Grade 6 Unpacking Document

NORTH CAROLINA UNPACKING DOCUMENT FOR GRADE 6

The Unpacking Documents for North Carolina K-12 Social Studies Standards were created in collaboration with teachers, NCDPI leadership, andmembers of the NCDPI Social Studies team. These documents are intended to supplement the standard course of study and provide acomprehensive understanding for the teaching of the standards and objectives. The explanations and examples in this document are intended to behelpful in the planning of local curriculum and classroom instruction.

This document will provide:

● Inquiry Strand: the State Board of Education approved indicators for inquiry● Standard: the State Board of Education approved standard(s) for a strand● Objective: the State Board of Education approved objectives for teaching and learning● Mastery of the Objective: a description of how the student should be able to demonstrate mastery of the objective● Students Will Understand: understandings that students should be able to arrive at as a result of the instruction● Students Will Know: information the student should know● Example Topics: possible content and/or topic ideas that can be used to teach the objective● Example Formative Assessments: possible tasks that can be used to gauge student understanding of the objective

The example topics and example formative assessments provided with each objective are:

● Content examples for instruction that help to build student knowledge and understanding of the objective● Sample assessment activities to gauge learning that may be used to determine whether students are meeting the learning objective● Examples to enhance the student’s ability to make connections across other disciplines and in the real world● Recommendations, with the understanding that PSUs retain local control to determine curriculum

The example topics and example formative assessments provided with each objective are:

● Not meant to be an exhaustive list● Not meant to be content that must be taught all at once● Not a checklist for basic recall or memorization● Not a checklist for assessment for each objective● Not intended to reflect summative assessment items

The Social Studies Glossary of Instructional Terms has been designed to be a tool to provide educators with words and phrases that represent the big, overarching concepts, and ideas that teachers need to know and understand in order to effectively teach the revised Social Studies Standards: View the Glossary of Instructional Terms

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https://www.dpi.nc.gov/glossary-instructional-terms-fall-2021-implementation

Inquiry Strand

The inquiry process in each grade and course of the North Carolina Social Studies Standard Course of Study asks students to inquire, think critically,evaluate sources, use evidence, communicate, and solve problems. Students are asked to practice the skills embedded in the inquiry process on aregular basis during instruction; these skills should also be combined into an inquiry project at least once during the year or semester.

Inquiry 6-8The Inquiry Indicators are meant to be used in concert with the content standards in any strand for each grade in the 6-8 grade band.Teachers should be encouraged to use these indicators in every grade level.

Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of grade 8 students will havebeen exposed to the skills essential to developing critical thinking in social studies. For this to occur, students must be exposed to inquiryindicators in each grade.

Category Indicator

Compelling Questions I.1.1 Construct a compelling question through a disciplinary lens individually and with peers

Supporting Questions I.1.2 Construct supporting questions based upon disciplinary concepts

Gathering and EvaluatingSources

I.1.3 Analyze details, central ideas, and inferences from sources using discipline-specific strategiesI.1.4 Assess the credibility of primary and secondary sources using the origin, authority, structure, credibility,reliability, and context of the sources to guide the selection

Developing Claims and UsingEvidence

I.1.5 Identify evidence that draws information from multiple perspectivesI.1.6 Construct claims and counterclaims using evidence while pointing out the strengths and limitations ofboth based on multiple sources

Communicating Ideas

I.1.7 Construct arguments consisting of multiple claims with evidence from sources and attention todisciplinary detailI.1.8 Construct responses to supporting and opposing perspectives supported by evidenceI.1.9 Determine the credibility of disciplinary arguments of peers

Taking Informed ActionI.1.10 Identify challenges and opportunities created in addressing local, state, tribal, regional, national,and/or global issuesI.1.11 Use a range of civic approaches to address problems being investigated

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The time period and focus for this course is from the Paleolithic Era to 1400 CE.

Unpacking the Behavioral Science ObjectivesStandard 6.B.1 Understand ways in which culture influences civilizationsOverarching Concepts: Cultural Practice, Civilization, Society, Tradition, Value, Development, Social Structure

Objective Mastery of theObjective

Students WillUnderstand Students Will Know Example Topics Examples of Formative

Assessment6.B.1.1 Explainhow religion,tradition, andcultural practiceinfluence thedevelopment ofcivilizations andsocieties inAfrica, Asia,Europe, and theAmericas

Students must beable to demonstrateunderstanding ofhow thedevelopment ofcivilizations andsocieties wereinfluenced byreligion, tradition,and culturalpractices in Africa,Asia, Europe, and theAmericas.

Government can belargely influenced by thereligion, traditions, andcultural practices of acivilization or society

The spread of religiousand philosophical beliefscan shape thedevelopment ofsocieties, civilizations,and regions

Religion, tradition, andcultural practice canshape the socialhierarchy or class of acivilization or society

Examples of how religion,tradition, and culturalpractices have influenceddevelopment of civilizationsand societies

Examples of religiouspractices and philosophiesthat influenced civilizations

Types of belief systems● Polytheism● Monotheism● Spiritualism

World religions andphilosophies● Hinduism● Judaism● Confucianism● Legalism● Stoicism● Greco-Roman

philosophies(Aristotle, Socrates,Plato)

● Daoism● Buddhism● Zoroastrianism● Christianity● Islam● Shintoism

Cultural practices/traditions● Holiday celebrations● Patriarchy● Languages● Festivals● Rituals/ceremonies

Students make a chartof at least 2 worldreligions or worldphilosophies. Usingwords and images,students identify the keytenets of each and givean example of how thetenets influenced thedevelopment of thecivilization or society.The teacher shouldprovide students withregions or places oforigins (e.g., HanDynasty-Confucianism).*Note: Although thisactivity assumes thestudy of multiplereligions and societaldevelopment, thisactivity could bemodified and used withthe study of just onecivilization.

Students create abrochure, travel diary, ortravel poster in thetradition of Ibn Battuta

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● Architectures● Roles● Norms● Foods● Fashions● Music/arts● Lifestyles

or a NationalGeographic journalist.The brochure, diary, orposter shoulddemonstrate students’discoveries of howcultural practices andtraditions influenced thedevelopment of acivilization. Studentsmay use words,pictures, maps, and artto demonstrate theirdiscovery of culture,beliefs, and practices inthe chosen region/place.



Assessment6.B.1.2 Explainhow artisticexpressionsreflect thevalues ofcivilizations inAfrica, Asia,Europe, and theAmericas

Students must beable to demonstrateknowledge andunderstanding ofhow valuesinfluencedcivilizations throughart, music, literature,and other culturalexpressions inAfrica, Asia, Europe,and the Americas.

The culture, values,beliefs, and history of acivilization or society canbe expressed throughart, dance, music,literature, andarchitecture

Artistic expressions canreveal the values of acivilization, society, orregion

Examples of artisticexpressions from variouscivilizations, societies, orregions

How the values of a groupare displayed throughartistic expressions

Examples of some values ofvarious civilizations,societies, or regions

World fables, mythology,and poetry● Asia● Africa● Middle East/Persia● Greece/Rome● Pacific Islands● Indigenous

Americas

Cultural representation inart● Greek drama and

theatre● Cave paintings● Pyramid paintings● Pottery, busts,

Students develop acultural exhibit in amuseum for a chosencivilization in Africa,Asia, Europe, MiddleEast, Pacific Islands, orthe Americas. Thestudent’s exhibit planshould includeexamples of art,monuments, sculptures,and literature as well asexplanations how eachitem in the museumreflects the values ofthat civilization.

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terracotta statues● Mosaics● Animal carvings of

Asia, Africa, MiddleEast, Europe

Type of architecture● Mesopotamian/

Egyptian Empires● Early Ethiopian

Copts● Mali Empire● Greco-Roman

Empires● Mississippian

Mound Builders● Chinese walls,

buildings, andcanals

● Aztecs● Inca● Easter Island● Early Era Christian

architecture andGothic Medievalarchitecture

● Islamic architectureand design until themedieval period

The teacher sharesdifferent images of artor architecture from acivilization. Byexamining the images,the students determinehow the art reflects thevalues of the society orcivilization by explainingit in one paragraph.



Assessment6.B.1.3Comparesystems ofsocial structurewithin various

Students must beable to discuss thesimilarities of thesystems of socialstructure in various

Social stratificationsystems can define theway a society’s peopleinteract economically,politically, and socially

Examples of different socialstructures in variouscivilizations

The similarities and

Kinship and descent● Matrilineal● Patriarchal● Confucius Five● Human

Students compare twosocial systems fromcivilizations andsocieties within Africa,Asia, Europe, and the

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civilizations andsocieties inAfrica, Asia,Europe, and theAmericas overtime

societies andcivilizations inAfrica, Asia, Europe,and the Americasover time.

Students must beable to discuss thedifferences of thesystems of socialstructure in varioussocieties andcivilizations inAfrica, Asia, Europe,and the Americasover time.

Systems of socialstructure may shape thenorms and patterns in acivilization or society

Civilizations and societiesmay encourage thedifferent treatment ofpeople based on theirclass, religion, values, andculture

differences between socialstructures in variouscivilizations and societies

relationships

Social hierarchystructures of:● Ancient

Mesopotamia● Ancient Egypt● Greco-Roman

Empires● Iroquois Nation● Kingdom of

Ndongo● Kingdom of Ghana● Han Dynasty● Mauryan-gupta

Dynasty● Hindu Caste

System● Feudalism

Americas. Studentscreate a Venn Diagramto show the similaritiesand differencesbetween the socialstructures.

Students pretend theyare from one chosencivilization from Africa,Asia, Europe, and theAmericas on a tradeexpedition to anothercivilization. Studentswrite a letter homedescribing how theirown social structure issimilar and differentfrom the one they arevisiting.

Unpacking the Civics and Government ObjectivesStandard 6.C&G.1 Understand the purpose of government and authorityOverarching Concepts: Structure of Governmental Systems, Civilization, Society, Empire, Government, Power, Authority



Assessment6.C&G.1.1Compare thestructures ofgovernmentalsystems incivilizations andsocieties inAfrica, Asia,Europe, and theAmericas

Students must beable to discuss thesimilarities anddifferencesbetween thevarious structuresof governmentalsystems insocieties andcivilizations in

The laws in a civilizationor society may bedetermined by the type ofgovernment system inthat civilization or society

Religion, culture, andtraditions can shape howa government isorganized and carries out

Various types ofgovernment systems thatexisted within civilizationsand societies

The structure ofgovernment in majorcivilizations and societiesaround the globe

Types of governments● Monarchy● Dynasty● Oligarchy● Theocracy● Republic● Democracy● Tyranny● Tribal Council● Confederation

Students choose twogovernments they havebeen studying. Thestudents then create aVenn Diagram showingthe similarities anddifferences of thestructures of the twogovernments.

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Africa, Asia,Europe, and theAmericas.

responsibilities

The governmentstructure of a civilizationor society may differbased on the politicalideology of a society

Governmental systems ina society may betransformed as a resultof conflict, change inleadership, or conquests

The similarities anddifferences of governmentstructures in civilizationsand societies

● City-State● Nation-State● Empire

Various structures ofgovernment● Hierarchies● Branches and levels● Hereditary

monarchies● Bureaucracies

The teacher provideseach student with asummary of thegovernment system of acivilization. Thestudents becomegovernmentrepresentatives for thatcivilization. The goal isto find civilizations thathave a similar mindsetto form an alliance. Thestudents circulate theroom and meet othergovernmentrepresentatives.Students must comparethe governmentsystems and find atleast tworepresentatives in whichto align. To defend theirchoices, students mustdescribe how theirnewly aligned partner isa good choice based onthe similarities in thegovernment system.



Assessment6.C&G.1.2Compare howdifferent types ofgovernmentsmaintain powerand authority

Students must beable to discuss thesimilarities anddifferences of howdifferent types ofgovernments

The methods used tomaintain stability andorder may be dependenton the type ofgovernment

Examples of thegovernments in differentcivilizations

How governments arestructured in various

Types of governments● Monarchy● Dynasty● Oligarchy● Theocracy● Republic

Students compare thelegal codes of 2-3different governmentsfrom different parts ofthe world. Studentsthen write a paragraph

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maintained powerand authority.

A government’s ability tomaintain power andauthority may differdepending on the type ofgovernment, the culturalpractices, and the issuesthat plague a society

civilizations, societies, andregions

The similarities anddifferences between thepower and authority ofdifferent governments

● Democracy● Tyranny● Tribal Council● Confederation

Methods of MaintainingPower and Authority● Codified laws● Courts● Parliamentary/

legislative systems● Bureaucracy and

political advisors● Record keeping● Taxation● Citizenship● Military● Crime and

punishment● Oracles● Aristocracy● Slavery● Chiefdoms● Tribute systems● Religious dogma● Theocracy● Mandate of Heaven

comparing how thegovernments used thelegal system to maintainpower and authority.

Students are assignedtwo civilizations andcompare the methodsused by thegovernments of thosecivilizations to maintainpower and authority.Students create a3-column dialoguepoem. In the first andlast columns, studentswrite what is differentwith the selected topicfor the row. In thecenter column, studentswrite a commonalitybetween the two itemsbased on the row topic.



Assessment6.C&G.1.3Compare therequirements forcitizenshipunder variouscivilizations,empires, and

Students must beable to examinethe similarities ofthe requirementsfor citizenship thatoccurred indifferent

A society's socialstructure and governmentoften impactsrequirements forcitizenship

The requirements for and

Examples of the roles andresponsibilities of citizens indifferent civilizations,empires, and societies

The similarities anddifferences between the

Requirements ofcitizenship in differentcivilizations, empires, andsocieties● Ancient Egypt● Greece● Persia

Students choose 2civilizations or societies.Students create a VennDiagram comparing therequirements forcitizenship for eachcivilization.

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societies civilizations,empires, andsocieties in Africa,Asia, Europe, andthe Americas.

Students must beable to examinethe differences ofthe requirementsfor citizenship thatoccurred indifferentcivilizations,empires, andsocieties in Africa,Asia, Europe, andthe Americas.

responsibilities ofcitizenship may differbased on type ofgovernment

requirements for citizenshipin different civilizations,empires, and societies

● Rome● Han● Mauryan Gupta● Byzantine● Abbasids● Mali● Aztecs● Inca● Nomadic

settlements andtribal bands

Students write anappeal to a politicalleader in an ancientcivilization asking for achange to therequirements forcitizenship. Within theappeal, the studentsexpress how citizenshipworks in that civilizationand request it beadjusted to align withthe requirements ofcitizenship in anothercivilization. The studentexpresses thesimilarities between therequirements, but alsodescribes why it wouldbe beneficial to adoptthe differentrequirements from theother civilization.



Assessment6.C&G.1.4Compare theevolution of lawsand legalsystems invariouscivilizations,empires, andsocieties inAfrica, Asia,

Students must beable to discuss thesimilarities anddifferences of howlaws and legalsystems haveevolved in variouscivilizations,empires, andsocieties in Africa,

The culture, values, andbeliefs of a society caninfluence how laws andlegal systems evolve inthat society

Laws and legal systemsevolve in response topolitical, economic, andsocial factors or

Examples of how differentlaws and legal systemsevolved or progressed overtime

The similarities anddifferences in how lawschanged in variouscivilizations, empires, andsocieties

Codified laws● Hammurabi Codes● Justinian Codes● Twelve Tables● Ten

Commandments● Ecclesiastical laws● Magna Carta● Courts and

ecclesiastical

Students compare thelaws of Mesopotamia,Rome, Byzantine,Kingdom of Israel, etc.Students compare whatlaws have stayed thesame and what lawshave changed over time.Students also discusswhat remains important

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Europe, and theAmericas

Asia, Europe, andthe Americas.

conditions

The structure of a legalsystem may bedetermined by the politicalorigin of acivilization

courts to society over time.

Students read about theMayan and AztecEmpires. Using a VennDiagram, students willthen write a comparisonof how the laws andlegal systems in bothempires evolved overtime.



Assessment6.C&G.1.5Summarize thebeliefs andpractices thatshaped powerand authority invariouscivilizations,empires, andsocieties in Africa,Asia, Europe, andthe Americas

Students must beable to show theycan create a shortsummary (notretell) thatcaptures the mainpoint or basic ideathat power andauthority wereshaped by thebeliefs andpractices in variouscivilizations,empires, andsocieties.

Authority in a civilizationmay be determined byreligion, tradition,customs, and culturalpractices

Religious andphilosophical beliefs canshape the power orauthority in civilizations

Government’s power andauthority may be shapedby a society’s ideology onequality, individualliberties, and thecommon good

Examples of how beliefsinfluenced power andauthority in civilizations,empires, and societies

Examples of how practicesinfluenced power andauthority in civilizations,empires, and societies

Practices● Military obligation● Record keeping

(scribe)● Voting and

representation● Nomadic vs.

sedentary societies● Codification of laws● Slavery● Sacrifice

Beliefs● Religion

(Christianity,Judaism, Animism,Islam, etc.)

● In-groups/out-groups(Barbarians)

● Caste system● Mandate of Heaven● Reincarnation

The teacher providesstudents with aselection of texts andimages showcasinghow the beliefs andpractices shaped thepower and authority ofan ancient civilization orempire. Students thensummarize how thebeliefs and practicesshaped the power andauthority of thecivilization or empire.

The teacher shows avideo about the originsand purpose of castesystems. Students thensummarize how castesystems shaped powerand authority.

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Assessment6.C&G.1.6 Explainthe reasons forthe rise and fall ofgovernments andauthority incivilizations andempires of Africa,Asia, Europe, andthe Americas

Students must beable todemonstrateunderstanding ofwhy there was arise or fall in thereligious or seculargovernment andauthority in acivilization orempire.

Civilizations and empiresmay rise or fall in relationto the power andinfluence of a government

Conflict, corruption, andeconomic or politicaldecisions can lead to thefall of a government

Leadership can cause therise and fall ofgovernments andauthority in civilizationsand empires

Examples of factors thatcause governments to rise

Examples of factors thatcause governments to fall

Examples of the rise andfall of various governmentsand authorities

Reasons for the rise andfall of empires● Environmental

factors○ Weather○ Fresh water

access○ Arable land○ Domesticated

animals● Safety

○ Protectionfromenvironmentalthreats

○ Militaryinvasions

○ Disease○ Internal

conflicts○ Political

disruption● Political and

military leadership○ Coups○ Death of strong

leader○ Division within

government○ Military

conquest ordefeat

● Technology/innovations○ Iron○ Saddle

Students complete acause/effect chart toexplain how acivilization, society, orempire came to powerand fell.

Students complete aflow chart/timeline thatdemonstrates theevents that led to thefall of a chosencivilization. Studentsdiscuss the impact ofeach event on thetimeline.

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○ Gunpowder○ Chariot

● Religion and beliefsystems○ Rise of

Christianity inRoman Empire

○ Division ofCatholic/Orthodox splitin Europe

○ Spread ofIslam in MiddleEast, Africa,and India

○ Influence onMandate ofHeaven inChina

● Economic○ Lack of

resources○ Increase/

reduction intrade

Unpacking the Economics ObjectivesStandard 6.E.1 Understand the economic activities of civilizations prior to 1400Overarching Concepts: Economic Networks, Economic Reasons, Development, Civilization, Empire, Society

Objective Mastery of the Objective Students WillUnderstand Students Will Know Example Topics Examples of Formative

Assessment6.E.1.1 Explainhow trade routesand economicnetworkscontribute to the

Students must be able todemonstrate understandingof ways in which traderoutes and economicnetworks have been

Access to trade routesand economicnetworks canstimulate a region’seconomic

Examples of traderoutes and economicnetworks thatcontributed to thedevelopment of

Examples of traderoutes and economicnetworks● Silk Road trade

routes

Students create anadvertisement for trade.The advertisement shouldinclude the benefits oftrade to the development

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development ofcivilizations,empires, andclassicalsocieties inAfrica, Asia,Europe, and theAmericas

contributing factors in therise and development ofcivilizations, empires, andclassical societies.

development andenhance its standardof living

Access to trade routesand economicnetworks canencourage culturalexchange betweenregions and may leadto the transformationof a civilization orregion

civilizations, empires,and societies

Examples of howtrade routes andeconomic networksimpacted variouscivilizations, empires,and societies

● Feudalism andvassalage

● Craft and laborguilds

● HanseaticLeague

● ChristianCrusades

● Merchantcity-states

● Incan traderoutes

● Mayan orChinese tributesystem

● Indian Oceantrade routes

● Trans-Saharantrade routes

● Mesopotamiantrade routes

● Pax Mongolica

of a civilization and shouldinclude endorsementsfrom other civilizationsexpressing how tradehelped them develop.

Students write aparagraph explaining howthe Silk Road impacted thedevelopment of 1-2 of thesocieties along it.

Objective Mastery of the Objective Students WillUnderstand Students Will Know Example Topics Examples of Formative

Assessment6.E.1.2 Explain theeconomic reasonsfor the rise and fallof civilizations,empires, andsocieties in Africa,Asia, Europe, andthe Americas

Students must be able todemonstrate understandingof the economic reasons forthe rise of civilizations,empires, and societies inAfrica, Asia, Europe, and theAmericas.

Students must be able todemonstrate understandingof the economic reasons forthe fall of civilizations,

Scarcity and economicdownturns can lead tothe rise and fall ofcivilizations, empires,and societies

Economic greed,inequalities, andexploitation can lead tothe decline of acivilization, empires,and societies

Examples ofeconomic factors thatcause civilizations,empires, and societiesto rise

Examples ofeconomic factors thatcaused civilizations,empires, and societiesto fall

Economic reasons forthe rise and fall ofempires● Disruption/

creation of traderoutes

● Poor/improvedtrade relations

● Weak/strongagriculture yields

● Monopolies● Weak and

Students work in pairs tocreate a table/chartshowing various economicreasons for the rise andfall of the assignedcivilization, empire, orsociety. The table/chartshould include thefollowing columnheadings: 1)Civilization/Empire/Society; 2) Economic

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empires, and societies inAfrica, Asia, Europe, and theAmericas.

Innovation and/ortechnology can causeeconomic changesresulting in the growthor collapse ofcivilizations, empires,and societies

unstable/ stablelabor forces

● Over-supply ofproducts

● Organizedagriculture anddomestication ofanimals

● Technologicalinnovations

● Collection of orfair/unfair use oftributes/taxes

● Development ofa system ofbarter andexchange

● Creation ofmoney/currency

Factors Leading to Rise;and 3) Economic FactorsLeading to Decline.

Students create acause-and-effect chart fora technological orscientific innovation thatimpacted the economicdevelopment of acivilization, empire, orsociety. Within the chart,the student explains howthe technological orscientific innovationimpacted the economyand how that economicimpact affected thedevelopment of thecivilization, empire, orsociety.

Geography ObjectivesStandard 6.G.1 Understand the geographical factors that influence human migration and settlementOverarching Concepts: Migration, Settlement, Movement, Region, Empire, Civilization, Society, Development, People



Assessment6.G.1.1 Explainhow human andphysicalcharacteristicsimpactedmigration andsettlement invarious regionsin Africa, Asia,

Students must beable to demonstratean understanding ofhow migration andsettlement in variousregions wereaffected by humanand physicalcharacteristics that

People may choose tomigrate to or settle in aregion based onaccess to water,climate, soils, andnatural resources

Physical and humancharacteristics of a

Examples of humancharacteristics of a place thatcan motivate people tomigrate or settle a region

Examples of physicalcharacteristics of a place thatcan motivate people tomigrate or settle a region

Human characteristics● Common language● Assimilation● Safety

○ Protection fromenvironmentalthreats

○ Militaryinvasions

Students work in pairsto create a briefPowerPoint with 2-3slides to convince theirclassmates to move toa particular region inAfrica, Asia, Europe, orthe Americas. Theslides should include

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Europe, and theAmericas

existed in Africa,Asia, Europe, and theAmericas.

place may determinethe migration andsettlement to or from aregion

Examples of physicalcharacteristics of a place thatcan motivate people tomigrate from that place

○ Disease● Established

governments● Cities● Wealth and prosperity

Physical characteristics● Weather● Fresh water● Arable land● Domesticated

animals● Natural ports● Roads and

waterways

the following: 1)Information about howhuman characteristicshave impacted peoplewanting to migrate to aplace; and 2)Information about howphysical characteristicsimpacted settlement ofa place. The studentpairs should presenttheir slides to persuadepeople to come live intheir settlement.

After learning about theempire of Ghana,students create acause-and-effect chartof human and physicalcharacteristics thatimpacted settlement inGhana.



Assessment6.G.1.2 Explainhow movementand settlementpatternsaffected thedevelopment ofcivilizations,empires, andsocieties inAfrica, Asia,Europe, and the

Students must beable to demonstrateunderstanding ofhow thedevelopment ofcivilizations,empires, andsocieties wereimpacted bymovement andsettlement patterns

The emergence,expansion, and declineof a society or regionmay be influenced bymovement andsettlement patterns

Migration andsettlement to or from aregion may result incultural, social, political,

How movement can impactdevelopments of civilizations,empires, and societies

How settlement patterns canimpact developments ofcivilizations, empires, andsocieties

Movement factors● Nomadic societies● Agricultural

revolution● Domestication of

animals● War● Colonization● Territorial expansion● Spread of religion

Students create aflowchart showing howmigration and/orsettlement patternsimpacted thedevelopment of acivilization.

Students create acause-and-effect chartshowing how migration

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Americas in Africa, Asia,Europe, and theAmericas.

and economic changes Settlement Patterns● River Valley

Civilizations● Bedouin Tribes● North African

settlement patternsresulting from salt &gold trade

● City-states● Kingdoms● Feudal settlement

Examples of Impacts● Increased cultural

diffusion● Increase/decrease in

labor● Increased political

conflict

and/or settlementpatterns impacted thedevelopment of theMauryan Empire.



Assessment6.G.1.3 Explainhow innovationand technologyinfluenced themigration andsettlement ofpeople and theflow of goodsand ideas invariouscivilizations andempires inAfrica, Asia,Europe, and theAmericas

Students must beable to demonstrateunderstanding ofhow the migrationand settlement ofpeople in variouscivilizations andempires in Africa,Asia, Europe, and theAmericas wereimpacted byinnovation andtechnology.

Students must be

When there aretechnologicaladvances, there maybe changes in howpeople settle,communicate, andmove

Innovation andtechnology can lead toincreases in the flow ofgoods and ideasbetween or withinsocieties, civilizations,and empires

Examples of ways innovationand technology influences themigration of people, goods,and ideas

Examples of ways innovationand technology influences thesettlement of people

Examples of technology● Saddle● Stirrup● Compass● Astrolabe● Dhows● Triangular Lateen

Sails● Chariot● Wheel● Caravans● Writing systems and

paper● Luxury goods of

settled societies

Students complete achart showing how aninnovation or particulartechnology was thecause of peoplemigrating or settling ina civilization. The chartshould also show howthe innovation orparticular technologyinfluenced themovement of goodsand ideas in acivilization.

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able to demonstrateunderstanding ofhow the flow ofgoods and ideas invarious civilizationsand empires wereimpacted byinnovation andtechnology in Africa,Asia, Europe, and theAmericas.

● Viking long boats● Gunpowder● Silk● Medical innovations● Standardization of

currency,measurements, andweights

● Road building● Canals● Aqueducts● Building techniques

○ Arches○ Domes○ Flying

buttresses● Agricultural

innovations○ Crop rotation○ Moldboard plow

Students create anadvertisement for aspecific invention orinnovation thatimproved movementand communicationwithin a civilization.The advertisementmust highlight specificeffects of the inventionon movement of goods,people, or ideas withina civilization.



Assessment6.G.1.4 Explainhow societies inAfrica, Asia,Europe, and theAmericasmodified andadapted to theenvironmentbased ontopography,climate, bodiesof water, andnaturalresources

Students must beable to discussreasons whysocieties modifiedenvironments andwhy they needed toadapt to theirenvironments.

Students must beable to discuss waysin which societiesmodified theirenvironments as a

Civilizations andsocieties may modifythe environment inorder to meet the needsof a society

People may adapt howthey live, work, andinteract with theenvironment based onthe physical geographyof a place

Reasons people makechanges in or to anenvironment

Examples of ways societiesmodified the environment

Examples of ways societiesadapted to the environment

Causes or reasons peoplechange environments● Need for land● Need for water

sources● Control of water

Sources● Transportation

needs● Communication

needs● Economic

development● Defense

Students are providedwith an example of anenvironmentalmodification (e.g.,canal, dam, aqueduct,etc.). Students thenexplain the causes of asociety modifying theenvironment with thatmodification as well asthe effects on thesociety of thatmodification.

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result of thetopography, climate,bodies of water, andnatural resources.

Students must beable to discuss waysin which societiesadapted to theirenvironments as aresult of thetopography, climate,bodies of water, andnatural resources.

Examples of modifications● Creation of cities● Building of

aqueducts, dams,and canals

● Irrigation

Examples of adaptations● Creation of cities● Use of clay, stone,

dirt, wood, brick, andconcrete buildingmaterials

● Domesticatedanimals and naturalenvironmentalaccess

Students create acause-and-effect chartexplaining theadaptations used byBedouin tribes to live inthe harsh climate of theArabian desert.

Unpacking the History ObjectivesStandard 6.H.1 Understand the development of civilizations and societies from various perspectivesOverarching Concepts: Event, People, Impact, Achievement, Civilization, Society, Role, Transformation


Students WillUnderstand

Students Will Know Example Topics Examples of FormativeAssessment

6.H.1.1 Explainthe role variousevents, people,and groupsplayed in therise, fall, andtransformationof societies inAfrica, Asia,Europe, and theAmericas

Students must beable to demonstrateunderstanding ofhow the rise, fall, andtransformation ofsocieties wasinfluenced byvarious events,people, and groups.

Leadership may directthe course of history

Historical people andgroups may play animportant role in thecultural, political, oreconomic influence onthe rise, fall, ortransformation ofsocieties

How key historical people orgroups impacted the rise, fall,and transformation ofsocieties

How key events impactedthe rise, fall, andtransformation of societies

People/groups● Mongolians● Germanic Tribes● Turks● Sumerians● Phonecians● Egyptians● Greeks● Romans● Persians● Pharaohs● Kush

Students are assigned ahistorical figure. Incharacter, studentscomplete a “QuickWrite” explaining theperson’s contributionand their overall impacton the rise, fall, ortransformation of asociety.

Given a list of various

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Events can lead topolitical, economic, orsocietal shifts thatmay play a role in therise, fall, andtransformation ofsocieties

● Han● Emperors● Caesars● Dictators● Sultans● Popes● Monarchs● Regents● Khans● Dynastic rulers● Military leaders● Government leaders

Events● Internal political

conflicts● Political corruptions● Inefficient

bureaucracy● Inadequate

monarchs● Military corruptions● Social and cultural

decline● Plagues● Civic division● Religious shift

events, people, andgroups that studentsare studying, thestudents match eachlisted item with theeffect on the society’srise, fall, ortransformation.



Assessment6.H.1.2 Explainthe enduringimpact of theachievements ofancientcivilizations inAfrica, Asia,

Students must beable to demonstrateunderstanding ofhow theachievements ofancient civilizationshad a lasting impact

Societies may createcultural achievementsthat have lastingimpact and influencelater societies

Contemporary

Examples of variousachievements from ancientcivilizations that continue toimpact present-day societies

How achievements ofancient civilizations are

Governments● Democracy (Greece)● Republic (Rome)● Monarchy

Architecture● Canals

Students create apresentation explaininghow an achievement ofancient history impactspresent day society.

Given a list of 3-5

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Europe, and theAmericas interms of therelevance ofpresent-daysociety

on present daysocieties.

Students must beable to examinecivilizations andempires in Africa,Asia, Europe, and theAmericas todemonstratemastery of theobjective.

societies may beinspired by the ideasand achievements ofpast civilizations

exhibited in present-daysociety

● Aqueducts● Cathedrals● Hanok● Feng shui● Roman arch● Parthenon● Neoclassical● Mayan

Farming● Terraces (China,

Incan)● Reclaimed land

(chinampas)● Crop rotation● Irrigation techniques

Warfare● Stirrups● Wheeled vehicles● Formations

Religions and philosophies● Buddhism● Christianity● Islam● Hinduism● Judaism● Monotheism● Confucianism● Taoism

ancient achievements,students write a briefdescription of theenduring impact ofeach.



Assessment6.H.1.3Comparemultiple

Students must beable to discuss thesimilarities and

Historical sourcesfrom multiple points ofview may be used to

How to use multiple sourcesto explore variousperspectives

Trade on the Silk Road● China● Rome

Students examinemultiple perspectives ofone event, using

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perspectives ofvarioushistorical eventsin civilizations inAfrica, Asia,Europe, and theAmericas usingprimary andsecondarysources

differencesbetween theperspectives ofvarious historicalevents incivilizations.

Students must beable to use primaryand secondarysources to masterthis objective.

develop a deeperunderstanding of whathappened in the past

Historical events orissues can beunderstood throughinformation fromvarious sources

Examples of historical eventsthat have have been writtenabout from multipleperspectives

● India

Spread of Buddhism● China● India● Japan

Crusades● European● Middle Eastern

Black Death● Priest● Aristocracy● Common families

Gold/Salt trade in NorthAfrica● Berbers● Ghana/Mali

Spread of Islam● Muslims● Bedouins● Urban elite

Spread of Christianity● Romans● Jews● Christians

Mongol invasion● Mongol● Chinese● Russia

Other invasions,conquests, rise/fall of

primary and secondarysources. Selecting twoperspectives of thesame event, studentsmake a comparison oftwo perspectives theyread about by creating a1-2 page “MockInterview.” The writteninterview must contain3-5 interview questionswith written responses.The interview questionsshould be written in oneperspective while theresponses to thequestions are writtenfrom the otherperspective.

Students read 2-3primary sources withdiffering opinions aboutthe Mongol Invasion.After closely readingthese sources, studentscomplete a JanusFigure that comparesthe 2 perspectives.

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empires, reaction to theintroduction of aninnovation, etc.

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Grade 6 Unpacking Document

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