WS/FCS
Unit Planning Organizer
Subject(s)
Grade/Course
Unit of Study
Unit Title
Pacing
Social Studies
6th grade
Ancient Greece
Birthplace of Democracy
14 days




Conceptual Lenses
Government systems
Citizenship
Rights and Responsibilities
Politics
Unit Overview
The points of focus in this unit include the geographic isolation of Greece, the development of
government systems, and the cultural characteristics of Ancient Greece.
Geographical Isolation: The geographical features of Greece include various mountain ranges and
islands. This created natural divisions which led to the development of many separate and
unique city-states.
Government: City-states developed around hill-top acropolises. Athens and Sparta developed very
different cultures. Athens is the birthplace of democracy whereas Sparta was much more
militaristic. Each city-state had its own requirements for citizenship as well as corresponding
rights and responsibilities.
Culture: The ancient Greeks had many distinctive cultural characteristics. They created drama and
the Olympics, made advances in medicine, and their architectural achievements are still used
today. Greek polytheistic religion influenced their cultural expressions. They spread their
culture around the Mediterranean through conquest and trade. Alexander the Great unified the
Greek city-states into one empire and further expanded Greece’s influence around the
Mediterranean and Europe.
Unit Enduring Understanding(s)


Forms of government arise out of the
need for order in societies.
Citizens have rights and responsibilities in
societies.
Unit Essential Question(s)


How does the need for order give rise to
forms of government?
What are the rights and responsibilities of
citizens in societies?
Essential State Standards
Priority Objectives
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


Supporting Objectives
6.H.2.1 Explain how invasions, conquests,
and migrations affected societies,
civilizations and regions.

6.C&G.1.1 Explain the origins and sources
of government systems.

6.C&G.1.2 Summarize ideas that shaped
political thought.
6.H.2.2 Compare historical and
contemporary events and issues to
understand continuity and change.
6.E.1.1 Explain how conflict, compromise,
and negotiation over the availability of
resources impacted the economic
development of various civilizations, societies
and regions.

6.E.1.2 Explain how quality of life is
impacted by economic choices of civilizations,
societies and regions.
6.C&G.1.3 Compare the requirements for
and responsibilities of citizenship.

6.C&G.1.4 Compare the role and evolution
of laws and legal systems in various
civilizations, societies and regions.
“Unpacked” Concepts
(students need to know)
6.H.2.1
 Invasions, conquests and
migrations affected societies,
civilizations and regions
6.C&G.1.1
 Origins and sources of
government systems
6.C&G.1.2
 Ideas that shaped political
thoughts
6.C&G.1.3
 Requirements for and
responsibilities of citizenship
“Unpacked” Skills
(students need to be able to do)
6.H.2.1
 EXPLAIN (effects of
invasions, conquests and
migrations)
6.C&G.1.1
 EXPLAIN (origins and
sources)
COGNITION
(RBT Level)
6.H.2.1
 Understand
6.C&G.1.1
 Understand
6.C&G.1.2
 Understand
6.C&G.1.2
 SUMMARIZE (ideas)
6.C&G.1.3
 COMPARE (requirements and
responsibilities)
6.C&G.1.3
 Analyze
Essential Vocabulary
City-state/ polis
Peninsula
Citizen
Democracy
Monarchs
Colonies
Conquer
Aristocrat
Polytheism
Enrichment Vocabulary
Comedy
Tragedy
Philosopher
Mythology
Enrichment factual content:
Hippocrates
Battle of Thermopylae
Philosophers- Socrates, Plato, Aristotle
Pythagoras
Homer- Odyssey and Iliad
Peloponnesian War
Trojan Horse
H
Unit “Chunking”
& Enduring
Understandings
Essential
Factual
Content
- Geographical
Geographical
features of
Isolation
Greece
- Natural
- Development
boundaries lead to
of isolated
the development of city-states
isolated societies. - Geography led
G
Suggested Lesson
Essential Questions
C
E
&
G
What are the major
physical features of
Greece?
How did the geography
of Greece isolate
developing city-states?
How do physical
1.1
1.1
1.2
1.1
C
- Geographical
features lead to
economic
opportunities.
Government
Isolation causes
development of
unique cultures.
Democracies
developed to give
people a voice in
their government.
Citizens have
different rights and
responsibilities in
different cultures.
Culture
Ancient cultures
still influence our
culture today.
- Civilizations use
colonization to
spread their
influence and
culture.
Historical figures
spread cultural
influence.
to trade
opportunities
- Greece began
as a monarchy
and then
developed into
a democracy
- Definition of
citizen/
citizenship
- Compare/
contrast rights
and
responsibilities
of citizens in
Athens and
Sparta
- Aspects of
Greek culture
such as:
Olympics,
medicine,
theater,
architecture
- Religion
- Greeks
colonized areas
around the
Mediterranean
Sea
- Colonies
provided parent
polises with
food.
- This
arrangement
led to the
development of
money.
-Unification of
features affect
economy?
How did city-states
develop politically?
1.1
How did Greek
government evolve from
a monarchy to a
democracy?
What are the
characteristics of a
democracy?
What are the rights and
responsibilities of
citizens in a society?
Who was a citizen in
Athens and what were
their rights and
responsibilities?
What are the cultural
characteristics of
Ancient Greece?
- How did the Greeks
spread their cultural
influence?
1.1
1.1
1.3
1.3
1.1
2.1
- Why did Greece need
to develop a system of
money?
How did Alexander the
Great unify Greece?
How did the conquests
of Alexander the
Great spread Greek
culture?
1.1
1.1
2.4
2.1
Greece
- Hellenism
- Greeks ruled
new colonies
- Split of Greek
empire after
Alexander the
Great’s death
Why did Alexander the
Great’s empire not
last?
2.1
Sub Concepts
HISTORY
Colonization
Expansion
GEOGRAPHY
Physical
Features
CIVICS & GOVERNMENT
Freedom
Taxation
ECONOMICS
Trade
Resources
CULTURE
Influence
Civilization
Language Objective EXAMPLES

Key Vocabulary LO: SWBAT define and explain the terms city-state, citizenship,
democracy.

Language Functions LO: SWBAT explain why civilizations need governments.

Language Skills LO: SWBAT read two passages about the requirements for citizenship in
two different societies and identify the similarities and differences between the two.
(Reading passages should be chosen/modified in accordance with the LEP students’ zone of
proximal development).

Grammar and Language LO: SWBAT use comparatives in writing assignments (more than,
less than, greater, shorter, longer, etc.) by comparing the requirements for citizenship in two
different societies. Ex. The Greeks locked up prisoners longer than the Romans.

Lesson Tasks LO: SWBAT read and summarize a passage about the requirements for
citizenship in a society and explain this summary to a group.

Language Learning Strategy LO: SWBAT develop a cause/effect graphic organizer
analyzing and identifying the causes and effects of the need for government in a society.
(The linguistic load will vary from LEP student to LEP student. Level 1-2 LEP students may
need a word bank or other supplement to complete this activity using this strategy).
Historical Thinking and Geography Skill Resources
○ “Straight Ahead”
□“Uphill”
∆“Mountainous”
Historical Thinking
Geography Skills
6.H.1.1 Construct charts, graphs &
6.G.2.1 Use maps, charts, graphs, geographic data and
historical narratives to explain
available technology tools to draw conclusions about the
particular events or issues over time. emergence, expansion and decline of civilizations, societies
 Use the information to compare and
and regions.
contrast Sparta and Athens
6.H.1.2 Summarize the literal
meaning of historical documents in
order to establish context.

-This resource allows students to
read about the rights of Kings of
Sparta
This resource is written by Herodotus
and contains historical information on
Greece
Maps of ancient Greece

Use p. 9-10 in this document to find historical maps of Greece
6.G.2.2 Construct maps, charts and graphs to explain data
about geographic phenomena (e.g., migration patterns and
population, resource distribution patterns, etc.)
6.H.1.3 Use primary and secondary
sources to interpret various historical
perspectives.


.
General Unit Resources
○ “Straight Ahead”
□“Uphill”
○ BBC Primary History Ancient Greece
Information by topic, includes interactives
Overview of Ancient Greece
Information about many different aspects of Greek life
Information comparing Athens and Sparta
List of links to various Ancient Greece resources
Thinkquest overview of Ancient Greece
∆ “Mountainous”
□ Text about Ancient Greece- also includes printables in Homework section
Kidipede text about Ancient Greece divided by topic
Mr. Donn Ancient Greece
PBS Teacher Resource for Greece
Links to multimedia resources and interactives
BBC History Ancient Greece
Maps of Ancient Greece for kids
Video clips and presentations- Teacher Resource
The British Museum Teacher Resource
Brief text about the foundations of democracy
Ancient Greece and Alexander the Great
Online textbook- Chapters 5 and 6
∆ Text about Ancient Greece separated by topic
Fordham University Sourcebook
Information about aspects of Ancient Greece including a Student/ Teacher Section
Background information about Ancient Greece
Online textbook
Text differentiation symbols: Texts will be categorized in teacher resource documents as Straight
Ahead (less challenging for struggling readers), Uphill (having some challenging words and more
complex sentence structure that is appropriate for on-grade level readers), or Mountainous
(containing challenging vocabulary, complex sentences, and more abstract ideas).
Performance Assessments
Item #
Formative
Assessments
Task Description
1
2
3
Summative Assessment
4
Culminating
Task

Performance Task #1:
Scoring Guide for Performance Task #1
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient

Progressing
Student includes
of
the “Proficient” criteria in
written response.
Beginning
Student includes
of
the “Proficient” criteria in
written response.

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching
needed to correct misconceptions or reach understanding.
Performance Task #2:
Scoring Guide for Performance Task #2
Advanced
Student includes all of the
“Proficient” criteria PLUS
Proficient

Progressing
Beginning

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching
needed to correct misconceptions or reach understanding.
Performance Task #3:
Scoring Guide for Performance Task #3
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient
Progressing
Student includes
of the
“Proficient” criteria in written
response.
Beginning
Student includes
of
the “Proficient” criteria in
written response.

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
1. Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Reteaching needed to correct misconceptions or reach understanding.
Unit 2 Culminating Performance Task:
Scoring Guide for Culminating Performance Task:
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient

Progressing
Student includes
of the
required “Proficient” items
and has only minor issues
with the quality criteria in
written response.
Beginning
Student includes
the required “Proficient”
items and has multiple
issues with the quality
criteria in written response.
Unit Reflection
What didn’t work well?
What worked well?
Suggestions for Change