Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 1 Unit/Chapter Title: Unit 3 – Ancient Greece and Rome Course/Grade: 6 th Grade Social Studies Unit Length: 12 weeks Interdisciplinary Connection(s): ELA/Technology Standards: 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. 6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. Strands: A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology D. History, Culture, and Perspectives CCSS ELA/ Literacy in History/Social Studies, Science and Technical Subjects RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 6
1
Unit/Chapter Title: Unit 3 – Ancient Greece and Rome
Course/Grade: 6th
Grade Social Studies
Unit Length: 12 weeks
Interdisciplinary Connection(s): ELA/Technology
Standards:
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.
6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value
diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an
interconnected world.
Strands:
A. Civics, Government, and Human Rights
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
D. History, Culture, and Perspectives
CCSS ELA/ Literacy in History/Social Studies, Science and Technical Subjects
RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources
RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source
distinct from prior knowledge or opinions.
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 6
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RH.6-8.4 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.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital
texts.
RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.
RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently
and proficiently.
WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or
technical processes.
WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
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
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.
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.
WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and audiences.
SL.6.1 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.
L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 6
3
21st Century Life and Careers Standards
9.1.8.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively
9.1.8.B.1 Use multiple points of view to create alternative solutions.
9.1.8.C.1 Determine an individual’s responsibility for personal actions and contributions to group activities.
9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks,
assignments, and projects.
9.1.8.C.3 Model leadership skills during classroom and extra-curricular activities.
9.1.8.B.6 Evaluate communication, collaboration, and leadership skills and how they might be further developed in preparation for a
future career through involvement in school, home, work, and extracurricular activities.
Interdisciplinary Connections:
English/Literacy:
WHST.6-8.2.A-E Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical
processes.
Computer Technology:
CCSS TECHNOLOY 8.1.8.A.1
Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word
processing program.
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 6
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Essential Questions
Enduring Understandings
1.) How did ancient Greek civilizations develop?
2.) What are some of the lasting contributions to later
civilizations?
3.) How were ancient Greek settlements influenced and
affected by geography?
4.) How did ancient Greek religious beliefs and mythology
influence their culture?
5.) What did it mean to be “Roman” in the ancient world?
6.) What made Rome “great” and why is it remembered that
way?
7.) How did the geography of early Rome influence and
affect its development?
8.) How did Rome develop into a republic?
9.) How did Roman territory expand through military
conquests?
10.) Why did the Roman empire fall and what is its
legacy?
11.) What are the lasting legacies and contributions of
Greece’s geography and its nearness to the sea strongly
influenced the development of trade and the growth of city-states.
The people of Athens tried many different forms of government
before creating a democracy.
The ancient Greeks created great myths and works of literature
that still influence the way we speak and write today.
Over time the Persians came to rule a great empire, which
eventually brought them into conflict with the Greeks.
The two most powerful city-states in Greece, Sparta and Athens,
had very different cultures and became bitter enemies in the 400’s
B.C.
Alexander the Great built a huge empire and helped spread
Greek culture into Egypt and Asia.
Ancient Greece made lasting contributions in art, philosophy,
and science.
Rome’s location and government helped it become a major
power in the ancient world.
Rome’s tripartite government and written laws helped create a
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 6
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Rome and Greece? stable society.
The later period of the Roman Republic was marked by wars of
expansion and political crises.
After changing from a republic to an empire, Rome grew
politically and economically, and developed a culture that
influenced later civilizations.
People in the Roman Empire practiced many religions before
Christianity, based on the teachings of Jesus of Nazareth, spread
and became Rome’s official religion.
Problems from both inside and outside cause the Roman empire
to split into a western half, which collapsed, and an eastern half
that prospered for hundreds of years.
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 6
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Student Learning Objectives
(What students should know and be able to do?)
What students should know What students should be able to do
6.1.8.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.
6.1.8.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.
6.1.8.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.
6.1.8.C.3.b - Explain how the development of a uniform system of
exchange facilitated trade in classical civilizations.
6.1.8.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.
6.1.8.D.3.a - Compare and contrast social hierarchies in classical
civilizations as they relate to power, wealth, and equality.
Explain who the Minoans and Mycenaeans were, and describe
the role they played in ancient Greek history.
Analyze the kinds of governments that developed in Ancient
Greece and Rome.
Compare and Contrast the civilizations of Ancient Greece and
Ancient Rome.
Identify the differences between the city-states of Athens and
Sparta.
Research the Persian Wars and explain the impact they had on
the Greeks.
Investigate the role that trade and colonization played in Ancient
Greece.
Explain the “Golden Age of Athens” and describe the art and
achievements of the Ancient Greeks.
Select at least 4 contributions that the Ancient Greeks made to
other civilizations and tell how these contributions still
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 6
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6.1.8.D.3.d - Compare the golden ages of Greece, Rome, India, and
China, and justify major achievements that represent world legacies.
6.1.8.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.
6.1.8.D.3.f - Determine the extent to which religions, mythologies,
and other belief systems shaped the values of classical societies.
influence/affect us today.
Summarize how Ancient Greek religious beliefs and mythology
influenced their culture.
Describe the process by which Rome became an empire and
developed into a republic.
Explain why the Roman Empire fell.
Summarize how the origin and spread of Christianity is
associated with the Roman Empire.
Read various myths from Ancient Greece and explain what you
think they teach us.
Describe the daily life of a Roman citizen during the early days
of the empire.
Examine the Greek gods and goddesses and analyze their family
tree.
Identify achievements and innovations made in Ancient Greece
and Rome.
Analyze the achievements and innovations made in Ancient
Greece and Rome through a research project.
Use internet sources, encyclopedias, etc. to help guide your final
project.
Research democracy, aqueducts, roads, the Olympics,
contributions to math (Pythagoras or Euclid) or medicine
(Hippocratic Oath).
Create diary entries, a song, a propaganda poster, interview or
song that demonstrates your mastery and understanding of one of