series* Ancient Civilizations: Program
05: Legacies – A video series from Discover Education
featuring short segments on: Religion, Architecture, Family
Life, Medicine, Entertainment, Government, Theater, The
Hippocratic Oath, Sports, and Women
Ancient Greece
 Classical Culture – Chapter 9, Section 2 in the Sixth
Grade Text: pages 259 – 261
 Mount Olympus and the Gods of Greek Mythology,
Delphi: The Spiritual Center of the Ancient Greek
World, Athens: The Spirit of Architecture, Corinth:
The Crossroads of Culture, The Rise of Christianity in
Greece, and The Greek Orthodox Church provide a
view into Ancient Greek Civilizations through the
Discovery Education web site.
Roman Civilization
 Classical Culture – Chapter 9, Section 2 in the Sixth
Grade Text: pages 259 – 261
 The Impact of Ancient Rome – A video that provides
a detailed glimpse at various aspects of Roman
culture, copied from Ancient Greece as details are
examined – Discovery Education
Persian Empire
Islamic Civilization
 Islamic Civilization and Islam: Past and Present; are
two short video segments provided by Discovery
Education
Early Chinese Empires
Early Indian Empires
African Kingdoms
 Islam Comes to Timbuktu – a short video segment
that focuses on the Islamic religious influence on one
of African’s greatest cities – Timbuktu – Discovery
Education
Unit 4
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