GRADE 6 WORLD HISTORY

GRADE 6 WORLD HISTORYAnchor StandardGrades 6-8 Inquiry StandardsThe student demonstratesan understanding ofAnchor Standard 1Developing Questions andPlanning InquiriesTherefore, the student is able toAnchor Standard 2Gathering and EvaluatingSourcesAnchor Standard 3Creating ClaimsAnchor Standard 4CommunicatingConclusionsInquiry Standard SS.6-8.1.1Create compelling questions representing key ideas of the disciplinesInquiry Standard SS.6-8.1.2Explain how a question reflects an enduring issue in the fieldInquiry Standard SS.6-8.1.3Create supporting questions that address key ideas identified in compelling questionsInquiry Standard SS.6-8.1.4Explain the relationship between compelling and supporting questionsInquiry Standard SS.6-8.2.1Evaluate the credibility of a source by examining its origin, author, context, and contentInquiry Standard SS.6-8.2.2Gather relevant information from credible sources representing a wide range of viewsInquiry Standard SS.6-8.3.1Develop claims and counterclaims while pointing out the strengths and limitations of bothInquiry Standard SS.6-8.3.2Identify specific evidence that supports the claims and counterclaimsInquiry Standard SS.6-8.4.1Construct arguments and explanations using claims and evidence from multiple sources whileacknowledging the strengths and limitations of the argumentsInquiry Standard SS.6-8.4.2Present arguments and explanations using a variety of print and oral technologies (e.g., posters, essays,letters, debates, speeches, reports, maps) and digital technologies (e.g., Internet, social media, digitaldocumentary)

Anchor Standard 5Taking Informed ActionInquiry Standard SS.6-8.5.1Identify local, regional and/or global problems or issues using interdisciplinary lensesInquiry Standard SS.6-8.5.2Examine the origins of a problem or issue and explain the challenges and opportunities faced by those tryingto address itInquiry Standard SS.6-8.5.3Apply a range of deliberative strategies and procedures to make decisions and propose feasible solutions toaddress local, regional, and/or global concernsInquiry Standard SS.6-8.5.4Create an action plan to address a solution to the problem or issue and demonstrate evidence ofimplementation

Theme 1The Environment and Early River Civilizations: Human Beginnings to 600 BCESample CompellingQuestions Anchor StandardWas it inevitable that Homo sapiens would survive and thrive? Did civilization shape the environment, or did the environment shape civilization?TopicContent StandardSample Content/ConceptsThe student demonstrates anunderstanding ofGeographyCultureAnchor Standard 14 CharacteristicsHuman-EnvironmentInteraction: Place,Regions and CultureTherefore, the student is able toContent Standard SS.6.1.14.1Compare cultural characteristics ofearly river valley civilizations CivicsAnchor Standard 6Civic and PoliticalInstitutionsPolitics andReligion HistoryAnchor Standard 19Causation andArgumentationTechnologicalInnovationsContent Standard SS.6.1.6.2Explain the connection betweenpolitics and religion in the complexsocieties of Mesopotamia, Egypt, andChinaContent Standard SS.6.1.19.3Analyze the role of technologicalchange in early river valley civilizationsWriting: cuneiform, hieroglyphics, Indus script, oraclebones Architecture: defensive walls, pyramids, temples,ziggurats Art: drawings, pottery, scripture, wall decorations Literature: Book of Songs, Book of the Dead, Epic ofGilgamesh, Rig VedaMesopotamia: Hammurabi and his written codes toplease the gods Egypt: the pharaoh and the divine right theory China: the emperor and the Mandate of Heaven Technological changes: agriculture (e.g., irrigation,plows), trade materials (e.g., metallurgy, pottery,woven textiles), transportation (e.g., sailboat, wheel)

Theme 2Classical Eastern and Western Civilizations: 600 BCE–600 CESample CompellingQuestions Anchor StandardMust all empires fall? What innovations of classical civilizations are most valuable to us now?TopicContent StandardSample Content/ConceptsThe student demonstrates anunderstanding ofCivicsClassicalAnchor Standard 6EasternCivic and PoliticalCivilizationsInstitutionsTherefore, the student is able toContent Standard SS.6.2.6.1Describe cultural and politicalstructures in classical easternsocieties CivicsAnchor Standard 6Civic and Content Standard SS.6.2.6.2Describe cultural and politicalstructures in classical westernsocieties GeographyAnchor Standard 16GlobalInterconnections:Changing SpatialPatternsHistoryAnchor Standard 19Causation andArgumentationArts, Science,andTechnologyContent Standard SS.6.2.16.3Evaluate the lasting impact ofphilosophy, art, science, andtechnology of Classical Greece,Rome, India, and China Fall ofClassicalCivilizationsContent Standard SS.6.2.19.4Compare causes of decline in theRoman, Han, and Gupta empires Maruyan-Gupta India: Buddhism replaced byHinduism, monarchy assisted bureaucracy China: civil service examination, Han China, imperialbureaucracyGreece: democracy, Greek city-states (Golden Age ofAthens), polis, rule of Pericles, Spartan rule Rome: councils, empire, monarchy, patricians,plebians, republic, Roman Empire (Pax Romana),senatePhilosophy: Greek philosophy (Aristotle, Plato), India(Upanishads), China (Confucianism, legalism) Arts: architecture, drama, literature, sculpture Science and Technology: aqueducts, astronomy,mathematics, metallurgyCauses: class inequality, decline in politicalleadership, economic decline, foreign invasion Roman: class inequality, decline in politicalleadership, economic decline, foreign invasion,overexpansion Han: difficulty collecting taxes, foreign invasions,weakened imperial court Gupta: foreign invasions, weakened leadership

Theme 3Major Religions and Larger Societies: Pre–1500Sample CompellingQuestions Anchor StandardHow did religion and philosophy guide classical societies? Why was religion so important in classical societies?TopicThe student demonstrates anunderstanding ofGeographyReligious andAnchor Standard 14 PhilosophicalHuman-Environment Influence onInteraction: Place,SocietiesRegions and CultureContent StandardSample Content/ConceptsTherefore, the student is able toContent Standard SS.6.3.14.1Explain how religion and philosophyshaped European, Asian, and MiddleEastern societies during the classicalperiod Christianity in Europe: the Bible, Great Schism,Jesus Christ, Ten CommandmentsHinduism in India: Bhagavad Gita, Brahmanism,caste system, VedasBuddhism in Asia: Buddha, Dhammapada, FourNoble Truths, the Noble Eightfold PathConfucianism in China: The Analects, Confucius,filial pietyDaoism in China: Dao De Jing, Laozi, wu wei,yin and yangIslam in the Middle East: Five Pillars of Islam,Muhammad, Qur’an, Shari’a law, Sunni-Shiite splitJudaism in the Middle East: Abraham, Talmud,Torah

Theme 4Post-Classical Societies: 600 CE–1450 CESample CompellingQuestions Anchor StandardIs paper more powerful than gold? Does literacy foster individual freedom or centralized power?TopicThe student demonstrates anunderstanding ofGeographyInnovations ofAnchor Standard 15 Post-ClassicalHuman Population:SocietiesSpatial Patterns andMovementsContent StandardSample Content/ConceptsTherefore, the student is able toContent Standard SS.6.4.15.1Analyze the importance of innovationsof the Middle Eastern AbbasidDynasty, Indian Gupta Empire, andChinese Tang and Song Dynasties Middle Eastern Abbasid Dynasty: algebra, Arabicnumerals, geometry, mathematics Indian Gupta Empire: astronomy, coinage,mathematical concepts, medicine Chinese Tang and Song Dynasties: gunpowder,magnetic compass, papermaking, porcelain, printing,silkGeographyAnchor Standard 14Human-EnvironmentInteraction: Place,Regions and CultureExpansion ofSub-SaharanAfrican StatesContent Standard SS.6.4.14.2Explain the reasons for expansion ofSub-Saharan African regions HistoryAnchor Standard 19Causation andArgumentationEuropeanFeudalismContent Standard SS.6.4.19.3Explain how the fall of the RomanEmpire led to the emergence ofEuropean feudalism EconomicAnchor Standard 9Economic DecisionMakingManorialismand FeudalSystemContent Standard SS.6.4.9.4Describe the distribution of resourcesamong classes in the feudal hierarchy Growth of Imperial States: Mali (Sundiata, MansaMusa), Songhai (Sonni Ali) Expanding Trade: Sub-Saharan gold for salt Spread of Islam: spread of bureaucraticadministration, spread of literacyEffects of Roman Empire Fall: central governmentloss, cities to rural population shift, increase of churchauthority, literacy decline, spread of Christianity Emergence of Feudalism: Age of Chivalry, lords,manorial system, serfs, vassalsKing-Lords: loyalty, military aid Lords-Knights: food, homage, military service,protection Knights-Peasants: food, labor, protection, rent,shelter

Theme 5Post-Classical Trade Networks: 600 CE–1450 CESample CompellingQuestions Anchor StandardDoes the exchange of goods always change cultures? Is the exchange of ideas more powerful than the trade of goods?TopicContent StandardThe student demonstrates anunderstanding ofEconomicsTradeAnchor Standard 10 NetworksExchange andMarketsTherefore, the student is able toGeographyAnchor Standard 15Human Population:Spatial Patterns andMovementsContent Standard SS.6.5.15.2Explain how the transfer of goods andideas along trade routes affected ideasand cultures of different people in postclassical societiesSpread ofCulture andIdeasSample Content/ConceptsContent Standard SS.6.5.10.1 Silk Road Luxury Goods: cotton textiles, silk, spices,Describe how trade networks and theporcelain, precious metals and gemstransfer of goods and ideas linked post- Silk Road Transportation Innovations: China’sclassical societiesGrand Canal, magnetic compass, saddle and stirrup Silk Road Ideas Exchanged: gunpowder, movabletype, papermaking, religion Trans-Saharan Luxury Goods: gold, ivory, salt Trans-Saharan Transportation Innovations: camelsaddles, caravans Trans-Saharan Ideas Exchanged: religion, science Indian Ocean Luxury Goods: cotton textiles, exoticanimals, precious metals and gems, spices Indian Ocean Transportation Innovations: astrolabe,sails Indian Ocean Ideas Exchanged: larger ship designsin sea travel, new forms of credit and monetization(credit, checks, banking houses) Access to Luxury Goods: art, ivory, jewelry, pottery,silk clothing Access to New Foods: olive oil, salt, spices, wine Access to New Transportation: camel, horse, ship Access to New Ideas: language, medical andscientific learning, religion

Theme 6Encounters and Exchanges: 600 CE–1450 CESample CompellingQuestions Anchor StandardIs conquest unjust? Do the benefits of encounters and exchanges outweigh their costs?TopicContent StandardSample Content/ConceptsThe student demonstrates anunderstanding ofGeographyMongolAnchor Standard 15 ConquestHuman Population:Spatial Patterns andMovementsHistoryThe CrusadesAnchor Standard 19Causation andArgumentationTherefore, the student is able toContent Standard SS.6.6.19.2Describe encounters betweenChristians, Muslims, and Jews duringthe Crusades HistoryChineseAnchor Standard 19 ExplorationsCausation andArgumentationContent Standard SS.6.6.19.3Explain how the voyages of Zheng Hecontributed to the rise of the MingDynasty Content Standard SS.6.6.15.1 Encounters: Mongol invasionsExplain how encounters and exchanges Exchanges: disease, food products, silk, skills, spicesof the Mongols linked the world Links: Marco Polo explorations, reopening of the SilkRoadEncounters: conflict over Jerusalem betweenChristians and Jews, between Christians and Muslims Exchanges: goods (agricultural products, medicine,spices), ideas (algebra, Arabic numerals, education) Effects: increased power of the king and the church,territorial expansion, culture flourishes, advances inscience and health careMing Dynasty: influential in Asia, short-term extensivemaritime outreach Zheng He: voyages to impress foreign countries withChina’s power, extend China’s influence, andencourage trade Contribution: offered China an opportunity to becomea maritime power