UNIT 5- NORTH CAROLINA ESSENTIAL STANDARDS- Grade 6
Clarifying Objective
6.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues
**Please note that these
over time.
6.H.1.2 Summarize the literal meaning of historical documents in order to establish context.
6.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
clarifying objectives are
skills based and are not
represented in the web,
but rather in the skills
section in the template.
6.H.2.1
Explain how invasions, conquests, and migrations affected various civilizations, societies and
regions.
6.H.2.2
6.E.1.1
Compare historical and contemporary events and issues to understand continuity and change.
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.
Explain how quality of life is impacted by economic choices of civilizations, societies and regions.
Explain how the physical features and human characteristics of a place influenced the development of
civilizations, societies and regions.
Explain the factors that influenced the movement of people, goods, and ideas and the effects of that movement
on societies and regions over time.
Compare distinguishing characteristics of various world regions.
Explain how and why civilizations, societies and regions have used, modified and adapted to their
environments
Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the
emergence, expansion and decline of civilizations, societies and regions.
Construct maps, charts and graphs to explain data about geographic phenomena.
Explain the origins and structures of various governmental systems.
Summarize the ideas that shaped political thought in various civilizations, societies and regions
Compare the requirements for (e.g., age, gender and status) and responsibilities of.
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).
6.E.1.2
6.G.1.1
6.G.1.2
6.G.1.3
6.G.1.4
6.G.2.1
6.G.2.2
6.C&G.1.1
6.C&G.1.2
6.C&G.1.3
6.C.1.3
Unit Title - Let’s Make A Deal (approximately 20 hours of instruction)
Essential Standards and Clarifying Objectives – 6.H.1.1-3, 6.H.2.2, 6.E.1.1, 6.E.1.2, 6.G.1.1, 6.G.1.2, 6.G.1.3, 6.G.1.4,
6.G.2.1, 6.G.2.2, 6.C&G.1.1, 6.C&G.1.2, 6.C&G.1.3, 6, 6.C.1.3
Unit Overview- This unit will examine how needs and wants specifically contributed to the success and development of
various civilizations. The case studies selected for this unit include Egyptian civilization, Zhou Dynasty, and the Medieval
time period. Contemporary connections regarding the success and development of these civilizations will additionally be
made throughout the study.
Conceptual Conflict and Compromise
Lens
Unit
History
Geography and &
Webbing
Environmental Literacy
6..H.2.1
(Concepts
6.G.1.1, 6.G.1.2,
6.H.2.2
in blue
6.G.1.3, 6.G.1.4,
and
6.G.2.1, 6.G.2.2,
content in Conquests
King You
HumanNile River
black)
of Zhou
environmental
Invasions
Migration
Consequences
Sudan
Egypt
Medieval
Ireland
Civics and
Government
6.C&G.1.1,
6.C&G.1.2,
6.C&G.1.3
Economics and PFL
Culture
6.E.1.1, 6.E.1.2
6.C.1.3
Leaders
Bronze
Competition
Sahara
desert
Economic
Choices
Iron
Natural
Resources
Physical
characteristics
Medieval
Warm
Period
Quality of
life
Mobility of
ideas
Millennium
flood (1342)
interaction
Civilization
Locust
invasion
European
Weather
Patterns
“Black
Egyptian
labor
Medieval
business
Peasant
norms vs.
leaders’
norms
Conflict
Economics
Movement
Compromise
Women at
work
Population
control
Distribution
of wealth
and power
in ancient
Egypt
Hittites
Village and
town system
Taxation /
Tithes
Shang
Innovation
Technology
Religious
customs and
beliefs
Change
Bronze
Religion
Iron
Political
thought
Hieroglyphics
Feudal
contract
Generalizations/
Enduring
Understan
dings and
their
Guiding
Essential
Questions
History:
Invasions, conquests
and migrations often
have political,
economic, and social
consequences.
How did the King die
in the Zhou Dynasty?
(F)
Where did people
migrate from to
ancient Egypt? (F)
What was the
relationship between
England and Ireland
in the 12th Century?
(F)
Why do stronger
nations conquer
weaker nations? (C)
What are common
causes of migration?
Death”
Dynasty
Xian Period
Assyrians
Luoyang
Persians
Geography and &
Environmental
Literacy:
Humanenvironmental
interaction can
determine the order
and stability of a
society or civilization.
What was the impact
of the desert
environment and the
flooding Nile River on
the Egyptian
civilization?(F)
Civics and
Government:
Leaders make
economic
choices that can
determine
citizens’ quality
of life.
How did the
change from
bronze to iron
affect the Zhou
Dynasty? (F)
Do leaders
always work
their citizen’s
too hard? (C)
What series of
environmental factors
contributed to the
What new ways
end of the feudal time of doing
business
period?(F)
evolved in the
How can geography
Middle Ages?(F)
impact power and/or
What are the
the success of a
Economics and PFL:
Culture:
Competition for
scarce resources
may lead to conflict
in society.
Religion often
shapes political
thought.
What concerns the
Chinese about
extreme growth in
their population? (F)
What role did
religious customs
and beliefs have on
how each of the
societies were
managed?(F)
Why would women
ever make less
money than men for
doing the exact same
work? (C)
What was the
Mandate from
Heaven and its
impact on the
dynastic cycle? (F)
How was wealth and
power distributed in
ancient Egypt? (F)
Does religion
inevitability impact
government? (C)
Why were Egyptians
and the Hittites
fighting? (F)
Innovation and
technology can
explain political,
economic, and
cultural change.
Economic
(C)
civilization? (C)
How does migration
impact the economy?
(C)
The physical
characteristics of a
place may influence
the mobility of ideas.
Does invasion,
migration, or conquest
impact the United
States today? (P)
How did China’s
geographic features
impact the Zhou
Dynasty? (F)
Does isolation always
protect a civilization?
(C)
How did new farming
technique impact the
Zhou Dynasty? (F)
top three
reasons all
civilizations
fail?(P)
opportunity can
inspire movement.
How did Chinese
economy expand
during the Zhou
period?(F)
How does a
civilizations’
expansion correlate
to power? (C)
What impact did
social organization
have on growth and
innovation in 600 –
1050 AD? (F)
Conflict and
compromise can
impact a
civilizations’
economic
development.
What conflict and
compromise
occurred between
the Zhou and Shang
What impact did the
change from Bronze
to Iron have on the
Zhou Dynasty? (F)
What was Egypt’s
most significant
innovation? (F)
What was a feudal
contract? (F)
Is technology
required to advance
a civilization
economically?(C)
Can change ever
truly happen
without technology?
(P)
dynasty? (F)
How did
compromises with
the Shang Dynasty
benefit the Zhou
Dynasty? (F)
What occurred
between the
Assyrians, Persians
and Egyptians? (F)
Do compromises
always have a
positive impact on a
civilizations
economic
development? (C)
Critical Content and Skills
AC= Assessment Codes
Q = Quizzes
SA = Student Self-assessment
O = Observations
T = Tests
WS = Work Samples
D = Dialogues
P = Prompts
PT = Performance Tasks
Students will know… (factual content)
1 How invasion shaped the Zhou Dynasty.
2 Causes of migration and its impact on the
AC Students will be able to do… (key skills)
WS 1 Create a historical narrative.
D
2 Historical inquiries in the research or
AC
WS
PT
economy.
3 How the Nile River and the Sahara desert
shaped ancient Egyptian living.
4 The evolution of farming based on the
changing climates.
5 When resources become scarce, what
historically has happened and how should it be
handled today?
6 If it benefits a civilization more to be isolated
by geography or vice versa.
7 The patterns and common eras all civilizations
make that lead to their decline.
8 Examine the feudal system’s economic
structure.
9 How the change from Bronze to Iron drastically
changed China’s quality of life.
10 The relationship between religion and
government, both in the past and present.
investigation of past events.
3 Use different sources of information (both
primary and secondary) from multiple
perspectives.
WS 4 Interpret data in a historical context.
Q
P
5 Formulate a position or course of action on
an issue by identifying the nature of the
problem, analyzing the underlying factors
contributing to the problem and choosing a
plausible solution from a choice of carefully
evaluated options.
PT 6 Prepare and present an organized debate,
persuasive argument, case brief, justification
statement, historical abstract or critical
analysis.
PT 7 Formulate historical questions by
deconstructing a variety of primary sources.
P
8 Create charts and graphs to explain the how
conflict and compromise evolved trade.
T
9 Support interpretations with historical
evidence.
WS 10 Identify issues and problems in a particular
time and analyze the interests, values,
perspectives and points of view.
Performance Planning Chart
KNOW …
WHAT:
UNDERSTAN
D that…
Able to DO
Student Performance (Authentic Task)
HOW:
HOW:
PT
O
P
PT
PT
PT
PT
PT
WHY:
How needs and
wants contribute
to the
civilizations
successes and
development.
Conflict and
compromise
can impact a
civilizations’
economic
development.



Prepare and
present
argument
essay.
Create charts
and graphs to
explain how a
civilizations
economy was
impacted by
trade.
Support
interpretations
with historical
evidence
Demonstrate your understanding by focusing on, and
researching one of the civilizations we have learned about
thus far.
In your presentation answer the following questions from the
perspective of member of your civilization:





Do you think the political leader acted in the most
effective manner or are there things that they could
have been done better?
Do you think members of the civilization impacted
expansion or trade?
What were the failures by the people? Successes?
How did technology impact trade?
Explain how needs and wants contributed to outcome.
Choose one of the four products to present your argument:
 Documentaries (Slide Presentation, Film and Video
Presentation, Computer-Based Presentation)
 Exhibits
 Research Paper
 Performance (Skit, Monologues, Debates, Oral
Presentations, etc.)
All products require all of the following components:




Written Component
Oral Component
Visual Component
Peer-to-peer Intellectual Conversation Component
 Self-Reflection Component
Performance Task Scoring Guide
Scoring Guide
Content Elements of Performance Task
A= 93-100
*Each type of product has its own
accompanying rubric
B=92-85
C=84-77
D=76-70
F=69 and Below
Content: Written, Verbal and Oral argument
reflects thorough and accurate research on
significant events, people and decisions before
the 15th Century.
The concepts of conflict and compromise are
clearly portrayed throughout the
presentation.
The final reflection statement concerning
conflict and compromise in our world today
and what their responsibilities will be as
active citizens in the next five years provokes
deep thinking and reflection on the
importance of the actions of those that came
before them and the magnitude of the
responsibility that they will inherit.
Possible Points
or % (Final
numbers =
100)
30
25
15
Process Elements of Performance Task
Persuasion is backed by fact, not emotion,
15
Self-Assessment
(Final numbers
= 100)
Teacher
Assessment
(Final
numbers =
100)
and flows logically – Works Cited
Final Product visually supports the argument
Free of grammatical errors and easy to read
and understand
Suggested Learning Experiences
1.
Briefly research trade on your selected
civilization. With a partner, answer
the following questions:
Was conflict and compromise
involved?
 What motivated the trade?
Support interpretations with historical
evidence.

2.
Begin by exploring:
http://www.intellectualtakeout.org/lib
rary/ancient-greece/ancient-westernpolitical-thought
Abstract the historic context of how
people were influential.
In a constructed response, explain if
you culture currently impacts politics.
10
5
Generalizations






Know
Key Skills
(The numbers refer
back to the Critical
Content section of
this unit)
(The numbers refer
back to the Key
Skills section of this
unit)
Invasions, conquests and migrations
often decide political, economic, and
social consequences.
Competition for scarce resources may
render conflict in society.
Economic opportunity can inspire
movement.
2, 3. 4. 5, 7, 9, 10
3, 4, 7, 9, 10
Innovation and technology can explain
political, economic, and cultural change.
Competition for scarce resources may
render conflict in society.
Political
thought is often influenced by cultural.
1, 2, 3, 4, 5
2, 3, 4, 6, 7, 9, 10
3.
Create a historical narrative to explain
how events in commerce progressed
from peaceful to violent.

Competition for scarce resources may
render conflict in society.
1, 2, 4, 7, 9
1, 2, 3, 4, 7, 9
4.
Interpret data on the evolution of
farming based on the changing
climates.

Economic opportunity can inspire
movement.
Innovation and technology can explain
political, economic, and cultural change.
2, 3, 4, 5, 6
2, 3, 4, 7, 8, 9
7.
Write analytical essays that
demonstrate historical interpretation,
analysis, conclusions and supporting
evidence from a variety of sources.

Compromise and negotiation over the
availability of natural human and capital
resources may explain economic
development.
1, 2, 3, 4, 5
1, 2, 3, 4, 5, 6
8.
Identify issues and problems in a
particular time and analyze the
interests, values, perspectives and
points of view of those involved in
commerce.

Leaders make
economic choices that can construct
citizens’ quality of life.
3, 6, 10
2, 3, 4, 10
9.
Create charts and graphs to explain
the how needs and wants impacted the
civilizations trading network.

Invasions, conquests and migrations
often decide political, economic, and
social consequences.
2, 3, 4, 5, 6, 7, 8, 9
2, 3, 5, 8

Unit Resources



Approved print or web-based resources for the course
Internet
Supplementary textbooks and resources
(e.g. Primary sources such as photographs, government
documents, media coverage, speeches, songs with
lyrics)
Teacher Notes
In addition to the Performance Scoring Guide, each
student product comes with its own rubric. Be sure
students thoroughly understand the rubric specific
to their product and that skills such as:
 differentiating between a primary and
secondary source
 creating a works cited page
 interpretation of data
 creating digital presentations
has been mastered prior to the onset of this unit
Differentiation to this unit will need to be made
accordingly to the student population you serve.