6th Grade Study Guide Ancient Cultures to 1600

							6th Grade Study Guide Ancient Cultures to 1600

Developed by Cynthia Sanders/Social Studies Specialist


Standard 6-1: Transition of Humans from Nomadic to Settled Life


1. Big Idea Statement: the change from nomadic to farming life led to the
   emergence of civilizations.
2. Hunters and gatherers- Paleolithic peoples were nomads- moving from place to
   place as they followed game animals and ripening fruit. (6-1.1)
3. People depended wholly on their environment for survival. At the same time they
   found ways to adapt to their surroundings.(6-1.1)
4. Agricultural revolution- food-gathering women may have been the first to notice
   that if seeds were scattered on the ground, new plants would grow for the next year.
   People learned to domesticate, or tame some of the animals they had once hunted.(6-
   1.2)
5. Civilization- a complex, highly organized social order. (6-1.2)
6. River Valley Civilizations- cities rose independently in the valleys of the Tigris and
   Euphrates rivers in the Middle East, the Nile River in Egypt, the Indus river in India,
   the Yellow river in China. Conditions in these river valleys favored farming. Flood
   waters spread silt across the valleys, renewing the soil and keeping it fertile. In
   addition, rivers provided a regular water supply and a means of transportation.(6-1.3)
7. Features of Civilizations- organized governments emerged as a result of producing
   large amounts of food and overseeing irrigation projects. Governments became more
   complex as rulers issued laws, collected taxes, and organized systems of defense.
   Complex religions- most ancient people were polytheistic- belief in many gods. Job
   Specialization- urban people developed so many new crafts that a single individual
   could no longer master all the skills needed to make tools, weapons or other goods.
   For the first time, individuals began to specialize in certain jobs. Some became
   artisans- skilled craftworkers, who made pottery or finely carved or woven goods.
   (6-1.4, 6-1.5)
8. Social classes- people were ranked according to their jobs. Priests and nobles
   occupied the top level of an ancient society. Next came a small class of wealthy
   merchants, followed by humbler artisans. Below them stood the vast majority of
   people, peasant farmers who lived in the surrounding villages. (6-1.4)
9. Arts and Architecture- they expressed the beliefs and values of the people who
   created them. Temples and palaces dominated the city scenery. Skilled workers built
   and decorated massive buildings. (6-1.4)
10. Writing- began in temples, where priests needed to record amounts of grain
   collected, accurate information about the seasons, and precise rituals and prayers .As
   writing grew more complex, only specially trained people called scribes learned to
   read and write. Scribes were educated in temple schools and kept records for priests,
   rulers, and merchants. (6-1.4)
11. Spread of Civilization- as ancient rulers gained more power, they conquered
    territories beyond the boundaries of their cities. This expansion led to the rise of the
    city-state- a political unit that included a city, and its surrounding lands and villages.
    (6-1.4)
12. First Empires- rival leaders often battled for power. Sometimes ambitious ru1ers
    conquered many cities and villages, creating the first empires- a group of states or
    territories controlled by one ruler. (6-1.4)


Standard 6-2: Life in Ancient Classical Civilizations/Contributions to the World


1. Big Idea Statement: The religion of the Israelites was unique in the ancient
    world because it was monotheistic- believing in one, true God. (6-2.1)
2. Judaism- religion of the Jews where they worshipped only one God. The Israelites
    believed that God had made a covenant-binding agreement with them. At the heart of
    Judaism are the Ten Commandments- a set of laws that the Jews believe God gave
    them through Moses. The Jews believe in keeping the sabbath- a holy day for rest
    and worship. The diaspora- scattering of people sent, sent Jews to different parts of
    the world. (6-2.1)
3. Christianity- despite many obstacles, this new faith grew rapidly, and by AD 395, it
    had been declared the official religion of the Roman Empire. This religion was based
    on the teachings of Jesus. Paul an apostle spread the teachings of Jesus all along the
    Mediterranean sea. (6-2.1)
4. Islam- like Judaism and Christianity, it is a monotheistic religion with the belief on
    one God. Mohammed was recognized as the prophet of God by his followers.(6-2.1)
5. Hinduism- one of the world’s most complex religions with countless gods and
    goddesses and many forms of worship. This religion stresses nonviolence and a cycle
    of rebirth. (6-2.1)
6. Buddhism- grew from the same traditions as Hinduism. Gautama Buddha urged his
    followers to seek enlightenment through meditation. He rejected the caste system.
    The Buddha attracted many disciples who accompanied him across northern India. (6-
    2.1)
7. Confucianism- based on the teachings of Confucius. He stressed five key
    relationships, father to son, elder brother to younger brother, husband to wife, ruler to
    subject. (6-2.1)
8. Daoism- founder Laozi was not concerned with bringing order to human affairs.
    Instead, Daoists sought to live in harmony with nature. (6-2.1)
9. Athens- the ordinary people resented the wealth of the nobles, therefore as discontent
    spread, democracy- government by the people emerged.
10. Alexander the Great- created a large empire and spread Greek culture
    throughout the region. His empire expanded over southern Europe, parts of
    northern Africa, and the Middle East. (6-2.2)
11. Socrates (Greek philosopher)- developed the “Socratic Method”; he would pose a
    series of questions to his students and challenge them to examine the implications of
    their answers. Such questioning was a threat to accepted traditions. (6-2.2)
12. Plato(Greek philosopher)- student of Socrates who stressed the importance of
    reason. He stated that through rational thought, people could discover unchanging
    ethical values and learn how best to organize society. (6-2.2)
13. Aristotle- (Greek Philosopher)- Plato’s most famous student, developed his own
    ideas about government. He was suspicious of democracy, which he thought could
    lead to mob rule. (6-2.2)
14. Archimedes- the most famous Hellenistic scientist, applied principles of physics to
    make practical inventions. (6-2.2)
15. Sophocles- wrote tragedies- plays that told stories of human suffering.
16. Greek Architect-sought to convey a sense of perfect balance to reflect the harmony
    and order of the universe. Early Greek sculptors carved figures in rigid poses.
17. Math-Pythagoras derived a formula to calculate the relationship between the
    sides of a right triangle. Euclid wrote The Elements- a textbook that became the
    basis for Geometry. (6-2.2)
18. Big Idea Statement: Rome developed a republican form of government based on
    strong civic virtues and gained control over much of the Italian Peninsula. (6-
    2.3)
19. Roman Republic- the Romans set up a new government in which some officials
    were chosen by the people. They called it a republic- thing of the people. The
    governing body was the senate with 300 members known as patricians-members of
    the landholding upper class. Senators served for life and made the laws. Plebians- the
    farmers, merchants, and artisans made up the bulk of the population but had little
    influence in the government. The efforts of the Plebians to gain power shaped politics
    in the early republic. (6-2.3)
20. Literature- in the field of literature the Romans owed a great deal to the Greeks.
    Many Romans spoke Greek and imitated Greek styles in prose and poetry. (6-2.3)
21. Art- Roman sculptors stressed realism, portraying their subjects with every wart and
    vein in place. They also revealed an individual’s character. (6-2.3)
22. Architecture- the Romans emphasized grandeur. They erected immense palaces,
    temples, and stadiums. (6-2.3)
23. Technology and Science- The Romans excelled in engineering- the application of
    science and math to develop useful structures and machines. Roman engineers
    built roads, bridges, and harbors throughout the empire. They also built many
    aqueducts- bridge-like structures that brought water from the hills into Roman
    cities. (6-2.3)
24. Roman Law- Rome developed a system known as civil law that applied to its
    citizens. Law of the nations- it applied to all people under Roman rule, citizens and
    non-citizens. (6-2.3)
25. Rise and Fall of Rome- Julius Caesar’s bold rise to power echoed his boldness on
    the battlefield. His brilliant conquest of Gaul made him enormously popular. His
    many victories added to great riches and huge territories to the empire. Augustus
    Caesar ushered in the period known as Pax Romana, or Roman Peace. Reasons for
    the decline and fall of Rome: Military Causes- Germanic invasions, weakened
    Roman legions/ Social Causes- erosion of traditional values, self-serving middle
    class/Political Causes- oppressive government, corrupt officials, divided
    empire/Economic Causes- heavy taxes, population decline (6-2.4)
26. Indian Civilization- Big Idea statement: Aryan warriors invaded India and
    developed a new civilization. Social Structure- castes-social groups into which
    people were born and which they cannot change. Epic Literature: the Aryans
    continued to memorize and recite ancient hymns as well as two long epic poems, the
    “Mahabharata” and the “Ramayana”. Achievements in Mathematics- a simple
    system of writing numbers that is used today. They are now called Arabic numerals.
    Indian mathematicians originated the concept of zero and developed the decimal
    system of numbers based on ten. Architecture- magnificent stone temples were built.
    Hindu temples were designed to reflect cosmic patterns. (6-2.5)
27. Chinese Civilization- Big Idea statement: powerful Chinese emperors united
    much of China and encouraged cultural achievements. Silk Road- trade route that
    linked China and the west for centuries. It stretched for 4,000 miles linking China to
    the Fertile Crescent in southwestern Asia Silk making- by 1000 BC, the Chinese had
    discovered how to make silk thread from the cocoons of silkworms. Gunpowder
    (850)- the earliest form of gunpowder was made from a mixture of saltpeter, sulfur,
    and charcoal, all found in abundance in China. Paper making- in Han China, an
    official invented a method of making durable paper out of wood pulp. Science- a
    scientist invented a simple seismograph to detect and measure earthquakes. (6-2.6)


Standard 6:3: The Middle Ages

1. Big Ideas Statement: a new political and social system called feudalism, shaped
   medieval life. Feudalism- a loosely organized system of rule in which powerful local
   lords divided their landholdings among lesser lords. In exchange, these lesser lords or
   vassals, pledged service and loyalty to the greater lord. Peasants, who made up the
   majority of the population in medieval society, lived and worked on the manor. Most
   peasants on a manor were serfs, bound to the lord. Serfs were not slaves who could
   be bought or sold, but they still were not free. They could not leave the manor without
   the lord’s permission The economy- peasants produced almost everything they
   needed from food to clothing to simple furniture and tools. Monarchs used various
   means to centralize power. They expanded their royal domain and set up a system of
   royal justice that undermined feudal or church courts. (6-3.1)
2. English government- Magna Carta (1215)- a long list of feudal rights signed by
   King John; a clause protecting every freedman from arbitrary arrest, imprisonment,
   and other legal actions. Ideas from the Magna Carta still influence the systems of
   government in many countries around the world. The Magna Carta led to the rise of
   representative government through the Parliament which consisted of the House of
   Commons and the House of Lords. (6-3.2)
3. The Crusades- Big Idea Statement: the crusades stimulated economic and
   political change in Europe and broadened Europeans’ view of the world. By
   1096, thousands of knights were on their way to the Holy Land. Religious zeal and
   other factors motivated the crusaders. Many Knights hoped to win wealth and land.
   Some crusaders sought to escape troubles at home. The crusades continued off and on
   for over 200 years. The Muslims sought to destroy Christian kingdoms. By 1187,
   Jerusalem had fallen to the able Muslims Economic Expansion- crusaders introduced
   fabrics, spices, and perfumes from the Middle East to Europe. (6-3.3)
4. Catholic Church- during the early middle ages, the church’s most important
   achievement was to Christianize the diverse peoples of western Europe.
   Benedictine Rule- Benedict organized the monastery at Monte Cassino in Italy. Under
   the rules, monks and nuns took three vows- poverty, obedience, and chastity. During
   the middle ages, the pope was the spiritual leader of the Roman Catholic Church.
   Centers of learning- Monasteries and convents performed a vital service in preserving
   the writings of the ancient world. Educated monks and nuns kept learning alive. They
   wrote summaries of Greek and Latin works and taught the classics to other monks.
   Bede wrote the earliest known history of England. (6-3.4)
5. The Black Death (bubonic plague) Big Idea Statement: Between 1347 and 1353,
   the bubonic plague killed one person out of every three in Europe. In this short
   time, over 25 million people died. Fleas on rats spread this disease. In the 1200s,
   Mongol armies conquered much of Asia, probably setting off the new epidemic. In
   the pre-modern world, rats infested ships, towns, and even the homes of the rich and
   powerful. No one could stop the disease. Fleas jumped from the rats to infest the
   clothes and packs of traders traveling west. As a result, the disease spread from Asia
   to the Middle East and Europe. As the plague kept recurring in the late 1300’s, the
   European economy plunged to a low ebb. Production declined to the large numbers of
   deaths. Inflation occurred due to limited supplies of materials. (6-3.5)
6. Byzantine Empire- Justinian Code- he set up a commission to collect, revise, and
   organize all the laws of ancient Rome. Byzantine scholars preserved the classic works
   of ancient Greece. In addition, they produced their own great books, especially in the
   field of history. In architecture, Icons were designed to evoke the presence of God.
   (6-3.6)


Standard 6-4: Changing Political, Social, and Economic Cultures


   1. Big Idea Statement- Africa’s geographic features had a major impact on the
      development of societies.
   2. Ghana- was known as the land of gold; Muslim merchants settled in their own
      communities throughout the Kingdom and brought their Islamic faith to Ghana.
      Islam spread slowly at first. Muslims introduced their written language, coinage,
      business methods and styles of architecture. Mali- the mansas or kings expanded
      their influence over both the gold-mining regions to the south and the salt supplies
      The leader Mansa Musa converted to Islam and based his system of justice on the
      Koran. By the 1400s, the city of Timbuktu had become a leading center of
      learning. Songhai- was established on the bend of the Niger river. One of the
      leaders, Sunni Ali did not adopt the practices of Islam; instead he practiced
      traditional religious beliefs. Another leader Askia Muhammad made a pilgrimage
      to Mecca that increased ties with the Muslim world. Under Roman rule,
     Christianity spread to the cities of North Africa. St. Augustine, the most
     influential Christian thinker of the late Roman empire was born in present-day
     Algeria. (6-4.1)
3.   China- writing, like religious beliefs, was an early development that continued to
     influence cultures in China. Gunpowder (850) the earliest form of gunpowder was
     made from a mixture of saltpeter, sulfur, and charcoal found in abundance in
     China. It was first used in fireworks and later used for weapons. Woodblock
     printing- and movable type- both printing processes were based on earlier
     techniques such as seals first used in the Middle East. In block printing, a full
     page of characters was carved onto a wooden block. Movable type was made Art-
     landscape painting- artist sought balance and harmony through the mastery of
     simple strokes and lines. Buddhist themes dominated sculptures and influenced
     Chinese architecture. Scholars produced works on philosophy, religion and
     history. (6-4.2)
4.   Japan- Big Idea Statement- during feudal times, military rulers called shoguns
     dominated Japanese society and eventually created a strong central government.
     In the feudal system, real power was held by the shogun or supreme military
     commander. The daimyo was the great warrior. The samurai warrior was a lesser.
     Bushido was the way of the warrior; the code emphasized honor, bravery, and
     absolute loyalty to one’s lord. The feudal age produced stories like The Tale of
     the Heike. The Japanese created miniature poems called haiku. Japanese
     paintings often reflected the influence of Chinese landscape paintings, yet
     Japanese artists developed their own styles (6-4.3)
5.   The Mayas- each Mayan city ad its own ruling chief. He was surrounded by
     nobles who served as officers. The Mayas learned how to measure time
     accurately in order to hold ceremonies Many priests became excellent
     mathematicians and astronomers Aztecs- had a single ruler who was chosen
     by a council of nobles and priests. Nobles served as official judges. The
     majority of the people were commoners who farmed the land. Priests ere
     keepers of Aztec knowledge. They recorded laws and historical events They
     had an accurate calendar. The Inca emperor exercised absolute power over
     the empire. The Inca god-King owned all the land, mines herds and people.
     The Incas imposed their own form of writing The built extensive roads The
     Incas were the best metalworkers in the Americas. They performed surgery
     on the human skull. (6-4.4)
6.   Islamic Civilization- The Arabian peninsula is mostly desert. Big Idea
     Statement: inspired by Mohammad’s teachings, Arab armies spread Islam
     through part of three continents. Islam is a monotheistic religion based on
     five major ideas. It became a way of life Islamic law governs every aspect of
     life Most women were under the guardian of a male (6-4.5)




Standard 6-5_ Impact of the Renaissance and Reformation on Europe
   1. Big Idea Statement: The Renaissance that began in Italy was characterized
      by an interest in learning and the arts and a desire to explore the human
      experience.
   2. Renaissance- a time of creativity and change in many areas-political, social,
      economic, and cultural. The Renaissance did produce new attitudes toward
      culture and learning. Renaissance thinkers explored the richness The
      Renaissance supported a spirit of adventure and a wide-ranging curiosity
      that led people to explore new worlds. The Renaissance attained its most
      glorious expression in its paintings, sculpture, and architecture. (6-5.1)
   3. Roman art had been very realistic and Renaissance painters developed new
      techniques for representing both humans and landscapes in a realistic way.
      They learned the rules of perspectives. The three geniuses of Renaissance art
      were Leonardo da Vinci, Michaelangelo, and Raphael. Poets, artists and
      scholars mingled with politicians. There was a literature of how-do books (6-
      5.2)
   4. Humanism- based on the study of classical culture; focused on worldly
      subjects rather than on the religious issues that had occupied medieval
      thinkers. Most humanists scholars were pious Renaissance art reflected
      humanist concerns. Northern humanists scholars stressed education and
      classical learning. (6-5.3)
   5. Leonardo da Vinci- his paintings have freshness and realism. Mona Lisa is
      his best work with the mysterious smile. Michaelangelo- was a many-sided
      genius- sculptor, engineer, painter, architect, and poet. Gutenberg- printed
      the first complete edition of the Bible using the printing press. Martin Luther
      founder of the Protestant Reformation, wrote the 9 theses where he spoke out
      against the Catholic Church. John Calvin- believed in predestination- the
      idea that God had long ago determined who would gain salvation (6-5.4)
   6. The printing revolution brought immense changes. Readers gained access to
      a broad range of knowledge from medicine and law in astrology and mining.
      (6-5.5)


Standard 6-6: European Exploration and Settlement


   1. Big Idea Statement: a desire to share in the rich spice trade of the East
      spurred Europeans to explore the oceans.
   2. Ocean trade routes permitted the development of cultural and economic ties
      between Europe, Africa, and Asia. Explorers across the pacific to the East
      Indies. An astrolabe was used to measure the angles of he sun and stars
      above the horizon. (6-6.1)
   3. Motives- the desire for wealth, some were fired by the century- old desire to
      crusade against the Muslims. The Renaissance spirit of inquiry further fired
      people’s desire to learn more about the lands beyond Europe. (6-6.2)
   4. Diseases had a negative impact on the peoples of the Americas. Technology
      made life better for all people. (6-6.3)
   Suggested Research-Based Instructional Strategies:


1. Graphic Organizers
2. Questioning
3. Identifying Similarities and Differences
4. Summarizing and note-taking
5. Establishing Objectives and Providing Feedback
6. Homework and Practice
7. Cooperative learning
8. Using Thematic Units
9. Role-playing for active involvement
10. Creative Writing Opportunities/ short stories, skits, etc. to internalize the
    context of a particular time period or region of the world.
11. Encourage students to create their own questions and lead discussions
12. Research Projects to extend learning
13. Creating a Literacy-rich environment- provide students with high quality
    reading materials
14. Provide explicit instruction of “What”, “When”, and “Why”- offer students
    opportunities to apply these practices.
15. Teach students how to write with the infusion of the grade level vocabulary.
16. Photo-analysis/ have students to analyze specific historical photographs
17. Double-entry journals- have students to respond to primary source materials-
    on the left hand side of the paper, the student will summarize the events from the
    article. On the right side of the paper, students will write their personal views
    relative to the article.