6th Grade: Ancient Civilizations Syllabus (English Version)

Ancient Civilizations
Grade Six
Mr. Pitts-Dilley

Course Overview:

The primary goals of this course are to have students improve their English skills (speaking, listening, writing and reading), learn about the civilizations that have shaped our modern societies and make connections between past, present and future in a critical way. Students will not be expected to memorize random facts. Instead, students will be expected to read, write, infer, analyze, discuss, and debate how history impacted the lives of pre-historic humans, Sumerians, Mesopotamians, Egyptians, ancient Hebrews, Greeks, Persians and Romans in an academic environment that expects nothing less than excellence.
Students will leave sixth grade having improved their proficiency in and appreciation for world history and cultures. This class is structured utilizing the “workshop” approach to teaching and learning. Within this model, students and teacher will learn and teach each other about history as process that affects ancient people daily life such as slavery, education, treatment of women, minorities, immigrants and non-citizens and not as an abstract system of copying time lines and vocabulary.

Content Objectives—Ancient Civilizations:

By the end of the school year students will be able to:

· Analyze the development of primitive humans: hominids
· Compare and contrast hominids to modern humans
· Identify the historical sciences: Geography, History, Archeology and Anthropology.
· Identify how to use timelines
· Analyze the magnitude of writing, agriculture, and technology to humans
· Analyze the characteristics of civilization
· Analyze the role of religion in shaping civilization and society: polytheism and monotheism
· Locate the seven continents, 4 oceans, Mediterranean, Bering, Black and Red Seas, The Nile, Euphrates, and Tigris Rivers, the Fertile Crescent and the Middle East on an ancient and modern world map and analyze how geography shapes human development
· Analyze the ancient kingdom of Israel: Moses, Abraham, David and Solomon
· Analyze the Jewish Diaspora
· Analyze the rise and fall of Egypt
· Analyze Egypt’s social pyramid: Pharaohs, Government Officials, Priests, Artisans, Peasants and Hebrew Slaves
· Analyze the relationship in between Egypt and Kush
· Analyze the rise and fall of Greek City-States
· Compare and contrast Athens and Sparta
· Analyzed how Sparta and Athens treated their slaves, women, immigrants and non-citizens
· Analyze the Peloponnesian and Persian Wars
· Analyze the rise and fall of Macedonia and Alexander the Great
· Discuss the legacies of Greek and Roman civilizations
· Analyze the rise and fall of the Roman Republic and Empire
· Analyze the Punic Wars
· Compare and contrast Caesar and Augustus
· Compare and contrast Plebeians and Patricians
· Analyze how Rome treated their slaves, women, immigrants and non-citizens
· Analyzed the influence of Christianity and Jesus in the ancient and modern world
· Compare and contrast ancient civilizations to the United States
· Compare and contrast Summer, Mesopotamia, Egypt, Kush, Israel, Sparta, Athens, Macedonia, Persia, Carthage and Rome
· Discuss and debate if the means justify the consequences

Language Objectives:

By the end of the school year students will be able to:

· Read, mark text, use graphic organizers and learn to read for a purpose
· Identify strategies such as Cornell Notes, outlines and web organizers to make notes
· Identify how to use technology in the classroom
· Identify how to use internet and library research appropriately (no plagiarism)
· Identify the difference in between note taking and note making
· Listen, Speak, discuss and debate important issues
· Read and analyze primary sources and interpret historical relevance: Who gets what, when, how and why? Who does not?
· Learn how to use graphic organizers such as Venn diagrams and T-Charts to help students write drafts
· Use PowerPoint, Microsoft Word and other digital and non-digital technologies to show how much the students have learned
· Write well-written and thoughtful 5-paragraph essays with title, introduction, body, strong details, and conclusion
· Each students will improve their own English language proficiency level in the four domains: reading, writing, listening and speaking
· Use the students native language to foster English language development

Products & Behavioral Outcomes:

· Students are expected to read and respond to a do now question every day
· Students are expected to answer critical thinking questions every day
· Students are expected to keep a well organized notebook
· Students will complete several projects throughout the school year
· Students will take and pass the city wide midterm and final with a grade of C or better
· Students will participate orally and in writing everyday
· Students will work as a team everyday
· Students will become better citizens
· Students will improve their English proficiency so they can succeed in high school and beyond
· Students will develop a greater appreciation for a bicultural and bilingual United States

Approximate Pacing Guide:

September:
· Setting up the notebook
· Introduction to the class rules & routines
· Introduction to technology, note making & the class website
· Identity boxes & Getting to know each other
· History Detectives: Historians, Geographers, Archeologist, and Anthropologists
· Latino Heritage Month: Incas, Mayas and Aztecs
· Hominids & Pre-historic times: From “Lucy” to modern humans

October:
· The First Humans: From nomads to farmers
· Paleolithic Age (Old Stone Age):
· Neolithic Age (New Stone Age): How agriculture changed the world
· Summer: The characteristics of civilizations
· The Four Empires of Mesopotamia: Fertile Crescent & achievements
· Hammurabi Code

November:
· Egypt: Introduction
· Egypt: Rich vs. Poor
· Kush: Egypt’s neighbor
· Israel: Introduction & Monotheism
· Israel: Abraham, Moses, David & Solomon

December:
· Israel: Jewish Diaspora
· Greece: Introduction & Geography
· Greece: Four forms of government: Tyranny, Monarchy, Oligarchy and Democracy
· Greece City-States: Sparta & Athens
· Midterm Christmas Package Review: December 24th to January 2nd

January:
· Review
· Book: Pandora of Athens: The Life and Times
· Midterm

February:
· Peloponnesian War
· Persian War
· Greek Influence & Culture
· Alexander The Great
· Greek Achievements:
· February Vacation: February 18th-22nd Rome Reading Assignment

March:
· Greek Achievements
· Rome: Introduction & Geography
· Rome: Romulus & Remus
· Roman Republic
· Patricians and Plebeians

April:
· Rome: From Republic to Empire
· Punic Wars
· Julius Caesar
· Augustus
· Marc Anthony & Cleopatra
· April Vacation: April 21st-25th Final Review Package

May:
· Rome: Daily Life
· Jesus & Christianity
· MCAS
· Roman Achievements
· Book: Atticus of Rome: The Life and Times

June:
· Review
· Final Exam & Final Project
· World Geography (7th grade prep)

Classroom Preparation:

· Students should come to class everyday and on time and be ready to work.
· They are required to have their Social Studies Interactive Notebook and pencils and/or pens with them at all times.
· I expect all students to become familiar with the rules and regulations found in the agenda book provided for them by the school and Boston Public Schools.

Homework:

Homework for this class is given daily. The purpose of homework is to emphasize the objectives and goals that are presented in class each day. Students who complete homework everyday will most likely pass the class and get prepared for social studies classes in later middle school years, high school and beyond.

Teacher Conference:

I am available nearly every day to meet students after school in my homeroom (208). Parents may meet with me any day. I am here to work with you so your child leave the Curley ready for a successful career in high school and college. I request that parents make appointments to meet with me when I am not teaching a class; however, I understand that the world that we live today is very fast pace and that parents may have more than one job. Although I encourage parents to set up conference times, I have an open door policy.

Class Website:

All homework and other assignments, class announcements and helpful resources can be found at http://www.curleyhistorypage.blogspot.com/

You can also email any questions or concerns to
ppittsdilley@boston.k12.ma.us

You can also reach the Curley School at
617-635-8176

Grading:

Numerical and letter grades will be used.
· Formal writing assignments, tests, discussions, debates and quizzes account for 25% of a student’s grade each quarter.
· Homework: 25% of a student’s grade each quarter. Each homework assignment is worth 5 points. Total points divided by number of homework assignments multiplied by 5
· Notebook: Notebook taking is the task that most incoming high school students do not complete well. Your child will leave the Curley with the ability to take good notes, which is essential for high school and college. The notebook is 25% of s student’s grade each quarter.
· Class participation: This is a course, which focus on personal responsibility, leadership, group work and character. Students who do not contribute positively to the class will not pass this course.
· Projects, Midterm and Finals: These count to 25% of a student’s grade in a quarter.