2015.16 Sixth Grade, Social Studies, Quarter 3 Ancient China and Ancient Greek Culture: Students analyze the geographic, political, economic, social, and religious structures of the civilizations of Ancient China. Students analyze the geographic, political, economic, social, and religious structures of the early civilization of Ancient Greece. On-Going Standards On-Going I Can Statements 6.WCE.SS.3 Honor the U.S. Constitution and recognize its significance and purpose. Analyze various historical sources effectively, including: Primary sources Texts Political cartoons Maps Songs Movies Recordings Use multiple maps to understand the variety of maps available and how they serve as a resource to obtain geographic and historical information. Identify and define basic map components and geographic forms. I can recognize the connection of past law codes including Code of Hammurabi, 10 Commandants, Greek concept of citizenship, and 12 Tables of Rome to our Constitution. I can analyze historical primary sources, texts, political cartoons, maps, songs, movies and recordings effectively. I can investigate and discover historical facts and make connections that impact my life today. I can identify the basic components of a world map, including the compass rose, map key, scale, latitude and longitude lines, continents and oceans. I can use a variety of maps to understand geographic and historical information, including political maps, resource maps, product maps, physical maps, climate maps and vegetation maps. I can identify basic geographic forms, including rivers, lakes, bays, oceans, mountains, plateaus, deserts, plains and coastal plains. I can identify the job characteristics of archaeologists, anthropologists, geologists and historians. Page 1 of 6
Use technology effectively and appropriately to enhance the learning and develop 21 st century learners. Tennessee State Standards Ancient China Standards 6.SS.30 Identify and locate on a map the geographical features of China, including the Huang He [Yellow] River, Plateau of Tibet, and Gobi Desert. 6.SS.31 Locate and describe the origins of Chinese civilization in the Huang-He Valley during the era of the Shang Dynasty. 6.SS.32 Explain how the regions of China are isolated by geographic features, making governance and the spread of ideas and goods difficult, and served to isolate the country from the rest of the world. 6.SS.33 Analyze the structure of the Zhou Dynasty and the emergence of Taoism, Confucianism, and Legalism. 6.SS.34 Identify the political and cultural problems prevalent in the time of Confucius and how he sought to solve them. I can think in creative and innovative ways using technology to communicate and collaborate, research and solve problems in an appropriate manner to learn history and geography. Student Friendly I Can Statements Ancient China I can create a map of Ancient China that identifies geographical features such as Huang He [Yellow] River, Plateau of Tibet and Gobi Desert. I can describe the origins of the Chinese civilization in the Huang-He valley during the era of the Shang Dynasty. I can recognize how the geographic features of China contributed to its isolation from the rest of the world and explain the consequences of this isolation. I can analyze the structure of the Zhou Dynasty by analyzing The Mandate of Heaven. I can describe the emergence of Taoism, Confucianism, and Legalism, comparing and contrasting their core beliefs and practices. I can apply Taoism, Confucianism, and Legalism to solve a social or political problem. 6.SS.35 List the policies and achievements of the emperor Shi Huang and explain how these contributed to the unification of northern China under the Qin Dynasty and the construction of the Great Wall of China. I can cite textual evidence from excerpts of the Analects and The Eighteen Songs of a Nomad Flute to demonstrate the political and ethical thought in China at this time. I can explain the impact and achievements of Shi Huang Di and the construction of the Great Wall during the Qin Dynasty. Page 2 of 6
6.SS.36 Detail the political contributions of the Han Dynasty and determine how they contributed to the development of the imperial bureaucratic state and the expansion of the empire. 6.SS.37 Cite the significance of the trans-eurasian silk roads in the period of the Han Dynasty and Roman Empire and their locations. 6.SS.38 Describe the diffusion of Buddhism northward to China during the Han Dynasty. I can detail the politics, the expansion and achievements of the empire under the Han Dynasty, including the development of an imperial bureaucracy and the expansion of the empire. I can cite the significance of the Silk Road and its location during the period of the Han Dynasty and the Roman Empire. I can describe the cultural diffusion of Buddhism northward to China during the Han dynasty. I can identify the language, common values, traditions, government, art, literature and lifestyles of ancient China. 6.WCE.SS.7 Identify Chinese advances in technology and identify Chinese artifacts by pictorial representation. Ancient Greece Standards 6.SS.46 On a historical map of the ancient Mediterranean area, locate Greece and trace the boundaries of its influence to 300 BC/BCE. On a contemporary map trace the current boundaries of Greece. Compare and contrast the sphere of influence of Greece in those two different eras. 6.SS.47 Explain how the geographical location of ancient Athens and other city-states contributed to their role in maritime trade, their colonies in the Mediterranean, and the expansion of their cultural influence. I can identify the major technological advances made in ancient China. I can identify types of Chinese artifacts by pictorial representation. Ancient Greece [c. 800-300 BC] I can create a historical map of ancient Greece and the boundaries of its influence to 300 BC. I can compare the modern day boundaries of Greece to its past areas of importance. I can explain how the geography of Greece contributed towards the method of trade and colonization throughout the Mediterranean of the Greek city-states. I can differentiate between the Minoan and Mycenaean civilizations and describe the contributions they each made to Greek trade, mythology, and civilization. Page 3 of 6
6.SS.56 Describe the myths and stories of classical Greece; give examples of Greek gods, goddesses, and heroes [Zeus, Hermes, Aphrodite, Athena, Poseidon, Artemis, Hades, Apollo], and events, and where and how we see their names used today. *correlates with drama WCE.TH6.1 re: Greek myths and legends. *ELA may be reading Apollo s Tree. 6.SS.57 Compare and contrast the Titans with the Olympian gods and explain the surrounding Greek mythology. 6.SS.58 Explain why the city-states of Greece instituted a tradition of athletic competitions and describe the sports they featured. 6.SS.59 Describe the purposes and functions of the lyceum, the gymnasium, and the Library of Alexandria, and identify the major accomplishments of the Ancient Greeks. Thales [science] Pythagoras and Euclid [mathematics] Hippocrates [medicine] Socrates, Plato, and Aristotle [philosophy] Herodotus, Thucydides, Homer, Aeschylus, Sophocles, Aristophanes, and Euripides [history, poetry, and drama] the Parthenon, the Acropolis, and the Temple of Apollo [architecture] the development of the first complete alphabet, with symbols representing both consonants and vowels I can describe the myths and stories of classical Greece, giving examples of Greek gods, goddesses, and heroes, including: Zeus, Hermes, Aphrodite, Athena, Poseidon, Artemis, Hades and Apollo and where and how we use their names today. I can compare and contrast the Titans with the Olympian gods and explain the surrounding Greek mythology. I can explain the tradition of the Olympics, why they were instituted, and which sports they featured. I can describe the purposes and functions of Greek architecture, including the Lyceum, the gymnasium, the Library of Alexandria, the Parthenon, the Acropolis, and the Temple of Apollo at Delphi. I can evaluate the significance and accomplishments of the Ancient Greeks, including: Thales [science] Pythagoras and Euclid [mathematics] Hippocrates [medicine] Socrates, Plato, and Aristotle [philosophy] Herodotus and Thucydides [history] Homer [epic poetry] Aeschylus, Sophocles, Aristophanes, and Euripides [drama] I can identify the development of the alphabet. [Phoenician, Greek, Latin]. I can describe the importance of Aesop to Greek culture by analyzing his fables. Page 4 of 6
6.WCE.SS.8 Identify Greek artifacts by pictorial representation. I can explain how the Iliad and the Odyssey shaped Greek culture by reading excerpts of both texts. I can identify Greek artifacts by pictorial representation. I can explain the Greek cultural characteristics, including economic, social relations, religion, and political authority of the city-states and everyday life. 6.SS.48 Trace the transition from tyranny and oligarchy to early democratic forms of government and back to dictatorship in ancient Greece, including the significance of the development of the idea of citizenship. 6.SS.49 Explain how the development of democratic political concepts in ancient Greece lead to the origins of direct democracy and representative democracy, including: the polis or city-state civic participation and voting rights legislative bodies constitution writing rule of law 6.SS.50 Compare and contrast life in Athens and Sparta. 6.SS.51 Compare and contrast the status of women and slaves between Athens and Sparta. 6.SS.52 Analyze the causes, course, and consequences of the Persian Wars. I can trace the history of Greek political structures from tyranny to oligarchy to early democratic forms of government, then back to dictatorship, including the significance of the idea of citizenship. I can explain how the development of democratic political concepts led to direct and representative democracies, including: the polis or city-state civic participation and voting rights legislative bodies constitution writing rule of law an excerpt of Pericles funeral oration I can compare and contrast life in Athens and Sparta, including the status of women and slaves. I can analyze the causes, course, and consequences of the Persian invasions of Greece including the Ionian Revolt, Persian and Greek leaders, 300 Spartans, Battle of Marathon, Delian League, Battles of Thermopylae and Salamis and rise of Athens. Page 5 of 6
After reading an excerpt of The Battle of Marathon by Herodotus I can explain why the Greeks beat the Persians. 6.SS.44 Conduct a short research piece with supporting details of the Persian and Median Empires, including Cyrus the Great, Darius, and Xerxes. 6.SS.53 Analyze the causes, course, and consequences of the Peloponnesian Wars between Athens and Sparta. 6.SS.54 Explain the rise of Alexander the Great and the spread of Greek culture. 6.SS.55 Analyze the causes and effects of the Hellenistic culture of Greece. I can research and write a short essay on the Persian and Median Empires, including Cyrus the Great, Darius, and Xerxes. I can analyze the causes, course, and consequences of the Peloponnesian Wars between Athens and Sparta. I can explain the rise of Alexander the Great and the spread of Hellenistic culture. I can analyze the causes and effects of the Hellenistic culture of Greece, including its spread and the breakup of Alexander s empire. After reading an excerpt of The Life of Alexander, I can analyze why he was Great. Page 6 of 6