GATEWAY GROUP CURRICULUM OVERVIEW

Grade 6

Social Studies

The Classical Civilizations of the Mediterranean World (Greece & Rome)  (1000 BCE- 600 CE)

6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

Focus of this Unit:

  • Classical civilizations (i.e., Greece, Rome) developed and expanded into empires of unprecedented size and diversity by creating centralized governments and promoting commerce, a common culture, and social values.
  • Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of classical civilizations.
  • Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations.

NJ STUDENT LEARNING STANDARDS

6.2.8.A.3.a Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures; communication and transportation systems) used by the rulers of Rome, China, and India to control and unify their expanding empires

6.2.8.A.3.b Compare and contrast the rights and responsibilities of free men, women, slaves, and foreigners in the political, economic, and social structures of classical civilizations.

6.2.8.A.3.c Determine the foundational concepts and principles of Athenian democracy and the Roman Republic that later influenced the development of the United States Constitution.  

6.2.8.A.3.d Compare and contrast the roles and responsibilities of citizens in Athens and Sparta to those of United States citizens today, and evaluate how citizens perceived the principles of liberty and equality then and now.    

6.2.8.A.3.e Compare and contrast the American legal system and the legal systems of classical civilizations, and determine the extent to which the early systems influenced the current legal system.

6.2.8.B.3.a Determine how geography and the availability of natural resources influenced the development of the political, economic, and cultural systems of each of the classical civilizations and provided motivation for expansion.         

 6.2.8.B.3.b Explain how geography and the availability of natural resources led to both the development of Greek city-states and to their demise.

6.2.8.C.3.a Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China.

6.2.8.C.3.b Explain how the development of a uniform system of exchange facilitated trade in classical civilizations.

6.2.8.C.3.c Explain how classical civilizations used technology and innovation to enhance agricultural/manufacturing output and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of labor.   

6.2.8.D.3.a Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality.

6.2.8.D.3.c Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han China.  

6.2.8.D.3.d Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that represent world legacies.

6.2.8.D.3.e Compare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of globalization.

6.2.8.D.3.f Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies.

Civics, Government, and Human Rights

Core Content/Objectives

Instructional Actions

Concepts

What students will know

Skills

What students will be able to do

Activities/Strategies

Learning Activities/ Differentiation

Interdisciplinary Connections

Assessment

How learning will be assessed

- The methods (i.e., autocratic rule, philosophies, and bureaucratic structures; communicator and transportation systems) used by the rulers of Rome to control their empires

- The differences between the rights and responsibilities of free men, women, slaves, and foreigners in the political, economic, and social structures of classical civilizations

- The foundational concepts and principles of Athenian democracy and the Roman republic that influenced the United States Constitution

- The differences between the roles and responsibilities of citizens in Athens and Sparta

- The differences between the citizens of ancient Greece and how they compare to United States citizens today in regards to the principles of liberty and equality

- The difference between the American legal system and the legal systems of classical civilizations, and the extent to which the early systems influenced the current

- Identify and explain Rome’s version of democracy and republicanism

- Compare and contrast the rights of various social classes in the political, economic, and social structures

- Compare and contrast Athenian democracy, the Roman republic, and the United States Constitution

- Compare the daily life of citizens in Athens and Sparta

- Compare and contrast the expectations of liberty and equality of United States citizens and the citizens of ancient Greece

- Compare and contrast the American legal systems and the legal systems of classical civilizations

- History Alive

-Message of Ancient Days

-Discover Our Heritage  

- Formative Assessments ( quick writes, exit tickets, observations)

- Simulation on Roman Democratic system

- Compare/ contrast

- Greek government presentations

- Critical thinking presentations

- Graphic organizer- researching famous Greek figures

Geography, People, and the Environment

Core Content/Objectives

Instructional Actions

Concepts

What students will know

Skills

What students will be able to do

Activities/Strategies

Learning Activities/ Differentiation

Interdisciplinary Connections

Assessment

How learning will be assessed

- Geography and the availability of natural resources influenced the development of the political, economic, and cultural systems of each of the classical civilizations and provided motivation for expansion

- Geography and the availability of natural resources led to rise and fall of Greek city states

- Identify the major landforms, waterways, and natural resources of the Greek city states

- Explain how various natural resources influences the political, economic and cultural systems

- Analyze why natural resources and geography aided in the stimulus for expansion

- Explain how geography led to the rise and demise of the Greek city states

- History Alive

- Message of Ancient Days Unit 5 Chapter 11, Unit 6 Chapter 13

-Discover Our Heritage  

- Formative Assessments ( quick writes, exit tickets, observations)

- Map evaluation and classroom simulation on Greek geography

- Compare/ contrast ancient Greek artifacts

Economics, Innovation, and Technology

Core Content/Objectives

Instructional Actions

Concepts

What students will know

Skills

What students will be able to do

Activities/Strategies

Learning Activities/ Differentiation

Interdisciplinary Connections

Assessment

How learning will be assessed

- The various land and sea trade routes through the Mediterranean Basin

- How a uniform system of exchange facilitated trade in classical civilizations

- Classical civilizations used technology and innovation to enhance agricultural/manufacturing output and commerce

- Map the various trade routes of the classical civilizations

- Explain the transition to a system of exchange in classical civilizations

- Analyze the technology that was created in each society and its impact on output, commerce, and military

- A Message of Ancient Days- Unit 5 Chapter 11, 12

- A Message of Ancient Days- Unit 6 Chapter 13

- A Message of Ancient Days Unit 6 Chapter 14

- History Alive

-Discover Our Heritage  

- Formative Assessments ( quick writes, exit tickets, observations)

- Walking tour of Athens

- Travel guide of ancient Rome

- Simulation for Punic Wars

- Panel Discussion about Roman military expansion

- Graphic organizers

History, Culture, and Perspectives

Core Content/Objectives

Instructional Actions

Concepts

What students will know

Skills

What students will be able to do

Activities/Strategies

Learning Activities/ Differentiation

Interdisciplinary Connections

Assessment

How learning will be assessed

- The various social hierarchies in classical civilizations as they relate to power, wealth, and equality.

- The factors that led to the fall of the Roman Empire.

- The differences between the Golden Ages of Greece and Rome

- The major achievements of Greece and Rome

- The religions, mythologies, and belief systems shaped the values of classical societies

- Identify the social hierarchies in classical civilizations as they relate to power, wealth, and equality

- Explain the common factors that led to the decline and fall of the Roman Empire

- Compare the golden ages of Greece and Rome, and justify major achievements that represent world legacies

- Evaluate the extent to which religions, mythologies, and other belief systems shaped the values of classical societies    

- History Alive

- A Message of Ancient Days Unit 5 Chapter 12 and Unit 6 Chapter 13/ 14/15

- A Message of Ancient Days Unit 5 Chapter 10 and Unit 6 Chapter

-Discover Our Heritage  

- Formative Assessments ( quick writes, exit tickets, observations)

- Graphic organizer

- Compare/ contrast activity

- Simulation on Roman Democratic system

- Panel Discussion about Roman military expansion

- Graphic organizer on Alexander the Great

- Station activity for Greek achievements

- Greek myth matching game

- Station activity comparing Early Christian and Ancient Roman beliefs

                Evidence of Learning

Assessment:

Equipment Needed:

  • A Message of Ancient Days
  • History Alive
  • Discover Our Heritage  

Teacher Resources:

Modifications/Accommodations

IEPs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

504s

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

ELLs

  • teaching key aspects of a topic.
  • Eliminate nonessential information .
  • using videos, illustrations, pictures, and drawings to explain or clarify.
  • allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning; .
  • allowing students to correct errors (looking for understanding) .
  • allowing the use of note cards or open-book during testing .
  • decreasing the amount of work presented or required

G/T

  • teaching key aspects of a topic. Eliminate nonessential information .
  • using videos, illustrations, pictures, and drawings to explain or clarify.
  • allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning;
  • allowing students to correct errors (looking for understanding) .
  • allowing the use of note cards or open-book during testing . decreasing the amount of work presented or required

At-Risk Failure

  • Projects designed so teacher may add or omit criteria based on student need
  • Shortened assignments
  • Extended time allotted for students
  • Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their communities
  • Collaborate with after-school programs or clubs to extend learning opportunities and support
  • Various online learning opportunities to reinforce skills based on student needs
  • Provide students multiple choices for how they can represent their understandings
  • Additional time for test preparation
  • Directions written and read/explained thoroughly and in chunks
  • Emphasis on successes
  • Graphic organizers and other organizational aides
  • Student Success Team and implementation of RTI Interventions
  • Set goal plan with reachable goals and pathways and collaboration with parents
  • One-on-one conference with teacher to include feedback on work and progress toward meeting goals

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and

      Preparation 

LA.6-8.WHST.6-8.1.C Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. LA.6-8.WHST.6-8.1.D Establish and maintain a formal/academic style, approach, and form. LA.6-8.WHST.6-8.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic. LA.6-8.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, voice, and style are appropriate to task, purpose, and audience.

LA.6-8.CCSS.ELA-Literacy.WHST.6- 8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LA.6-8.CCSS.ELA-Literacy.WHST.6- 8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. LA.6-8.CCSS.ELA-Literacy.WHST.6- 8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. LA.6-8.CCSS.ELA-Literacy.WHST.6- 8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. TECH.8.1.8.A Students demonstrate a sound understanding of technology concepts, systems and operations. TECH.8.1.8.B.CS2 Create original works as a means of personal or group expression. TECH.8.1.8.C.CS1 Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media. TECH.8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 8th grade,

  • 9.2.8.B.1 Research careers within the 16 Career Clusters and determine attributes of career success.
  • 9.2.8.B.2 Develop a Personalized Student Learning Plan with the assistance of an adult mentor that includes information about career areas of interest, goals and an educational plan.
  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.
  • 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally.
  • 9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.

Grade 6                                                                                                  -  -