Mitchell Elementary

Grade Level:
6th Grade
Length: 10 Weeks
Essential Questions
Standards

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Unit Name: Ancient Greece and Rome

Howdoesthepastinfluencethepresent?
Howdobeliefsshapeidentityandinfluenceaction?
Primary:
Literacy
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.6.5 Describe how a text presents information.
RH.6.7 Integrate visual information with other information in print and
digital texts.
NCSS THEMES
NCSS.M.3 People, Places, and Environment
NCSS.M.6 Power, Authority, and Governance

Cognitive Skills

Secondary:
NCSS.M.1 Culture
RH.6.3 Identify key steps in a text's description of a process related to
history/social studies.
Writing
W.6.3Writenarrativestodeveloprealorimaginedexperiencesorevents
usingeffectivetechnique,relevantdescriptivedetails,andwellstructured
eventsequences.
Speaking&Listening
SL.6.1Engageeffectivelyinarangeofcollaborativediscussionswith
diversepartnersongrade6topics,texts,andissues,buildingonothers'
ideasandexpressingtheirownclearly.
Students will know
How Ancient Greece led to certain American practices.
How government plays a role in society.
Students will be able to
Analyze primary and secondary sources
Cite information from primary and secondary sources for the use
of persuasive writing/speaking
Utilize creative writing
Compare and contrast life in Rome and Greece
Make inferences on the role of authority and governance between 4
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city-states
Use key vocabulary in everyday speech
Create a dialogue based off a primary source
Evaluate the importance of government regulations in their lives
Describe defining characteristics of famous Greeks/Gods
Performance task:

Assessments
(D) Diagnostic
(F) Formative
(S) Summative

(D)
AncientGreeceandRomeAnticipationGuide
W.6.3FieldTriptoGreece
(F)
AnalyzePrimaryandSecondarySources
EntranceSlips
GreekOlympicsOneMinuteEssay
RomanMilitary123
PolisNewspaper
Greek God Poster

Texts/
Resources

(S)
DBQ Performance Task: How Democratic Were the Ancient Greeks?
Government Argument Simulation
Readers Mythological Theater
Test #1: Geography, Famous Greeks, and Culture
Test #2: Greek Gods/Greek Myths
Test #3: Rome
http://www.pbs.org/empires/thegreeks/educational/index_html.html
http://www.ancientgreece.com/s/Main_Page/
Greece: http://www.bbc.co.uk/guides/zxytpv4
Rome: http://www.bbc.co.uk/guides/z2sm6sg
How Democratic Were the Ancient Greeks? (Debating the Documents,
2008)
Step Into Ancient Greece (Hermes House, by Richard Tames, 2007)
Greek Life (Scholastic: Early Civilizations, by John Guy, 1999)
Ancient Greece (Eyewitness Books, by Anne Pearson, 2007)
Ancient Greece (Kids Discover, by Stella Sands, 2008)
Who Did What in Ancient Greece? (Appleseeds: A Cobblestone
Publication, 2008)
Let the Games Begin! The Ancient Olympics (Calliope: A Cobblestone
Publication, 2007)
Greek Civilizations (National Geographic: Reading Expedition, 2005)
Children of Ancient Athens (Appleseeds: A Cobblestone Publication, 1999)
Graphic Mythology: Greek Myths (By Rob Shone, 2006)
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Learning Activities

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GREEKS: A Simulation of the History and Culture of Ancient Greece

(Interact: Learn Through Experience, 2007) Volume 1-2
The Ancient World: Greece (Reading Essentials in Social Studies, by
Jarrett Lobell, 2003)
Ancient Greece (Milliken MP4819, by Cindy Barden, 2002)
Ancient Greece (Interdisciplinary Thematic Unit, Teacher Created
Resources, 1999)
Rome (Milliken Publishing Company, by Helen Hausner, Volume 1)
History of Civilizations: The Romans (Milliken Publishing Company,
1999)
Rome (National Geographic: Reading Expeditions, by Kevin Supples,
2002)
The Ancient Romans (People of the Ancient World, by Allison Lassieur,
2004)
Alexander the Great: The Life of a Kind and Conqueror (Graphic
Nonfiction, by Rob Shone and Anita Ganeri, 2005)
Helen of Troy (McGraw-Hill School Division, by Amy Bancroft)
The Roman Republic (Calliope: A Cobblestone Publication, 2002)
Children of Ancient Rome (Appleseeds: A Cobblestone Publication, 2000)
The Genius of Caesar (Calliope: A Cobblestone Publication, 2006)
Roman Empire (Kids Discover, 2006)
http://worldhistorycp2.weebly.com/uploads/1/3/3/9/13391305/fourfo
rmsofgovtancientgreece.pdf
Week 1
NCSS.M.3 People, Places, and Environment
RH.6.7 Field Trip to Greece
RH.6.4 Mapping out Ancient Greece
RH.6.3 Ancient Greece Timeline
Anticipation Guide
Week 2
NCSS.M.3 People, Places, and Environment
RH.6.5 Greek Culture: Column Notes
RH.6.5. The Greek Olympics: 1-minute essay
RH.6.7 A Day in Ancient Greece Dance
SL.6.1 Question Clusters
Week 3
NCSS.M.3 People, Places, and Environment
RH.6.5 Polis Newspaper
W.6.3 Polis Newspaper
SL.6.1 Know your Polis
Week 4
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NCSS.M.6 Power, Authority, and Governance
Silent gallery walk: Polis facts notes sheet
RH.6.4 Evolution of Democracy: Graphic Organizer
RH.6.5 Athens v. Sparta Venn Diagram
RH.6.4 Simulation Preparation
Creating Question Clusters
Week 5
NCSS.M.6 Power, Authority, and Governance
Question Clusters
SL.6.1 Simulation
RH.6.5 Preparation for Performance Task
Week 6
NCSS.M.1 Culture
RH.6.5 The Secrets of Mount Olympus
RH.6.7 Greek Gods/Goddesses Posters
Gallery Walk: Greek Gods
RH.6.4 Myth Busting Ancient Greece
Week 7
NCSS.M.1 Culture
RH.6.5 Greek Myth Story Frame
RH.6.3 Greek Theater
SL.6.1 Greek Theater
Week 8
NCSS.M.6 Power, Authority, and Governance
RH.6.4 Daily Life of Rome Notes
RH.6.7 Louvre Pamphlet
Compare/Contrast Ancient Greek Gods to Roman Gods
RH.6.7 Society Rank
RH.6.4 Latin Words & English
Week 9
NCSS.M.6 Power, Authority, and Governance
RH.6.5 Roman Military Notes
W.6.3 Roman Military 3-2-1
RH.6.4 Book Explorations
RH.6.5 Famous People: Cornell Notes Organizer
Week 10
NCSS.M.3 People, Places, and Environment
RH.6.3 Punic Wars Timeline
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RH.6.5 Roman Government/Fall of Rome

Study Guide: Rome
Revisit Anticipation Guide

Academic
Language:
City-State
Polis
Democracy
Aristocracy
Authority
Republic
Support with Evidence
Cite
Describe
Create
Compare/Contrast
Evaluate
Inference
WIDA Standards

Speaking / Listening Strategies:

VennDiagram
QuestionClusters
FlowCharts
Cornell Notes Organizer

WIDAStandard.1EnglishlanguagelearnerscommunicateforSocialand
Instructionalpurposeswithintheschoolsetting
WIDAStandard.5Englishlanguagelearnerscommunicateinformation,
ideasandconceptsnecessaryforacademicsuccessinthecontentareaof
SocialStudies

ELDSTANDARD:5TheLanguageofSocialStudiesEXAMPLETOPIC:Specialization
CONNECTION:
RH.6.1 Cite specific textual evidence to support analysis of primary and secondary sources.
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W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students analyze several primary and
secondary historical sources. Students will write an argument about how specialization impacted
the development of civilizations.
Cognitive Function: Write an argument supported with evidence from historical text
Level 2
Emerging

Identifying
evidence from
a historical
text in native
language. As a
group, use
illustrations
and diagrams
using word
bank to show
how evidence
supports a
given claim.

Working in
small groups
to identify
evidence in a
historical
document. As
a group, use a
graphic
organizer
using word
bank to show
how evidence
supports your
claim.

Level 3
Developing

Level 4
Expanding

DOMAIN:
Writing in Social

Identify
Identify
evidence in a evidence from
historical
historical
document.
document.
Use a graphic Use a graphic
organizer to
organizer to
plan for
plan for
written
written
argument.
argument.
Review plan
Using plan
with partner.
write an
Using plan
argument
write an
supported
argument
with evidence
supported
from the
with evidence historical text.
from the
historical text.
TOPIC-RELATED LANGUAGE: polis, democracy, aristocracy, authority, empire
Studies

In partners
identify
evidence in a
historical
document.
Using word
bank and
graphic
organizers to
show how
evidence
supports a
given claim.

Level 5
Bridging

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Level 6 Reaching

Level 1
Entering