Social Studies 6th Grade Unit 4 Plan
DURHAM PUBLIC SCHOOLS 2012-2013
UNIT 4 PLAN FOR 6TH GRADE SOCIAL STUDIES
Unit Overview:
Instructional Time: 6 weeks/30 days (approximately)
Quarter
One
X Two
X Three
Four
Course/Grade Level: 6th grade social studies
Revised Bloom’s Taxonomy: Remembering, Understanding,
Applying, Analyzing, Evaluating
Unit Theme: Development of Government (Power & Authority)
Unit Summary:
This unit focuses on the development of government in early history. Students will begin the unit by analyzing the importance of government and
then move on to examine different examples of power and authority. They will progress from the concept of centralized authoritarian government
to the concept of citizen participation by looking at different case studies of ancient civilizations, focusing in on power structures. Then students
will evaluate the different types of government they have seen and critique their own governmental system.
North Carolina Informational Technology Essential Standards:
*6.TT.1.1 – Select appropriate technology tools to gather date and information
*6.TT.1.3 – Select appropriate technology tools to present data and information effectively
*6.RP.1.1 – Implement a research process collaboratively
*6.SE.2 – Apply safety precautions when using online resources
NC Essential Standards:
*6.H.1 Use historical thinking to understand the emergence, expansion and decline of civilizations, societies and regions over time.
-6.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues 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-6.H.1.2 Summarize the literal meaning of historical documents in order to establish context.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.
*6.H.2 Understand the political, economic and/or social significance of historical events, issues, individuals and cultural groups.
-6.H.2.1 Explain how invasions, conquests, and migrations affected various civilizations, societies and regions
-6.H.2.3 Explain how innovation and/or technology transformed civilizations, societies and regions over time
-6.H.2.4 Explain the role that key historical figures and cultural groups had in transforming society
*6.G.1 Understand geographic factors that influenced the emergence, expansion and decline of civilizations, societies and regions over time
-6.G.1.1 Explain how the physical features and human characteristics of a place influenced the development of civilizations, societies and
regions
1
Social Studies 6th Grade Unit 4 Plan
*6.G.2 Apply the tools of a geographer to understand the emergence, expansion and decline of civilizations, societies and regions.
-6.G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the 1) emergence, expansion
and decline of civilizations, societies and regions.
*6.C&G.1 Understand the development of government in various civilizations, societies and regions.
-6.C&G.1.1 Explain the origins and structures of various governmental systems
-6.C&G.1.2 Summarize the ideas that shaped political thought in various civilizations, societies and regions
-6.C&G.1.3 Compare the requirements for (e.g. age, gender and status) and responsibilities of (e.g. paying taxes and military service)
citizenship under various governments.
-6.C&G.1.4 Compare the role (e.g. maintain order and enforce societal values and beliefs) and evolution of laws and legal systems (e.g. need
for and changing nature of codified system of laws and punishment) in various civilizations, societies and regions.
*6.C.1 Explain how the behaviors and practices of individuals and groups influenced societies, civilizations and regions.
-6.C.1.1 Analyze how cultural expressions reflected the values of civilizations, societies and regions
-6.C.1.2 Explain how religion transformed various societies, civilizations and regions
-6.C.1.3 Summarize systems of social structure within various civilizations and societies over time
Essential Question(s):
How does the framework/theory of a government influence a civilization?
How do the actions/decisions of a government influence a civilization?
How have the rights of citizens evolved over time?
Concepts:
1) Power and Authority
2) Centralized Authoritarian Government
3) Citizen Participation
Enduring Understanding(s): resource - NCDPI UNPACKING DOCUMENT
 Government structure depends on a number of factors including, but not limited to: location, leadership, economy, historical influence.
 Forms of government in a particular region may evolve over time in response to social and economic changes.
 Political thought is often influenced by cultural and economic factors.
 Citizens have certain roles and responsibilities in a society.
 Government has certain obligations to citizens.
 Governmental structure shapes the role of the citizen.
 The expectations for citizens vary depending on the form and structure of one’s government.
 The meaning of citizenship varies depending on the form and structure of one’s government.
 The role of law and legal systems within a society evolves in response to political, economic and social factors.
2
Social Studies 6th Grade Unit 4 Plan
I Can Statement(s):
*I can define the term government.
*I can describe different types of governments used in ancient civilizations (e.g. empire, monarchy, oligarchy, tyranny, democracy, republic).
*I can compare and contrast the different types of governments.
*I can evaluate the positive and negative aspects of each type of government.
*I can examine laws used by each of the above governments.
*I can outline the rise of democracy.
*I can outline the rise of the republic.
*I can look at the role/requirement of citizenship in a variety of governmental structures.
*I can evaluate the effectiveness of rulers in ancient times.
*I can compare our current government to those of the past.
Vocabulary:
Government
Authority
Centralized Authoritarian
Government
Citizen Participation
Citizens/Citizenship
Dynasty – Zhou, Qin
Mandate of Heaven
Empire
Candragupta Maurya
Asoka
Edicts
Absolute Power
Gupta Dynasty
Caste System
Muslim Empires
Ottoman Empire
Janissaries
Inca Empire
Sapa Inca
Pachacuti
Topa Inca
Alexander the Great
Conquest
Hellenistic
Oligarchy
Tyranny
Greek City-State
Athens
Sparta
Monarchy
(Athenian) Democracy
Slavery
Democracy
Republic
Senate
Forum
Representative
Patrician/ Plebeian
Consuls/Dictator
Roman Empire
Julius Caesar
Augustus
Caligula
Nero
Hadrian
Pax Romana
The Twelve Tables
Confucianism
Ren & Li
Han Dynasty
Liu Bang
Wudi
Bureaucracy
Civil Service
Native Americans
Iroquois Confederacy
Clan
Tribe
Council
Great Peace Law
Khoisan
Bantu
Migrate
Shona Empire
Great Zimbabwe
Reading and Writing for Literacy and Interdisciplinary Connections
*RH.6.1 Cite specific textual evidence to support analysis of primary and secondary sources.
*RH.6.3 Identify key steps in a text’s description of a process related to history/social studies
*RH.6.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social
studies.
*RH.6.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
*WHST.6.1 Write arguments focused on discipline-specific content.
3
Social Studies 6th Grade Unit 4 Plan
*WHST.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
*WHST.6.9 Draw evidence from informational texts to support analysis reflection, and research.
Evidence of Learning (Formative Assessments):
Summative Assessment(s):
*Warm up journal (daily or weekly)
*Teacher made test
*Teacher observation during classroom activities
*Projects (ideas listed in weekly plan)
*Exit Slips
*Homework
*Daily Checks for Understanding
4
Unit Implementation:
Social Studies 6th Grade Unit 4 Plan
Week 1: Intro to Government/Development of Government in East Asia (6.H.1.1, 6.H.1.2, 6.H.1.3, 6.H.2.1, 6.H.2.3, 6.H.2.4, 6.G.1.1, 6.G.2.1,
6.C&G.1.1, 6.C&G.1.2, 6.C&G.1.3, 6.C&G.1.4, 6.C.1.1, 6.C.1.2, 6.C.1.3)
This unit will begin with a problem-solving activity that will help students understand the importance of having a government. Students should read
descriptions of two different classrooms – one where the teacher makes the majority of decisions and one where students get to vote on different
decisions. Students will evaluate the classrooms and determine which one they would prefer to be in, justifying their answers. Students will come to the
conclusion that though they may be different, rules are necessary. Then students will work in small groups to plan a government for a new community.
Guided questions should help them along. What rules will the community have? Who will make them? How will conflicts be settled? Now that students
have the idea of government and politics in mind, they will move onto their study of government in East Asia. First, students should look at the Zhou and
Qin dynasties. A graphic organizer will help students look at the rise, main events, and fall of each. As they fill in each section, they should examine the
role the government played in each section. Next, students will examine the idea of divine right or mandate from heaven. Students can discuss US
elections and how we select our leaders and then contrast it with the people of the Zhou and Qin dynasties. Lastly, students will study the change in
government in East Asia as Confucianism influenced those in power. They can deduce the meaning of some of Confucius’ saying. They can create their
own list of laws that reflect the principles of ren and li. Ultimately, they will be able to explain how the government progressed from a focus on one
individual to a focus on many people.
**Students should be given a map at the beginning of the unit to help them organize the different areas of study.
Resources for this week: Holt Eastern World Chapter 20 sections 1, 2, & 4 , Prentice Hall Ancient World Chapter 5 section 2, Kids Past http://www.kidspast.com/world-history/0125-civilization-in-china.php, Kidipede http://www.historyforkids.org/learn/china/government/index.htm, Ducksters – Civil Service http://www.ducksters.com/history/china/civil_service_government.php, Neok12 - http://www.neok12.com/History-of-China.htm,
Elibrary - http://elibrary.sd71.bc.ca/subject_resources/socials/CHINA.htm#role, Goodreads – Confucius Quotes http://www.goodreads.com/author/quotes/15321.Confucius, Outline Maps - http://www.eduplace.com/ss/maps/
Week 2: Development of Government in Southeast and Southwest Asia (6.H.1.1, 6.H.1.2, 6.H.1.3, 6.H.2.1, 6.H.2.3, 6.H.2.4, 6.G.1.1, 6.G.2.1,
6.C&G.1.1, 6.C&G.1.2, 6.C&G.1.3, 6.C&G.1.4, 6.C.1.1, 6.C.1.2, 6.C.1.3)
Students will continue their study of government by examining the development of government in southeast and southwest Asia. They will first label a
map, outlining the Mauryan and Gupta Empires. Then as they read about various leaders (e.g. Candragupta Maurya, Asoka, Candra Gupta I, Candra
Gupta II), they will list their government styles and accomplishments as well. After reading about the Gupta empire, students will then examine the caste
system, completing a web search that focuses on societal organization and power (http://www.mariemontschools.org/parr/india_webquest.htm). At the
end of the week, students will compare the early Muslim Empires to the Mauryan and Gupta Empires.
5
Social Studies 6th Grade Unit 4 Plan
Resources for this week: Holt Eastern World Chapter 19 section 4 & Chapter 7 section 3, Prentice Hall Ancient World Chapter 4 section 4,
Experiencing India’s Caste System - http://www.mariemontschools.org/parr/india_webquest.htm, Kidipede http://www.historyforkids.org/learn/india/history/mauryan.htm, Mr. Donn’s Lesson Plans - http://india.mrdonn.org/gupta.html
Week 3: Development of Government in Europe – Ancient Greece (6.H.1.1, 6.H.1.2, 6.H.1.3, 6.H.2.1, 6.H.2.3, 6.H.2.4, 6.G.1.1, 6.G.2.1, 6.C&G.1.1,
6.C&G.1.2, 6.C&G.1.3, 6.C&G.1.4, 6.C.1.1, 6.C.1.2, 6.C.1.3)
To begin, students should recall what they learned about Ancient Greece in the previous unit. Now we will expand on that knowledge. First, students will
locate and label main points of interest on a map of ancient Greece. Once they have completed the map, they will assess how the geography of the area
affected the way the civilization rose and developed. The development of democracy can then be studied via simulation, such as the one from the series
History Alive. Students need to make a decision in the classroom (e.g. song choice) using the four types of government in ancient Greece (monarchy,
oligarchy, tyranny, democracy). It allows them to explore the types of government and evaluate them. The idea of citizenship should also be discussed
as students look at who was considered a citizen at this time. Students will then compare the city-states of Athens and Sparta, taking a careful look at the
type of government in each. They should then write about in which city-state they would prefer to live. After looking at individual city-states, students will
look at the conquest of Alexander the Great and the spread of Hellenistic culture. Tracing his conquest would be a visual tool to help students understand
his impact. Lastly, they will study the achievements and legacies of the ancient Greeks that showed their freedom and choice.
Resources for this week: Holt Western World Chapter 13 section 1, Prentice Hall Ancient World Chapter 6 , History Alive – The Rise of
Democracy - http://www.teachtci.com/programs/middle_school/the_ancient_world/, Social Studies for Kids http://www.socialstudiesforkids.com/subjects/ancientgreece.htm, Interactive Greece http://www.chiddingstone.kent.sch.uk/homework/greece/interactive.htm, BBC - http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/,
Winged Sandals - http://www.wingedsandals.com/arts/wingedsandals/history/, Mr. Donn’s Lesson Plans http://ancienthistory.mrdonn.org/AncientGreece.html
Week 4: Development of Government in Europe – Ancient Rome (6.H.1.1, 6.H.1.2, 6.H.1.3, 6.H.2.1, 6.H.2.3, 6.H.2.4, 6.G.1.1, 6.G.2.1, 6.C&G.1.1,
6.C&G.1.2, 6.C&G.1.3, 6.C&G.1.4, 6.C.1.1, 6.C.1.2, 6.C.1.3)
Students will now move from the idea of democracy to the idea of a republic by looking at the Roman republic. First, students will locate and label main
points of interest on a map of ancient Rome. Once they have completed the map, they will assess how the geography of the area affected the way the
civilization rose and developed (e.g. proximity to the Mediterranean Sea helped them to expand). Then student will watch or listen to the myth of Rome’s
beginnings (http://www.youtube.com/watch?v=wA1D9wd29jI) and move from the Romulus’ power to the creation of the Roman republic. As students
examine the formation of a republic, they should compare and contrast it to a democracy. After students may want to create a national anthem that is
inspired by the Roman republic. Students should then look further into the written laws of the Romans, or the Twelve Tables. In small groups, students
6
Social Studies 6th Grade Unit 4 Plan
should discuss one or two of the tables, explaining them, and deciding if they are fair or unfair. They should also question if they were appropriate for
Roman times and if they are appropriate for modern times. Students can then illustrate the expansion of Rome using the earlier map and see how the
growth led to an empire. During the study of the Roman Empire, students will have the opportunity to asses several of the emperors of Ancient Rome.
First, have students create a list of qualities that a good leader possesses. Using those guiding principle, they will evaluate the Roman emperors. At the
end of the week, students will discuss the fall of Rome and offer recommendations on how they would have prevented the decline had they been the
Roman emperor at the time.
Resources for this week: Holt Western World Chapter 13 section 2, Prentice Hall Ancient World Chapter 7, Historical Maps - http://dmaps.com/pays.php?lib=the_roman_world_40_bc_maps&num_pay=171&lang=en, Romulus & Remus http://www.youtube.com/watch?v=wA1D9wd29jI, Twelve Tables - http://www.fordham.edu/Halsall/ancient/12tables.asp, Mr. Donn’s Lesson
Plans - http://www.rome.mrdonn.org/, BBC - http://www.bbc.co.uk/schools/primaryhistory/romans/, Neok12 - http://www.neok12.com/AncientRome.htm, Famous Romans - http://www.roman-empire.net/children/famous.html, Brainpop: Fall of Rome http://www.brainpop.com/socialstudies/worldhistory/fallofrome/preview.weml
Week 5: Development of Government in the Americas and Africa (6.H.1.1, 6.H.1.2, 6.H.1.3, 6.H.2.1, 6.H.2.3, 6.H.2.4, 6.G.1.1, 6.G.2.1, 6.C&G.1.1,
6.C&G.1.2, 6.C&G.1.3, 6.C&G.1.4, 6.C.1.1, 6.C.1.2, 6.C.1.3)
We now travel Africa and then the Americas to look at the development of government on those continents. Using a map of Africa and the information
from the text on the history, students will label select countries with their name and type of government (e.g. Egypt – kingdom, Ghana – empire, Congo kingdom). Then they will focus specifically on southern Africa and the progress of the Khoisan, Bantu, and the Shona Empire, using a graphic organizer.
They will discuss the growth of an empire from a more tribal system. Students will examine Great Zimbabwe, capital of the Shona, looking at the
advancements and artifacts that suggest the power of the Shona. Students will next study the powerful empire of the Incas in South America. Using a
map to locate and label the Incan Empire, students will assess the rule of the Incan emperors and how they were able to control such an expanse of land.
Lastly, students will look at the Native Americans in North America, specifically the Iroquois. Students will focus on the Iroquois Confederacy. Why did it
begin? What was its purpose? How did it function? They should also examine the flag of the Iroquois Confederacy, deducing its meaning, and
comparing it to the flag of Canada. Then they will examine the tribal system and the roles of each individual.
Resources for this week: Holt Eastern World Chapter 11 section 1, Chapter 13 section 1, Chapter 17 section 2, & Chapter 1 section 2Chapter 18
section 2, Holt Western World Chapter 10 section 2, Bantu - http://enloehs.wcpss.net/socialstudies/johnson/africa/kenya/index.html, Mr.
Dowling’s Zimbabwe - http://www.mrdowling.com/609-zimbabwe.html, Great Zimbabwe Ruins http://goafrica.about.com/od/zimbabwe/p/greatzimbabwe.htm, Great Zimbabwe National Monument http://www.afrizim.com/places/masvingo/Activities/Great-Zimbabwe.asp, Mr. Donn’s Lesson Plans - http://incas.mrdonn.org/, National
Geographic Incan Interactive Map - http://ngm.nationalgeographic.com/2011/04/inca-empire/interactive-map, The Iroquois http://nanunet.lhric.org/HighviewElementary/Grade4/IroquoisWebQeust/Iroquois.htm, Iroquois Flag - http://www.tmealf.com/DH/iroquois.html,
Government of the Iroquois Nation - http://www.cradleboard.org/curriculum/powwow/lessons/elemsocial/el_gv_ir.html
7
Social Studies 6th Grade Unit 4 Plan
Week 6: Government Evaluations/Connections to Today (6.H.1.1, 6.C&G.1.1, 6.C&G.1.2, 6.C&G.1.3, 6.C&G.1.4, 6.C.1.3)
The final week of the unit will be a time to connect the government styles of the ancient world with those students find in their modern world. An essay
can be written using the power structures they experience on a personal, local, and national level. My house is run like __________ was run in the
country of __________because…. My school/town is run like __________ was run in the country of __________ because... My country is run like
__________ was run in the country of __________ because... This will allow students to explain and apply the concepts they learned. For a final project,
students will work in small groups to hold a town meeting, using one of the government structures they studied in this unit. They decide on a topic for their
town meeting, plan who will control the meeting, and determine what form it will take. Then they will conduct the meeting (~5 minutes). Some group
members will be leaders while others are citizens. After all meetings have been led, students will process the different decision-making styles that were
manifested.
Resources for this week: Prentice Hall World Explorer Long-Term Integrated Projects – Holding Community Meetings Under Different Forms of
Government, Review of Different Forms of Government - http://www.kidcyber.com.au/topics/govtforms.htm
Supportive Unit Resources: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Scaffolding Option 1:
Intervention
Instructional
Activities:
Scaffolding Option 2:
Maintenance
Scaffolding Option 3:
Extension
( 6.C&G.1.1, 6.C&G.1.2)
( 6.C&G.1.1, 6.C&G.1.2)
(6.C&G.1.4)
Title of Activity: Who’s in Charge – Have students
create a list of all the people in their life who they feel
are leaders. Then have them explain why.
Title of Activity: Who’s the Man? – Have students
create campaign posters for the leader in history they
feel was the best.
Title of Activity: The Twelve Tables vs. The Bill of
Rights – Using a simplified version of the Bill of Rights
(http://www.buzzle.com/articles/bill-of-rights-forkids.html), compare the articles to those in the twelve
tables.
Technology Integration: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Multimedia
Activities:
( 6.C&G.1.1, 6.C&G.1.2)
( 6.C&G.1.1, 6.C&G.1.2, 6.C.1.2 )
( 6.C&G.1.1, 6.C&G.1.2)
Title of Activity: Executive Command – Computer
game where students make decisions as the president
- http://www.icivics.org/games/executive-command
Title of Activity: Counties Work – Computer game to
think about civil service http://www.icivics.org/games/counties-work - can then
be linked to ideas of Confucius
Title of Activity: Do I Have a Right? – Computer game
to study the rights of people http://www.icivics.org/games/do-i-have-right
8