Social Science Curriculum
Northern Illinois District
Ancient Civilizations/World History
Grades 6-8
XIV. Political Perspective
State Goal: As a result of their schooling, students will be able to understand political systems with an emphasis on the United States.
Learning Standard A: Understand and explain basic principles of the United States government.
OBJECTIVES
ACTIVITIES/ MATERIALS/ RESOURCES
Objective 1: Describe different historical
forms of government- monarchies,
dictatorships, democracies,
republic/representative government, etc.
Create a mobile showing the different types of government. Under
each type of government have students list who is in charge, the
benefits of the type of government, the disadvantages, and examples
of where the government did or does exist.
Objective 2: Describe how the governments
of the ancient civilizations (Egypt, Rome,
China, India, Greece), influenced the
development of the United States
government.
Obtain a list of some of the laws from the Code of Hammurabi. Have
the students read over these in groups or individually. Compare these
laws to the laws we have today.
Objective 3: Describe how the development
Discuss the forms of trial, justice and punishment in ancient
Obtain a list of some of the laws from the Code of Hammurabi. Have
the students read over these in groups or individually. Compare these
laws to 10 commandments and/or moral laws of society today.
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of the United States government was
influenced by the prevalent methods of
government of the time.
Mesopotamia (or another civilization). Diagram, report, or create a
poster analyzing this.
XIV. Political Perspective
State Goal: As a result of their schooling, students will be able to understand political systems with an emphasis on the United States.
Learning Standard B: Understand the structures and functions of the political systems of Illinois, the United States, and other nations.
OBJECTIVES
ACTIVITIES/ MATERIALS/ RESOURCES
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Objective 1: Compare, contrast, and give
examples of historical political concepts and
structures, with those of the United States.
Objective 2: Compare the democratic system
used by the United States with the
democratic system used by the ancient
Greeks.
XIV. Political Perspective
State Goal: As a result of their schooling, students will be able to understand political systems with an emphasis on the United States.
Learning Standard C: Understand election processes and responsibilities of citizens.
OBJECTIVES
ACTIVITIES/ MATERIALS/ RESOURCES
Objective 1: Give examples of how
representative government began (ancient
Rome and ancient Greece) and how it has
evolved into the system we use today.
Hold an election complete with debates, and propaganda. You may
do this using prominent leaders from various civilizations.
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XIV. Political Perspective
State Goal: As a result of their schooling, students will be able to understand political systems with an emphasis on the United States.
Learning Standard D: Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the
United States, and other nations.
OBJECTIVES
ACTIVITIES/ MATERIALS/ RESOURCES
Objective 1: Name and describe the
significant accomplishments of major
historical figures.
Using the NCAA bracket, pick 64 significant historical figures to put
in the bracket. Have students research the figures and campaign for an
individual of their choice. Hold elections as the figures “square off”
to see who will be your school’s Most Significant Historical Figure of
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the Year. Can be used as a school-wide activity.
XIV. Political Perspective
State Goal: As a result of their schooling, students will be able to understand political systems with an emphasis on the United States.
Learning Standard E: Understand United States foreign policy as it relates to other nations and international issues.
OBJECTIVES
ACTIVITIES/ MATERIALS/ RESOURCES
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Objective 1: Describe the relationships
between Western and non-Western nations as
they came into contact.
Objective 2: Give examples of cultural
legacies and conflicts passed on from earlier
civilizations to the present.
Possible Topics to Explore:
- Ancient Arabia and Modern Middle East
- Piracy
- Evolution of the Slave Trade
- Renaissance and the Reformation
- Colonization
XIV. Political Perspective
State Goal: As a result of their schooling, students will be able to understand political systems with an emphasis on the United States.
Learning Standard F: Understand the development of United States political ideas and traditions.
OBJECTIVES
ACTIVITIES/ MATERIALS/ RESOURCES
Objective 1: List the main civilizations of
the ancient world and briefly describe their
influence on political ideas and traditions
with regard to the development of world
civilization, especially Western civilization.
Christmas Around the World
Assign groups of students to different cultures, in order to study the
Christmas traditions (or appropriate celebrations) that differ from our
own.
Groups may want to:
- Create a display board
- Prepare and perform a skit
- Bring in food/costumes
- Create a holiday craft
- Informative speech/presentation
See Museum of Science and Industry website for examples/ideas.
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XV. Economic Perspective
State Goal: As a result of their schooling, students will be able to understand economic systems with an emphasis on the United
States.
Learning Standard A: Understand how different economic systems operate in the exchange, production, distribution, and
consumption of goods and services.
OBJECTIVES
ACTIVITIES/ MATERIALS/ RESOURCES
Objective 1: Compare and contrast several
forms of economy (Socialism, Communism,
Capitalism, Feudalism, etc.), stating the
strengths and weaknesses of each.
Feudalism Simulation
Assign roles to students. 1 King/Queen, 2/3 Nobles, 4/5
Lesser Nobles, remainder peasants. (Adjust numbers as necessary,
ideally you want around half the class to be peasants). Each lesser
noble has 2-3 peasants “loyal” to him/her. Likewise each greater
noble has 2 lesser nobles.
Give each student 10 tootsie rolls (or other). Peasants keep 4,
turn 6 over to their lesser noble. Nobles keep 12, turn rest over to
greater noble. Greater nobles keep 20, turn rest over to King. King
keeps all. You may need to adjust the numbers kept/passed on based
on class size. Demonstrates disparity of wealth under the system.
This activity can be expanded by giving students the
opportunity to “buy” things: food for the year (3), armed forces (5 per
“unit”), castles (15), etc., showing that only the higher-ranking
members can afford everything.
Objective 2: Be able to discuss the primary
economic system used by each significant
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historic civilizations.
XV. Economic Perspective
State Goal: As a result of their schooling, students will be able to understand economic systems with an emphasis on the United
States.
Learning Standard B: Understand that scarcity necessitates choices by consumers.
OBJECTIVES
ACTIVITIES/ MATERIALS/ RESOURCES
Objective 1: Describe and explain the effect
of the law of supply and demand.
Possible topics to explore:
- Slavery
- Trade – triangular trade
- Cotton
- Sugar Cane
- Spice trade
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XV. Economic Perspective
State Goal: As a result of their schooling, students will be able to understand economic systems with an emphasis on the United
States.
Learning Standard C: Understand that scarcity necessitates choices by producers.
OBJECTIVES
ACTIVITIES/ MATERIALS/ RESOURCES
Objective 1: Describe how the abundance or lack
Possible Topics to Explore:
of natural resources and the need or desire for goods
- Crusades
can lead to economic interdependence between
o Discovery of production, education, technology in other areas
regions and nations, both historic and current.
of the world.
- Silk Road
o Desire for exotic goods leads to trade routes and exchange of
ideas
XV. Economic Perspective
State Goal: As a result of their schooling, students will be able to understand economic systems with an emphasis on the United
States.
Learning Standard D: Understand trade as an exchange of goods or services.
OBJECTIVES
ACTIVITIES/ MATERIALS/ RESOURCES
Objective 1: Describe the development of trade
over time and its importance to social development
and growth.
Greek Agora:
Students will create a product that might have been sold in ancient Greece.
They then design a sign and slogan for that product, using the Greek alphabet.
Students will attempt to sell or trade their goods to their classmates.
*Can be adapted to other civilizations (Chinese markets, Bantu trading, etc.)
Objective 2: Recognize the impact of the
development of transportation (road systems,
shipping, caravans, etc.) and its effect on trade.
Topics to Explore:
- Roman roads
- Silk Road
Objective 3: Understand the significance of the role Topics to Explore:
played by shipping and sea trade.
- Phoenicians
- Greeks
- Persians
- Vikings
- Egypt
XV. Economic Perspective
State Goal: As a result of their schooling, students will be able to understand economic systems with an emphasis on the United
States.
Learning Standard E: Understand the impact of government policies and decisions on production and consumption in the economy.
OBJECTIVES
ACTIVITIES/ MATERIALS/ RESOURCES
Objective 1: Describe how governmental structures
have encouraged or discouraged trade and how that
effected the development of the nation’s economy.
Topics to Explore:
- Japanese isolationism
- Colonization
- Chinese development (due to Geography)
XVI. Historical Perspective
State Goal: As a result of their schooling, students will be able to understand events, trends, individuals, and movements shaping the
history of Illinois, the United States, and other nations.
Learning Standard A: Apply the skills of historical analysis and interpretation.
OBJECTIVES
ACTIVITIES/ MATERIALS/ RESOURCES
Objective 1: Evaluate sources of information for
their perspective, reliability, strengths, and
weaknesses.
One event, multiple perspectives
Choose an event of historical significance (eruption of Vesuvius,
battle of Thermopylae, assassination of Julius Caesar, etc).
Assign each student or group of student a role of various
witnesses of given event. Roles should be different to allow for
variance of viewpoints. Each student or group researches the
event and presents an account of what they would have
witnessed.
As a class, discuss the different, possibly contradictory,
viewpoints that arise.
Objective 2: Interpret the difference between B.C.
and A.D. (B.C.E. and C.E.) and its relevance to
timelines and history.
Personal timeline;
Objective: Understand the difference between A.D. and B.C.,
using the numbering system.
Have students list 10 events in their lifetime that they consider to
be important/memorable. Have them plot events on a timeline,
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using their age as the year markers.
Add to the timeline important events in their family that took
place 5-10 years prior to their birth. This helps students
understand why 500 B.C. is more recent than 550 B.C.
Added benefit – students are typically required to discuss family
history with parents/relatives. Always a good thing.
Objective 3: Use and interpret primary and
secondary sources of historical information.
XVI. Historical Perspective
State Goal: As a result of their schooling, students will be able to understand events, trends, individuals, and movements shaping the
history of Illinois, the United States, and other nations.
Learning Standard B: Understand the development of significant political events.
OBJECTIVES
Objective 1: Outline the main periods and
political events in the histories of nonWestern civilizations.
Objective 2: Understand the role of religion
ACTIVITIES/ MATERIALS/ RESOURCES
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in the development and politics of ancient
civilizations.
Objective 3: Given an event of historical
significance, be able to analyze the positive
and negative outcomes of the event on both a
local and a global scale.
“Who Killed King Tut?” Webquest:
Google “Who Killed King Tut Webquest” – it will tell you what you
need to know.
Topics to Explore:
- Crusades
- Muslim expansion (invasion of India, Africa and Spain)
- Alexander the Great
XVI. Historical Perspective
State Goal: As a result of their schooling, students will be able to understand events, trends, individuals, and movements shaping the
history of Illinois, the United States, and other nations.
Learning Standard C: Understand the development of economic systems.
OBJECTIVES
Objective 1: Name and describe ancient
economic systems (subsistence, bartering,
etc.) and the factors that contributed to their
evolution into more complex systems.
ACTIVITIES/ MATERIALS/ RESOURCES
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Objective 2: Understand the role of
Feudalism as both an economic and
governmental system during the Middle
Ages.
Objective 3: Identify the major periods in
world economic history.
Objective 4: Understand the role that trade
between nations/regions plays in the
development of economies in those area.
Objective 5: Identify the significant
technological contributions that have
influenced the development of economic
systems over time.
Topics to explore
- Metal working (iron, bronze, copper and steel… etc)
- Sailing technology (rudder, sexton, astrolabe)
- Printing press
- Plow
- Cotton gin
Activities include timelines, charts, diagrams, recreations, dioramas,
economics fair, power-points, etc.
XVI. Historical Perspective
State Goal: As a result of their schooling, students will be able to understand events, trends, individuals, and movements shaping the
history of Illinois, the United States, and other nations.
Learning Standard D: Understand Illinois, United States, and world social history.
OBJECTIVES
ACTIVITIES/ MATERIALS/ RESOURCES
Objective 1: Understand that cultures
contain a clearly defined social structure,
both historically and today.
Objective 2: Be able to state specific details
that are unique to each of the world’s major
historic societies, including Egypt, China,
India, Greece, and Rome.
Objective 3: Understand the development of
oral and written communication over time
and its effect on civilization.
Ancient Egypt Rosetta Stone:
Objective: Students will understand the strength/weaknesses of the
hieroglyphic system of writing, and the challenges historians were
presented with in the task of translating them.
Have students develop a list (20 or so) of their own glyphs and
meanings. Then, using those terms, they are to write a short (1-2
paragraph) story. Considering their story, add glyphs as needed.
From there, using construction paper/poster board, they are to create a
“Rosetta Stone” – the same story written once in English, again in
“glyphs”. I typically devote a third section to a translation key, but
it’s valid either way.
Objective 4: Describe the role and impact of
Topics include
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slavery in various historic eras and societies,
including Egypt, Greece, Rome, and early
United States.
-
Moses and the Israelites -Exodus
The movie “Roots” (we recommend videos 1 and 2)
Spartacus
Helots and Sparta
Various simulation activities can be found on the internet
Spanish expansion, the conquistadors , and natives of the
Americas
XVI. Historical Perspective
State Goal: As a result of their schooling, students will be able to understand events, trends, individuals, and movements shaping the
history of Illinois, the United States, and other nations.
Learning Standard E: Understand Illinois, United States, and world environmental history.
OBJECTIVES
Objective 1: Understand how the geography
and environment dictated the economic
priorities of ancient and modern civilizations.
Objective 2: Describe how the people of
ancient civilizations prioritized the control
over rivers or other physical features as a
means for growth and development.
ACTIVITIES/ MATERIALS/ RESOURCES
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Objective 3: Understand how the presence
and consistent flooding of the world’s major
rivers influenced the growth of ancient
civilizations (e.g. Nile River and ancient
Egypt, the Huang He and Chang Jiang Rivers
and ancient China).
Objective 4: Understand and explain how
the economy and society of a culture can be
affected by the dependence of a region on a
single crop or mode of production.
Topics include
- Gold in Africa
- Silk and rice in China
- Cotton, ink and dye in India
- Sugarcane in the Caribbean
- Spice trade
- Gold and the Aztecs
- Oil in Middle East
XVII. Geographic Perspective
State Goal: As a result of their schooling, students will be able to understand world geography and the effects of geography on society
with an emphasis on the United States.
Learning Standard A: Locate, describe, and explain places, regions, and features on the Earth.
OBJECTIVES
ACTIVITIES/ MATERIALS/ RESOURCES
Objective 1: Locate places, regions, and
features on a map and a globe.
Objective 2: Locate places, regions, and
features using lines of latitude and longitude.
Objective 3: Explain the difference between
natural and artificial boundaries.
Objective 4: Interpret different types of
Clay Map:
maps (resource, climate, population, etc.) and
decipher their relevance to a given
Assign a country or continent to each group of students. Using clay
civilization.
(non-cook recipes can be found on-line), students create a model of
assigned area.
After clay has set/hardened, the clay is painted to create a specific map
type. Students can be assigned to create: political, physical,
population, climate, or resource maps.
Students are then expected to be able to point out specific features on
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their map without the aid of books or notes.
Suggested websites for outline maps:
www.ilike2learn.com – quizzes, outline maps, games
www.nationalgeographic.com – outline maps, Geospy (game)
www.studystack.com – quizzes, games, practice activities
XVII. Geographic Perspective
State Goal: As a result of their schooling, students will be able to understand world geography and the effects of geography on society
with an emphasis on the United States.
Learning Standard B: Analyze and explain characteristics and interactions of the Earth’s physical systems.
OBJECTIVES
ACTIVITIES/ MATERIALS/ RESOURCES
Objective 1: Describe how weather patterns
and climate affect where civilizations were
located and what they were able to produce.
Natural Disaster Newscast:
Students will create a cardboard TV, on which the “screen” displays
pictures of a chosen natural disaster. (1906 San Francisco earthquake,
eruption of Vesuvius, the Plague, significant tsunamis and hurricanes)
Students will assume the role of a reporter to discuss the pictures as
they are displayed.
*Can be adapted to use PowerPoint.
*Can be adapted to historical events other than disasters (elections,
elections, etc.)
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XVII. Geographic Perspective
State Goal: As a result of their schooling, students will be able to understand world geography and the effects of geography on society
with an emphasis on the United States.
Learning Standard C: Understand relationships between geographic factors and society.
OBJECTIVES
ACTIVITIES/ MATERIALS/ RESOURCES
Objective 1: Explain the way physical features are
both beneficial and harmful to civilizations.
Objective 2: Explain how physical features acted as
both a detriment and a benefit to the relations
between societies.
XVII. Geographic Perspective
State Goal: As a result of their schooling, students will be able to understand world geography and the effects of geography on society
with an emphasis on the United States.
Learning Standard D: Understand the historical significance of geography.
OBJECTIVES
ACTIVITIES/ MATERIALS/ RESOURCES
Objective 1: Understand how geography affected
the growth, culture, and interactions of the ancient
and medieval civilizations.
XVIII. Social-Cultural Perspective
State Goal: As a result of their schooling, students will be able to understand social systems with an emphasis on the United States.
Learning Standard A: Compare characteristics of culture as reflected in language, literature, the arts, traditions, and institutions.
OBJECTIVES
ACTIVITIES/ MATERIALS/ RESOURCES
Objective 1: Name and describe the cultural
contributions of historic figures within a
given civilization (e.g. Hammurabi,
Cleopatra, Genghis Kahn, Siddhartha
Gautama, Aristotle, Julius Caesar).
Visit from a Historical Figure:
Teacher (or willing former student/parent/coworker) comes into class
dressed as a historical figure and “visits” the class, talking about
his/her life, world, etc.
Costumes are available at costume shops or local high school theater
departments. (Can usually be rented for low cost.)
Character Sketch:
Have students draw a picture of assigned or chosen historical figure in
an appropriate setting. Students will add two speech bubbles
containing quotes (may be paraphrased), and two thought bubbles.
Students will add ten culturally significant drawings to the
background, surrounding their character in the setting.
Objective 2: List customs and traditions
from a variety of cultures and civilizations
and describe their importance to those
Activity: http://www.bbc.co.uk/history/ancient/egyptians -- Pyramid
Construction and Mummification mini-games. Great for establishing
the complexity and difficulty of both processes.
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cultures (Pyramids and mummies of Egypt,
gladiatorial circuses of Rome, etc.).
Objective 3: Describe how a culture is
reflected in its art, music, architecture, and
learning institutions.
Topics to Explore:
- Dreamcatchers (Native Americans)
- Create-your-own Chinese Dragons
- Chinese lanterns/fans (can be found at
www.orientaltrading.com)
- Japanese/Chinese kites (see: Drachen Foundation)
- Coat-of-Arms (Medieval Europe)
- Sarcophagus (Egypt)
- Hoplite Shields (Greece)
- Theater masks and mosaics (Rome)
Ancient Egypt – Board Game “Senet”
Display a picture of the ancient Egyptian board game, Senet (can be
found using a google search.) Explain that it is known that this was a
board game, but that the rules for how to play it remain a mystery.
We know only the appearance of the playing area, and the tokens used
for play.
Students are to devise a set of rules for the game that makes use of
known game pieces, and is consistent with what the know about the
culture of the ancient Egyptians. This requires students to go through
the same discovery process used by archeologists and historians
attempting to describe the behaviors and lifestyle of ancient peoples.
*Can be adapted to: Chinese Chess, Knuckebones (Greece), Mancala
(Africa)
XVIII. Social-Cultural Perspective
State Goal: As a result of their schooling, students will be able to understand social systems with an emphasis on the United States.
Learning Standard B: Understand the roles and interactions of individuals and groups in society.
OBJECTIVES
ACTIVITIES/ MATERIALS/ RESOURCES
Objective 1: Describe the role and impact of
religion within each ancient society.
Topics to explore:
- Hinduism/Caste System
- Greek mythology
- Roman mythology
- Spread of major world religions
Objective 2: Describe the role and impact of
the individual within each ancient society.
Roman Soldier Stick Figures:
On a bulletin board, create a large “naked” stick figure.
Each student or pair of students is assigned a part of the Roman armor.
Students research and create that piece of armor or equipment for the
stick figure to “wear.”
A typed title and short description accompanies each piece of
armor/equipment.
Early finishers can add a chariot.
*Can be adapted for other cultures/civilizations.
Objective 3: Compare the family groups and
traditions of each ancient society.
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Objective 4: Describe the role of the
Catholic Church in ancient and modern
history, and it achievements and failures.
Objective 5: Describe how interaction
among peoples brings about social change
(e.g., natives and colonizers, invading
armies, Peace Corp volunteer forces).
Objective 6: Compare and contrast the basic Activity: Five Pillars of Islam Poster
teachings of Christianity to other nonChristian religions (i.e. Buddhism, Hinduism, Each group is assigned one of the five pillars of Islam.
Judaism, and Islam) and philosophies.
Each group must include:
o The name of the pillar in English
o The name of the pillar in Arabic
o The “official definition” of the pillar
o An explanation of who, what, when, where, why and how of
the pillar
o Five or more pictures to illustrate what happens for the pillar
o Explanations of those pictures
XVIII. Social-Cultural Perspective
State Goal: As a result of their schooling, students will be able to understand social systems with an emphasis on the United States.
Learning Standard C: Understand how social systems form and develop over time.
OBJECTIVES
Objective 1: Give examples of the ways
ancient social systems have influenced
modern times.
Objective 2: Understand and describe the
predominant social structures of ancient
civilizations (e.g. tiered classes of Egypt,
caste system of ancient India, Patrician and
Plebian of Rome, the rise of the middle class
in medieval and modern times).
Objective 3: Explain how inventions have
been instrumental in the development of
societies.
ACTIVITIES/ MATERIALS/ RESOURCES
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General Activities appropriate for Social Studies
-
PowerPoint presentations
Brochures
Posters
Skits/Reenactments
Simulations
Presentations
Scrapbooks
Collages
Dioramas
Student-Created crafts
Create-your-own myth
Create-your-own song
Timelines
Venn Diagrams
Primary Source Activities
-
Famous speeches
Analysis of Photographs
Letters/Diaries
Hieroglyphics
Field Trip Ideas
Field Museum
- Traveling Exhibits
- Ancient Egypt
- Americas
- Polynesia and Asia
- Africa
They also have groups that will come to your school
Art Institute
- Ancient Egypt
- Asia
- Renaissance
- Middle Ages
Medieval Times
Local Historical Society
Museum of Science and Industry
- Christmas around the World