Preview of Version 1.0/Level 6
History / Social Science
Standards
Level 6
World History and Geography: Ancient Civilizations
Students in grade six expand their understanding of history by studying the people
and events that ushered in the dawn of the major western and non-western ancient
civilizations. Geography is of special significance in the development of the human
story. Continued emphasis is placed on the everyday lives, problems and
accomplishments of people, their role in developing social, economic and political
systems, as well as in establishing and spreading ideas that helped transform the
world forever. Students develop higher levels of critical thinking by considering
why civilizations developed where and when they did, why they became dominant
and why they declined. Students analyze the interactions among the various
cultures, emphasizing their enduring contributions and the link, despite time,
between the contemporary and ancient worlds.
Preview of Version 1.0/Level 6
HISTORY /SOCIAL SCIENCE
UNIFYING STANDARDS
LEVELS PRE K – 12
1.0
Historical Literacy: Students understand history as an interpretive study of continuity
and change within a chronological framework. They know the major events, eras,
concepts, people, topics and issues that define and influence United States and world
history. The analyze cause and effect relationships, consequences and patterns, make
interpretations, judgments and draw conclusions from data using a variety of historical
documents that reflect multiple perspectives.
2.0
Cultural Literacy: Students understand the rich, complex nature of a given culture. They
recognize that our nation is composed of people from around the world who represent
diverse backgrounds, ways of life and various perspectives, which are valued and
respected. They understand that a culture captures and expresses ideas, beliefs and values
over time.
3.0
Geographic Literacy: Students recognize the relationships among place, location, human
and environmental interaction, movement, and region. They know that human and
environmental processes shape the characteristics of places and regions, and influence
historical events and issues. They use, analyze, design, interpret and evaluate geographic
information.
4.0
Economic Literacy: Students analyze and understand economic systems and concepts.
They explain the basic processes of supply and demand, market economies and distribution
of scarce resources. They interpret trends and basic indicators of economic performance in
order to analyze economic and political issues.
5.0
Sociopolitical Literacy: Students understand political and social systems, the origins of
our national identity, the relationship between a society and its laws, and the differences
between democratic and non-democratic systems. They realize that a democracy depends
on the participation of responsible, informed, and ethical citizens.
6.0
Historical Thinking: Students develop and apply historical understanding as they read,
research, analyze and interpret information from a variety of sources and points of view.
They communicate their thinking through writing, reading, speaking and multi-media
presentations.
(c) = State Standard
(p) PUSD addition
(n/a) not a focus to address in this unit
106755955
(f) = State Framework
2
( rw)= aligned to grade level reading and writing standards
10-16-00
Preview of Version 1.0/Level 6
Focus Goals
Grade 6
1.0 Historical Literacy
1.1 Understand the chronology of events and people that led to the development and
decline of civilizations. (Early Humans, Ancient Mesopotamia, Egypt, and Kush,
Ancient Hebrews, Ancient India, Ancient China, Ancient Greece, Ancient Rome)
2.0 Cultural Literacy
2.1 Understand how a civilization expresses its culture through architecture and the
arts.
2.2 Understand how a civilization expresses its culture through it laws, religion, and
philosophy.
2.3 Understand how a civilization expresses its culture through its tools, technology,
and sciences.
2.4 Understand how culture can be transmitted to other civilizations (cultural
diffusion).
3.0 Geographic Literacy
3.1 Understand the role of geography in the development of civilizations, cultures, and
economies.
4.0 Economic Literacy
4.1 Understand the basic economic problems confronting all civilizations and how their
economic systems solved these problems.
5.0 Sociopolitical Literacy
5.1 Understand the interrelationship between social and political systems and how a
society’s values are reflected in its political institutions.
5.2 Understand how social status, social mobility, and p[political power are distributed
within a society.
5.3 Understand the daily lives of people at all social levels and analyze how their level
affects the opportunities that are available to them.
6.0 Historical Thinking
6.1 Make historical connections by applying Language Arts literacy skills.
(c) = State Standard
(p) PUSD addition
(n/a) not a focus to address in this unit
106755955
(f) = State Framework
3
( rw)= aligned to grade level reading and writing standards
10-16-00
Preview of Version 1.0/Level 6
History / Social Science
Level 6
EARLY HUMANS
1.0
Historical Literacy
1.1
Understand the chronology of events and people that led to the development and
decline of civilizations.
 Examine prehistoric people’s chronological place on the historical timeline. (f)
 Identify the reasons why prehistoric people progressed from hunting-gatherers to food
producers: Neolithic Revolution. (c6.1/f)
2.0
Cultural Literacy
2.1
Understand how a civilization expresses its culture through architecture and the arts.
 Discuss the development of language as a means for transmitting culture: Oral tradition.
(f)
 Analyze early people’s attempts to explain the universe through cave art. (f)
2.2
*N/A
2.3
Understand how a civilization expresses its culture through its tools, technology, and
sciences.
 Trace the development of stone tools from simple to complex and the creation of metal
tools and the use of fire. (c6.1.1)
2.4
*N/A
3.0
Geographic Literacy
3.1
Understand the role of geography in the development of civilizations, cultures, and
economies.
 Identify the location of human communities that populated the major regions of the
world and explain humans adapted to a variety of environments. (c6.1.2)
 Examine how climatic changes and human modifications of the physical environment
gave rise to the domestication of plants and animals which increased sources of food,
clothing, and shelter. (c6.1.3)
4.0
Economic Literacy
4.1
*N/A
(c) = State Standard
(p) PUSD addition
(n/a) not a focus to address in this unit
106755955
(f) = State Framework
4
( rw)= aligned to grade level reading and writing standards
10-16-00
Preview of Version 1.0/Level 6
5.0
Sociopolitical Literacy
5.1
*N/A
5.2
*N/A
5.3
Understand the daily lives of people at all social levels and analyze how their level
affects the opportunities that are available to them.
 Examine the role of men as hunters and women as gatherers in Paleolithic societies. (p)
6.0
Historical Thinking
6.1
Make historical connections by applying Language Arts literacy skills. (p)
 Learn and use historical vocabulary from reading informational text. (r1.0)
 Read historical text to answer questions and complete projects. (r2.0)
 Write narratives, persuasive essays, expository compositions, and research reports on a
historical topic of the time period utilizing technology. (w2.0, r3.0)
(c) = State Standard
(p) PUSD addition
(n/a) not a focus to address in this unit
106755955
(f) = State Framework
5
( rw)= aligned to grade level reading and writing standards
10-16-00
Preview of Version 1.0/Level 6
History / Social Science
Level 6
ANCIENT MESOPOTAMIA, EGYPT, AND KUSH
1.0
Historical Literacy
1.1
Understand the chronology of events and people that led to the development and
decline of civilizations.
 Identify early Sumerian settlements in the Fertile Crescent between the Tigris and
Euphrates rivers and the major events marking their sojourn: the spread of agricultural
villages to lower Mesopotamia. (f)
 Trace the historical developments in Egypt from the Old, Middle, and New Kingdoms.
(f)
 Determine the significance of the lives of Khufu, Queen Hatshepsut, Ramses the Great,
Akhenaten, and Tutankhamun. (c6.2.7/p)
 Examine the location of the Kush civilization and its historical interactions with its
neighbors. (f/c6.2.8)
2.0
Cultural Literacy
2.1
Understand how a civilization expresses its culture through architecture and the arts.
 Trace the evolution of language and its written forms. (c6.2.9)
 Discuss the mythology of Mesopotamia and Egypt (e.g., Gilgamesh Epic, Myth of Isis
and Osiris). (p)
 Examine the composition of Egyptian art and architecture. (c6.2.5)
2.2
Understand how a civilization expresses its culture through its laws, religion, and
philosophy.
 Determine the significance of Hammurabi’s Code on the development of legal systems.
(c6.2.4)
 Explain the Egyptians belief in the afterlife and the rituals and practices that developed
as a result. (e.g., mummification) (p)
 Analyze the role of Egypt’s polytheistic religion in shaping its society (e.g., The Myth
of Isis and Osiris). (p)
 Examine Akhenaten’s religious reforms and how his emphasis on the Aten as the sole
god was an early experiment with monotheism. (p)
2.3 Understand how a civilization expresses its culture through its tools, technology, and
sciences.
 Explain the development of the wheel, plow, and irrigation systems in Mesopotamia. (f)
 Compare the use of irrigation techniques in the Nile valley including the use of the
Shaduf with those of the Mesopotamians. (Tigris and Euphrates were unpredictable
whereas the Nile had a regular flooding cycle). (p)
2.4 Understand how culture can be transmitted to other civilizations (cultural diffusion).
 Trace the transmission of Egyptian culture to other civilizations. (p/f)
(c) = State Standard
(p) PUSD addition
(n/a) not a focus to address in this unit
106755955
(f) = State Framework
6
( rw)= aligned to grade level reading and writing standards
10-16-00
Preview of Version 1.0/Level 6
3.0
Geographic Literacy
3.1
Understand the role of geography in the development of civilizations, cultures, and
economies.
 Locate and describe the river systems, and the physical settings that supported
permanent settlement in Mesopotamia and Egypt. (c6.2.1)
 Analyze location of the Kush civilization and how its geographical location contributed
to its economic advantage. (c6.2.8/f)
4.0
Economic Literacy
4.1
Understand the basic economic problems confronting all civilizations and how their
economic systems solved these problems.
 Discuss how the development of agricultural techniques permitted the production of
economic surplus, which in turn gave rise to cities as centers of culture and power.
(c6.2.2)
 Explore the role of Egyptian trade in the eastern Mediterranean and Nile Valley.
(c6.2.6)
5.0
Sociopolitical Literacy
5.1
Understand the interrelationship between social and political systems and how a
society’s values are reflected in its political institutions.
 Determine why the rise of city-states in Mesopotamia made it necessary to have strong
leaders. (f)
 Examine the relationship between religion and the social order in Mesopotamia and
Egypt. (c6.2.3)
5.2
Understand how social status, social mobility, and political power are distributed
within a society.
 Evaluate the need for specialization of labor within a civilization. (p)
 Examine the social structure of Egyptian society in terms of the social pyramid. (p)
5.3
Understand the daily lives of people at all social levels and analyze how their level
affects the opportunities that are available to them.
 Examine the daily life of farmers, trades people, architects, artists, scribes, women, and
children in Egypt. (f)
6.0
Historical Thinking
(c) = State Standard
(p) PUSD addition
(n/a) not a focus to address in this unit
106755955
(f) = State Framework
7
( rw)= aligned to grade level reading and writing standards
10-16-00
Preview of Version 1.0/Level 6
6.1
Make historical connections by applying Language Arts literacy skills. (p)
 Learn and use historical vocabulary from reading informational text and translated text
from the time period. (r1.0)
 Read historical text to answer questions and complete projects. (r2.0)
 Write narratives, persuasive essays, expository compositions, and research reports on a
historical topic of the time period utilizing technology. (w2.0, r3.0)
(c) = State Standard
(p) PUSD addition
(n/a) not a focus to address in this unit
106755955
(f) = State Framework
8
( rw)= aligned to grade level reading and writing standards
10-16-00
Preview of Version 1.0/Level 6
History / Social Science
Level 6
ANCIENT HEBREWS
1.0
Historical Literacy
1.1
Understand the chronology of events and people that led to the development and
decline of civilizations.
 Map the location of settlements and the movements of Hebrew people, including the
movement to Egypt and the Exodus. (c6.3.4)
 Determine the contributions of the following people: Abraham, Moses, David, Ruth,
Naomi, and Yohannen ben Zaccai, to the Jewish religion. (c6.3.3)
 Trace how Judaism survived and developed despite the continuing dispersion of much
of the Jewish population from Jerusalem after the destruction of the second temple in
70 C.E. (c6.3.5)
2.0
Cultural Literacy
2.1
Understand how a civilization expresses its culture through architecture and the arts.
 Analyze the importance of the Tabernacle, Ark of the Covenant, and the Temple. (p)
2.2
Understand how a civilization expresses its culture through its laws, religion, and
philosophy.
 Examine the origins and significance of Judaism as the first monotheistic religion based
on the concept of one God who sets down moral laws for humanity through the Ten
Commandments. (c6.3.1)
 Explain how historical events are commemorated through religious observances. (p)
2.3
*N/A
2.4
Understand how culture can be transmitted to other civilizations (cultural diffusion).
 Trace how the ideas from the Hebrew Traditions are reflected in the moral and ethical
traditions of western civilizations. (c6.3.2)
3.0
Geographic Literacy
3.1
Understand the role of geography in the development of civilizations, cultures, and
economies.
 Map the migration patterns of the Fertile Crescent (e.g. Abraham’s sojourn from
Mesopotamia to the “Promised Land.”). (p)
4.0
Economic Literacy
4.1
*N/A
(c) = State Standard
(p) PUSD addition
(n/a) not a focus to address in this unit
106755955
(f) = State Framework
9
( rw)= aligned to grade level reading and writing standards
10-16-00
Preview of Version 1.0/Level 6
5.0
Sociopolitical Literacy
5.1
Understand the interrelationship between social and political systems and how a
society’s values are reflected in its political institutions.
 Explore the sources of ethical teachings and central beliefs of Judaism (the Hebrew
Bible, the Commentaries): belief in God, observance of law, practice concepts of
righteousness and justice, and the importance of study. (c6.3.2)
5.2
*N/A
5.3
*N/A
6.0
Historical Thinking
6.1
Make historical connections by applying Language Arts literacy skills. (p)
 Learn and use historical vocabulary from reading informational text and translated text
from the time period. (r1.0)
 Read historical text to answer questions and complete projects. (r2.0)
 Write narratives, persuasive essays, expository compositions, and research reports on a
historical topic of the time period utilizing technology. (w2.0, r3.0)
(c) = State Standard
(p) PUSD addition
(n/a) not a focus to address in this unit
106755955
(f) = State Framework
10
( rw)= aligned to grade level reading and writing standards
10-16-00
Preview of Version 1.0/Level 6
History / Social Science
Level 6
ANCIENT INDIA
1.0
Historical Literacy
1.1
Understand the chronology of events and people that led to the development and
decline of civilizations.
 Identify settlements in the Indus River valley (e.g., Mohenjo Daro). (p)
 Discuss the Aryan invasions. (c6.5.2)
 Understand how Asoka unified India. (c6.5.6)
2.0
Cultural Literacy
2.1
Understand how a civilization expresses its culture through architecture and the arts.
 Examine the importance of aesthetic and intellectual traditions (e.g., Sanskrit literature,
including the Bhagavad Gita). (c6.5.7)
2.2
Understand how a civilization expresses its culture through its laws, religion, and
philosophy.
 Identify the major beliefs and practices of Brahmanism in India and how they evolved
into early Hinduism. (c6.5.3)
 Trace the life and moral teachings of Buddha (e.g., the four noble truths, the eight-fold
path, and the middle way) and how Buddhism spread in India, Ceylon, and Central
Asia. (c6.5.5)
2.3
Understand how a civilization expresses its culture through its tools, technology, and
sciences.
 Discuss advances in metallurgy, medicine, and mathematics including Hindu-Arabic
numerals and the zero. (c6.5.7)
 Identify achievements during the Gupta empire (e.g., painting, sculpture, roads,
universities, etc.). (p)
2.4
Understand how culture can be transmitted to other civilizations (cultural diffusion).
 Evaluate the impact of the Aryan invasions on Indian culture. (c6.5.2)
3.0
Geographic Literacy
3.1
Understand the role of geography in the development of civilizations, cultures, and
economies.
 Examine the location and description of the Indus River system and the physical setting
that supported the rise of Indian civilization. (c6.5.1)
(c) = State Standard
(p) PUSD addition
(n/a) not a focus to address in this unit
106755955
(f) = State Framework
11
( rw)= aligned to grade level reading and writing standards
10-16-00
Preview of Version 1.0/Level 6
4.0
Economic Literacy
4.1
*N/A
5.0
Sociopolitical Literacy
5.1
Understand the interrelationship between social and political systems and how a
society’s values are reflected in its political institutions.
 Describe the growth of the Mauryan Empire and the political and moral achievements
of Emperor Asoka. (c6.5.6)
5.2
Understand how social status, social mobility, and political power are distributed
within a society.
 Explore the social structure of the caste system. (c6.5.4)
5.3
Understand the daily lives of people at all social levels and analyze how their level
affects the opportunities that are available to them.
 Describe the daily life of members of each caste. (f)
6.0
Historical Thinking
6.1
Make historical connections by applying Language Arts literacy skills. (p)
 Learn and use historical vocabulary from reading informational text and translated text
from the time period. (r1.0)
 Read historical text to answer questions and complete projects. (r2.0)
 Write narratives, persuasive essays, expository compositions, and research reports on a
historical topic of the time period utilizing technology. (w2.0, r3.0)
(c) = State Standard
(p) PUSD addition
(n/a) not a focus to address in this unit
106755955
(f) = State Framework
12
( rw)= aligned to grade level reading and writing standards
10-16-00
Preview of Version 1.0/Level 6
History / Social Science
Level 6
ANCIENT CHINA
1.0
Historical Literacy
1.1
Understand the chronology of events and people that led to the development and
decline of civilizations.
 Identify the locations and descriptions of Chinese civilization in the Huang-He River
valley during the Shang Dynasty. (c6.6.1)
 Examine the impact of feudalism in China, warring states period, and the life of
Confucius. (f/p)
 Explain how the end of feudalism under emperor Qin and his methods, both positive
and negative, unified China. (f)
 Describe the reunification of China during the Han dynasty. (f)
2.0
Cultural Literacy
2.1
Understand how a civilization expresses its culture through architecture and the arts.
 Explore China’s contributions to art, literature, and architecture. (p)
2.2
Understand how a civilization expresses its culture through its laws, religion, and
philosophy.
 Examine the political and cultural problems prevalent in the time of Confucius and how
he sought to solve them. (c6.6.4)
 Trace the life of Confucius and the fundamental teachings of Confucianism and
Taoism. (c6.6.3)
 Evaluate the impact that the philosophy of legalism had on China. (p)
2.3
Understand how a civilization expresses its culture through its tools, technology, and
sciences.
 Examine the invention of silk cloth production. (p)
 Examine the development of paper and gunpowder. (p)
 Describe the creation of the Great Wall. (p)
2.4
Understand how culture can be transmitted to other civilizations (cultural diffusion).
 Trace the diffusion of Buddhism northward to China, from India, during the Han
dynasty. (c6.6.8)
(c) = State Standard
(p) PUSD addition
(n/a) not a focus to address in this unit
106755955
(f) = State Framework
13
( rw)= aligned to grade level reading and writing standards
10-16-00
Preview of Version 1.0/Level 6
3.0
Geographic Literacy
3.1
Understand the role of geography in the development of civilizations, cultures, and
economies.
 Map the geographical features of China that made governance and movement of ideas
and goods difficult and served to isolate China from the rest of the world. (c6.6.2)
4.0
Economic Literacy
4.1
Understand the basic economic problems confronting all civilizations and how their
economic systems solved these problems.
 Explain the significance of the trans-Eurasian “silk roads” in the period of the Han and
Roman empires and their locations. (c6.6.7)
5.0
Sociopolitical Literacy
5.1
Understand the interrelationship between social and political systems and how a
society’s values are reflected in its political institutions.
 Discuss the policies and achievements of the emperor Qin Shi Huangdi. (c6.6.5)
 Analyze the political contributions of the Han dynasty. (c6.6.6)
5.2
Understand how social status, social mobility, and political power are distributed
within a society.
 Trace the development of the imperial bureaucratic state during the Han dynasty and
the expansion of the Han empire. (c6.6.6)
5.3
Understand the daily lives of people at all social levels and analyze how their level
affects the opportunities that are available to them.
 Examine the role of women in Confucian society. (f)
 Compare the lives of ordinary people and the educated classes during the Han dynasty.
(f)
6.0
Historical Thinking
6.1
Make historical connections by applying Language Arts literacy skills. (p)
 Learn and use historical vocabulary from reading informational text and translated text
from the time period. (r1.0)
 Read historical text to answer questions and complete projects. (r2.0)
 Write narratives, persuasive essays, expository compositions, and research reports on a
historical topic of the time period utilizing technology. (w2.0, r3.0)
(c) = State Standard
(p) PUSD addition
(n/a) not a focus to address in this unit
106755955
(f) = State Framework
14
( rw)= aligned to grade level reading and writing standards
10-16-00
Preview of Version 1.0/Level 6
History / Social Science
Level 6
ANCIENT GREECE
1.0
Historical Literacy
1.1
Understand the chronology of events and people that led to the development and
decline of civilizations.
 Identify the contributions of the Minoans to ancient Greece. (p)
 Examine the rise of the Greek Polis (city-state). (f)
 Describe the Persian Empire. (c6.4.5)
 Analyze the cause of the Persian wars. (c6.4.6/f)
 Examine the contributions of Pericles. (c6.4.3)
 Compare and contrast the roles of Athens and Sparta in the Peloponnesian war.
(c6.4.6/f)
 Trace the rise of Alexander the Great and his conquest of the Greek world and beyond.
(c6.4.7)
2.0
Cultural Literacy
2.1
Understand how a civilization expresses its culture through architecture and the arts.
 Discuss the significance of Greek mythology, poetry, and theater to the everyday life of
the Greeks. (c6.4.4)
 Identify the styles of Greek architecture and the orders: Doric, Ionic, and Corinthian.
(p)
2.2
Understand how a civilization expresses its culture through its laws, religion, and
philosophy.
 Discuss the significance of the Gods of the Pantheon and festivals held in their honor
(e.g., The Olympics). (f)
 Analyze the conditions that led to the trial of Socrates and how the jury system was
used to convict him. (f)
2.3
Understand how a civilization expresses its culture through its tools, technology, and
sciences.
 Examine the enduring contributions of important Greek figures in the arts, sciences,
and mathematics (e.g., Hypatia, Socrates, Plato, Aristotle, Euclid, Thucydides,
Pythagoras, etc.). (c6.4.8)
2.4
Understand how culture can be transmitted to other civilizations (cultural diffusion).
 Chart the spread of Hellenistic culture by Alexander the Great. (c6.4.7)
 Track how Greek literature continues to permeate our literature and language today,
drawing from Greek mythology and epics such as the Iliad and the Odyssey and from
Aesop’s Fables. (c6.4.4)
(c) = State Standard
(p) PUSD addition
(n/a) not a focus to address in this unit
106755955
(f) = State Framework
15
( rw)= aligned to grade level reading and writing standards
10-16-00
Preview of Version 1.0/Level 6
3.0
Geographic Literacy
3.1
Understand the role of geography in the development of civilizations, cultures, and
economies.
 Discuss the connections between geography and the development of the Greek citystate, Polis, in the region of the Aegean Sea. (c6.4.1/f)
 Examine how the Greeks overcame geographic isolation through sea travel and trade,
following the example of the Phoenicians who came before them. (p)
4.0
Economic Literacy
4.1
Understand the basic economic problems confronting all civilizations and how their
economic systems solved these problems.
 Evaluate the role of trade in creating wealth and power among the Greek city-states
(e.g., supply and demand, scarcity, and the need for grain crops). (p)
5.0
Sociopolitical Literacy
5.1
Understand the interrelationship between social and political systems and how a
society’s values are reflected in its political institutions.
 Trace the transition from Tyranny, Oligarchy, Dictatorship, and Monarchy to early
forms of democratic governments. (c6.4.2)
 Explore the significance of the idea of citizenship. (c6.4.2)
 Examine the key differences between Athenian or direct democracy and representative
democracy (e.g., draw from Pericles’ Funeral Oration). (c6.4.3)
 Describe the founding, expansion, and political organization of the Persian Empire.
(c6.4.5)
5.2
Understand how social status, social mobility, and political power are distributed
within a society.
 Compare and contrast the similarities and differences between life in Athens and
Sparta, with emphasis on their roles in the Persian and Peloponnesian Wars. (c6.4.6)
5.3
Understand the daily lives of people at all social levels and analyze how their level
affects the opportunities that are available to them.
 Explore the daily lives of women and children in Athens and Sparta. (f)
 Explain the differences between education of youth in Athens and Sparta. (f)
6.0
Historical Thinking
(c) = State Standard
(p) PUSD addition
(n/a) not a focus to address in this unit
106755955
(f) = State Framework
16
( rw)= aligned to grade level reading and writing standards
10-16-00
Preview of Version 1.0/Level 6
6.1
Make historical connections by applying Language Arts literacy skills. (p)
 Learn and use historical vocabulary from reading informational text and translated text
from the time period. (r1.0)
 Read historical text to answer questions and complete projects. (r2.0)
 Write narratives, persuasive essays, expository compositions, and research reports on a
historical topic of the time period utilizing technology. (w2.0, r3.0)
(c) = State Standard
(p) PUSD addition
(n/a) not a focus to address in this unit
106755955
(f) = State Framework
17
( rw)= aligned to grade level reading and writing standards
10-16-00
Preview of Version 1.0/Level 6
History / Social Science
Level 6
ANCIENT ROME
1.0
Historical Literacy
1.1
Understand the chronology of events and people that led to the development and
decline of civilizations.
 Trace the contributions of the Etruscans to the Romans. (p)
 Map the location and rise of the Roman Republic. (c6.7.1)
 Discuss important mythical figures such as Aeneas and Romulus and Remus. (c6.7.1)
 Discuss the importance of historical figures such as Cincinnatus, Julius Caesar, and
Cicero. (c6.7.1)
 Evaluate the influence of Julius Caesar and Augustus Caesar in Rome’s transition from
republic to empire. (c6.7.4)
 Examine the period of peace known as the “Pax Romana.” (f)
 Explain the division of the empire into Eastern and Western Roman Empire. (f)
 Trace the origins of Christianity in the Jewish Messianic prophecies, the life and
teachings of Jesus of Nazareth as described in the New Testament, and the
contributions of St. Paul the Apostle. (c6.7.6)
 Describe the circumstances that led to the spread of Christianity in Europe and other
Roman territories. (c6.7.7)
 Explore the migration of Jews around the Mediterranean region and the effects of their
conflict with the Romans, including the Romans’ restrictions on their right to live in
Jerusalem. (c6.7.5)
2.0
Cultural Literacy
2.1
Understand how a civilization expresses its culture through architecture and the arts.
 Identify the contributions of the Etruscans to the Romans in the area of engineering. (p)
 Trace the legacies of Roman art, architecture, literature, and language. (c6.7.8)
2.2
Understand how a civilization expresses its culture through its laws, religion, and
philosophy.
 Explain the legacy of Roman law in the modern world. (c6.7.8)
 Analyze the impact of early Christian beliefs including the Trinity, Resurrection, and
Salvation. (c6.7.6)
2.3
Understand how a civilization expresses its culture through its tools, technology, and
sciences.
 Discuss the impact of Roman technology, science, and engineering. (c6.7.8)
2.4
Understand how culture can be transmitted to other civilizations (cultural diffusion).
 Evaluate the impact of Roman political thought on the western world. (f)
 The spread of Christianity throughout the Roman world and its impact on western
civilizations. (c6.7.6/f)
(c) = State Standard
(p) PUSD addition
(n/a) not a focus to address in this unit
106755955
(f) = State Framework
18
( rw)= aligned to grade level reading and writing standards
10-16-00
Preview of Version 1.0/Level 6
3.0
Geographic Literacy
3.1
Understand the role of geography in the development of civilizations, cultures, and
economies.
 Map the location of and geographic reasons for the growth of Roman territories and
expansion of the empire. (c6.7.3)
4.0
Economic Literacy
4.1
Understand the basic economic problems confronting all civilizations and how their
economic systems solved these problems.
 Discuss how the Roman Empire fostered economic growth through the use of currency
and trade routes. (c6.7.3)
5.0
Sociopolitical Literacy
5.1
Understand the interrelationship between social and political systems and how a
society’s values are reflected in its political institutions.
 Describe the character of the government of the Roman Republic and its significance
(e.g., written constitution, three-branched government, checks and balances, and civic
duty) (c6.7.2)
5.2
Understand how social status, social mobility, and political power are distributed
within a society.
 Analyze the characteristics of the social classes present during the republic including
Patricians and Plebeians, and during the period of the Roman Empire. (p)
5.3
Understand the daily lives of people at all social levels and analyze how their level
affects the opportunities that are available to them.
 Describe everyday life in Roman society focusing on slavery and social conflict (e.g.,
Spartacus). (f)
6.0
Historical Thinking
6.1
Make historical connections by applying Language Arts literacy skills. (p)
 Learn and use historical vocabulary from reading informational text and translated text
from the time period. (r1.0)
 Read historical text to answer questions and complete projects. (r2.0)
 Write narratives, persuasive essays, expository compositions, and research reports on a
historical topic of the time period utilizing technology. (w2.0, r3.0)
(c) = State Standard
(p) PUSD addition
(n/a) not a focus to address in this unit
106755955
(f) = State Framework
19
( rw)= aligned to grade level reading and writing standards
10-16-00