Grade 6:
Unit:
Literacy in History and Social Studies Common Core
Ancient Civilizations and the Nine Universals of Culture
Instructors:
Overview:
Carol Quarton, Ph.D & Hank Rowe, NBCT
During an 8-9 week unit, students will explore through
reading, research, discussion, debate and applied projects/presentations
the Nine Universals of Culture – those attributes that define all cultures.
They will relate the universals to their culture, engage in a whole class
analysis of Ancient Greek culture and complete small group collaborative
research projects focused on other early civilizations.
Students will
examine the role of primary sources and artifacts in constructing
knowledge and use technology as a tool to research, organize, evaluate
and communicate information.
Essential Question: How do civilizations borrow, build and transform the
nine universals into their own unique cultural attributes through
geographic resources and over a span of time?
o What is culture?
o How is culture reflected and reinforced through the
manifestations of the nine attributes?
o How do these universal components compare across different
cultures and time?
o How do multiple perspectives/bias interpret attributes for
different purposes?
Focus Common Core Standards:
o College and Career Anchor Standards for Reading
o
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions
drawn from the text.
o
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and
proficiently.
o Reading Informational Text
Integration of Knowledge and Ideas
RI.7. Integrate information presented in different media or formats (e.g., visually, quantitatively)
as well as in words to develop a coherent understanding of a topic or issue.
o Writing – Text Types and Purposes
W.1.Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons
and evidence clearly.
b. Support claim(s) with clear reasons and relevant evidence, using credible sources
and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to clarify the relationships among claim(s) and
reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from the argument
presented.
o Writing - Research to Build and Present Knowledge
W.7. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons and evidence clearly.
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and
demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from the argument presented.
W.7.Gather relevant information from multiple print and digital sources; assess the credibility of
each source; and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and providing basic bibliographic information for sources.
o Writing - Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
o
Speaking and Listening - Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher
led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and
expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on
that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas
under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual
roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments
that contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives
through reflection and
o Presentation of Knowledge and Ideas
4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts,
and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume,
and clear pronunciation.
5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in
presentations to clarify information.
o Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grade 6 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of ac. Consult reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine or clarify its precise meaning or its
part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the
inferred meaning in context or in a dictionary.
6. Acquire and use accurately grade-appropriate general academic and domain-specific words
and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension and expression.
Arizona Social Studies Standards:
Social Studies - Strand 2 (World History),
Concept 1:
Research Skills for History –

PO 1.
Construct charts, graphs, and narratives using historical data.

PO 2.
Interpret historical data displayed in graphs, tables, and charts.

PO 3.
Construct timelines of the historical era being studied (e.g.,
presidents/world leaders, key events, people).

PO 4.
Formulate questions that can be answered by historical study and
research.

PO 5.
Describe the difference between primary and secondary sources.

PO 6.
Determine the credibility and bias of primary and secondary sources.

PO 7.
Analyze cause and effect relationships between and among
individuals and/or historical events.

PO 8.
Describe how archaeological research adds to our understanding of
the past.
Concept 2: Early Civilizations 
PO 2.
Determine how the following factors influenced groups of people to
develop into civilizations in Egypt, India, Mesopotamia, and China.

PO 3.
Describe the importance of the following river valleys in the
PO 4.
Compare the forms of government of the following ancient
development of ancient civilizations.

civilizations.

PO 5.
Describe the religious traditions that helped shape the culture of the
following ancient civilizations.

PO 6.
Analyze the impact of cultural and scientific contributions of ancient
civilizations on later civilizations.

PO 7.
Describe the development of the following types of government and
citizenship in ancient Greece and Rome.

PO 8.
Describe scientific and cultural advancements in ancient civilizations
(e.g., networks of roads, aqueducts, art and architecture, literature and
theatre, mathematics, philosophy).

PO 9.
Identify the roles and contributions of individuals in the following
ancient civilizations
Arizona Technology Standards

Strand 1, Concept 4, PO 1. Analyze information using digital creativity tools
to create original works and express ideas PO 2. Use digital collaborative
tools to analyze information to produce original works and express ideas.

Strand 2, Concept 2,
PO 1. Communicate and collaborate for the purpose
of producing original works or solving problems. Concept 3,
PO 1.
Participate in communication at a distance with others of different cultures or
geographic areas to gain different perspectives of topics.

Strand 3, Concept 1, PO 1. Predict and use key words and phrases that
narrow or broaden information searches. PO 2. Predict which information
sources will provide the desired data. Concept 2,
PO 1. Locate and
synthesize information to revise search strategies. PO 2. Use authoritative
primary and/or secondary sources. PO 3. Evaluate information and media
through determining facts, opinion, bias, and inaccuracies by consulting
multiple sources. PO 4. Use appropriate digital tools to synthesize research
information to develop new ideas and/or create new understanding.

Strand 4, Concept 2, PO 1. Plan and manage research using credible digital
resources to develop solutions to answer a question.
PO 2. Generate
solutions from different perspectives using collected resources and data.

Strand 6, Concept 1, PO 3. Choose technology applications
Concept 2, PO 5. Create multimedia presentations with multiple pages,
audio, images, and transitions for individual assignments appropriate for the
audience and task.
Suggested Student Outcomes:
1. Students will name, define and apply the Nine Universals
of Culture to research ancient civilizations and apply to
their own contemporary culture.
2. Students will discuss issues related to cultural universals
in collaborative groups and rate their importance.
3. Students will use print and digital resources to research
specific ancient civilizations in groups.
4. Student groups will present their assigned ancient culture
to the class.
5. Students will compare and contrast ancient cultures using
the Nine Universals of Culture.
6. Students will respond to critical thinking questions related
to culture using the 5 paragraph essay format.
Suggested Informational and Literary Texts:
1. Textbook: Spielvogel, Jackson J. World History: Journey
Across Time. New York: Glencoe/McGraw-Hill, 2006. Print.
2. Informational Resource Books:
Utilizing a variety of books
located in school library on a variety of civilizations as
needed; for example:
- Hart, George. Ancient Egypt. New York: Knopf, 1990. Print.
- Cotterell, Arthur, Alan Hills, and Geoff Brightling. Ancient
China. London:
3. Poetry Text:
Dorling Kindersley, 2000. Print.
Wolf, Allan. Immersed in Verse, Lark Books,
Sterling Publishing Co., Inc., 2006, pp. 41-43.
4. Literary Texts:
Will follow in the next part of the unit as this
part is designed to create background information through
history and research.
a. Echoes from Mount Olympus, Perfection Learning
Corporation, Logan, Iowa, 2001
b. Bowers, Gwen. Read-Aloud Plays: The Illiad, The
Odyssey and the Aeneid, Scholastic Teaching
Resources, New York, 2005
c. Homer. A Classic Retelling: The Odyssey, Nextext,
McDougall Littell, a Houghton Mifflin Company, 2000
d. Rearick, John. Greek Myths:8 Short Plays for the
Classroom,
1997
Scholastic Teaching Resources, New York,
Art, Music and Media:
1. Art as a Primary Source – Greek Art and Artifacts
2. Mythology, Storytelling, Theater and History
3. Media:
Videos from Discovery Education Streaming
Timeframe:
Week 1 & 2: What is culture?
Introduce Nine Universals, examine their
culture, rating importance of each.
Week 3: Fundamentals of research and primary resources. Classification
and use of primary sources and Digital Citizenship.
Writing: Introduce 5
paragraph essay
Week 4: Introduction to Ancient Greece and collaborative group project
Week 5/6: Student group work on the project / Interspersed with Ancient
Greece material (presented by teachers)
Week 7/8: Student Presentations
Week 9:
Final Assessment
Sample Lesson Plans from Unit:
1. What is culture? / Introduction of the Nine Universals and
Examining Contemporary Culture through the Universals
2. Rating the Importance of the Universals
3. Technology and Resources in Research
4. Using Primary Resources
5. Poetry:
Where I’m From – The Context of Me.
6. Socratic Circle Discussion
7. 5 Paragraph Essay – Venn Diagram (Compare and Contrast)
Assessments:
These are sample assessments that will be used to
measure student progress throughout the unit.
1. Pre-assessment - What is Culture? (Students will be asked
to describe culture in writing so that teachers are provided a
knowledge base with which to start and so they can see
their learning growth at the end of the unit.)
2. Week 1 – Rating Defense – Relative Importance of
Universals (Students will use a handout of Nine Universals
with rating to reinforce basic understanding of the Nine
Universals)
3. Week 2 – Critical Thinking – Response to Research
(Collecting information from students regarding validity of
internet research using website profiler)
4. Week 3 - Graphic Organizer for Greece (Students will apply
changes occurring to Greek civilization over time: Minoan to
Alexander the Great)
5. Week 4 - Group Project Organizer Status check (Nine
Universals chart for their own civilization)
6. Week 5 – 6
Greek Artifacts (Analysis of artifacts as primary
resources)
7. Weeks 7- 9
Culminating Projects – Collaborative Group
Ancient Civilization Presentation (Organizer for taking notes
on varied presentations and culminating writing response).
Final writing prompt for Final Assessment
Assessment Tools:
1. AIMS Holistic Writing Rubric
2. Group Presentation Rubric
3. Graphic Organizers for Comparison
4. Socratic Circle Rubric
5. Research Website Profiler
6. Culminating Project Content Checklist
7. Final Essay: Using two ancient civilizations, compare and contrast
how the Nine Universals contribute to the rise and fall of a
civilization?
(Extending knowledge and applying it to address a
related issue.)
Key Terminology: Key concepts students will encounter over the course
of this unit
1. Culture:
The shared beliefs, values and practices of a group.
2. Cultural Universal: is an element, pattern, trait, or institution that is
common to all human cultures on the planet.
3. Nine Universals of Culture: see attached
4. Primary Sources:
A primary resource is often a first – person
account by someone who actually saw or lived through what is
being described.
They are found in printed publications, songs and
poems, visual materials, oral histories, personal records and
artifacts.
5. Artifact: Objects that present information about a culture.
6. Secondary Resources:
These are second-hand accounts.
They
include textbooks, history books, biographies, websites…
7. Bias: a preference that can lead to the distortion of information
through interpretation and communication.