Classical Civilizations 6th Grade Unit Plan: Ancient Greece, Rome, India & Han China

Universal Lesson Plan: Classical Civilizations (6th Grade)

Lesson 1: The Foundations of the West - Ancient Greece (50 Minutes)

Materials Needed:

• Printed or digital map of the Mediterranean Sea and Greece
• Whiteboard or paper for diagramming
• Index cards or small slips of paper (10 per student)
• Pen/pencil
• Access to brief video clips (optional, e.g., on the Minoan palace at Knossos)

Learning Objectives (I can...):

1. Identify the three major periods of Ancient Greece (Minoan, Mycenaean, Classical).
2. Explain how Greece's mountainous geography (Interaction with Environment) led to the development of independent city-states (polis).
3. Compare and contrast the basic political systems (Political Systems) of Athens (democracy) and Sparta (oligarchy).

Success Criteria:

Lesson Introduction (10 Minutes)

Hook: The Puzzle of Geography

Ask: Imagine you live in a land where 70% of the area is covered in steep mountains, and the coastline is rocky, stretching into a huge sea. How would you travel? How would you communicate with people living on the other side of those mountains? (Wait for responses like 'by boat' or 'it would be hard').

Educator Talk (Tell them what you'll teach): Today, we are diving into Ancient Greece, the civilization that gave us democracy, philosophy, and the Olympics! We will look at how their unique geography shaped their entire civilization, leading to isolated city-states and amazing cultural achievements. We will use the INSPECT framework to organize our learning.

Lesson Body: Content & Practice (30 Minutes)

I Do: Modeling the Framework (10 Minutes)

Content Presentation: The Three Periods & INSPECT Introduction

We start with the earliest people: the Minoans (known for trade and the Knossos palace) and the Mycenaeans (warriors who inspired the Trojan War stories).

Then came the Classical Greeks (Athens and Sparta).

Model (I): Let’s look at I (Interaction with Environment). Greece is a peninsula with lots of islands and rugged terrain. This is why the Greeks became incredible sailors and traders, moving across the sea instead of across the land. It’s also why they didn't unify into one big country; those mountains made communication tough, leading to independent city-states called polis.

Model (P): For P (Political Systems), the polis had different ideas. Athens tried democracy (rule by the people/citizens), while Sparta used oligarchy (rule by a few powerful people).

We Do: Comparing City-States (10 Minutes)

Activity: Athens vs. Sparta T-Chart

1. On your paper, draw a T-chart labeling one side "Athens" and the other "Sparta."
2. Discussion Prompt (S for Social Structures): We know Athens valued education, art, and discussion. We know Sparta valued military strength and discipline above all else. How would these different values affect the daily lives of children in each city?
3. Together, list key differences under the categories P (Political) and S (Social) on the chart. (Example: Athens: Direct Democracy. Sparta: Military Focus/Oligarchy.)

Formative Check: Ask learners to give a thumbs up if they would rather live in Athens or a thumbs down if they'd prefer Sparta, and briefly explain why, connecting back to S (Social Structures).

You Do: INSPECT Quick Sort (10 Minutes)

Activity: Categorizing Greece

1. Provide the student with 6 index cards.
2. Ask them to write one key word/phrase from the lesson on each card (e.g., Democracy, Mountains/Seas, City-States, Philosophers, Homer's Epics, Trading Olives).
3. Next, ask them to label the cards using the correct INSPECT category (I, S, P, E, C, T).
4. (Optional Scaffolding: Provide the categories for them if needed.)

Success Criteria Review: The student must correctly categorize at least five of their chosen facts.

Lesson Conclusion (10 Minutes)

Closure and Recap (5 Minutes)

Recap (Tell them what you taught): We learned that the unique geography of Greece (I) forced people to become sailors and traders, and the mountains created isolated City-States (P). These city-states like Athens and Sparta developed very different ways of life (S).

Q&A: What is one major cultural contribution (C) from Classical Greece that we still see today (e.g., philosophy, democracy, theater)?

Assessment and Extension (5 Minutes)

Homework/Extension (Adaptability/Autonomy): Research one famous Greek philosopher (Socrates, Plato, or Aristotle) and write down one major question they asked. How does that question relate to P (Political Systems)? (Advanced: Research the Minoan Linear A/B writing system and compare it to the Egyptian hieroglyphs, relating to T (Technology)).

Lesson 2: The Mighty Roman Machine - Republic to Empire (50 Minutes)

Materials Needed:

• Timeline graphic showing Roman Republic, Transition, and Empire
• Copy of the "Twelve Tables" excerpts (simplified text)
• Construction paper or cardboard strips for engineering challenge
• Tape and scissors

Learning Objectives (I can...):

1. Outline the transition from the Roman Republic to the Roman Empire (Political Systems).
2. Analyze the impact of Roman law (Technology/Political) on stability and governance.
3. Describe how Roman engineering innovations (Technology/Interaction) facilitated expansion and stability.

Success Criteria:

Lesson Introduction (8 Minutes)

Hook: The Power of Law

Ask: If you and your friends were running a school club, what would be the most important rule you would write down so everyone knows exactly what is expected? Why is having written rules important? (Wait for responses about fairness, consistency).

Educator Talk: The Romans were masters of organization and law. We are exploring Rome today, which started as a Republic where citizens had a say, and grew into a massive Empire ruled by emperors. We will focus on how their laws (like the Twelve Tables) and their incredible engineering made them the dominant power in the West.

Lesson Body: Content & Practice (35 Minutes)

I Do: Modeling the Transition (10 Minutes)

Content Presentation: Republic to Empire (P)

Model (P): The Roman Republic started with a system designed to prevent one person from gaining too much power—it had a Senate (wealthy elders) and elected Consuls. But as Rome conquered more territory (I), wealthy generals (like Julius Caesar) gained immense power. The Republic collapsed into civil war, leading to the rise of the Emperors and the start of the Empire. This shift meant less citizen power and more centralized rule.

Model (E): Economic prosperity fueled the Empire. Conquered lands paid tribute, and a massive network of roads (T) and standardized currency boosted trade across the whole Mediterranean.

We Do: Decoding the Twelve Tables (10 Minutes)

Activity: Law and Fairness (P/S)

1. Provide simplified excerpts from the Twelve Tables (e.g., rules about property, debt, and court proceedings).
2. Read 2-3 excerpts together.
3. Discussion Prompt: Why was it so important for these laws to be displayed publicly (written on bronze tablets)? How did this change the social structure (S) between the wealthy (patricians) and the common people (plebeians)? (Focus on the idea that everyone, regardless of social status, was legally bound by the same written code.)

Formative Check: Ask the student to rephrase one Roman law in modern 11-year-old language.

You Do: Roman Engineering Challenge (15 Minutes)

Activity: Build an Arch (T/I)

Instruction: The Roman Arch was one of their greatest technological innovations. It allowed them to build massive aqueducts and bridges that moved water and people across vast distances (I). Unlike a simple lintel, the arch pushes weight outwards, distributing it efficiently.

1. Challenge the learner to use the construction paper/cardboard strips and tape to design and build a small, free-standing arch capable of holding a small weight (like an eraser) without collapsing.
2. If building is too complex for time, they should draw and label the key stone (the central piece that locks the arch).

Lesson Conclusion (7 Minutes)

Closure and Recap (4 Minutes)

Recap (Tell them what you taught): Rome moved from a system where citizens voted (Republic) to one ruled by one powerful leader (Emperor). This massive state was held together by clear, written laws (P) and incredible technologies (T) like the road network and the Roman arch, which helped them manage their huge territory (I).

Assessment and Extension (3 Minutes)

Summative Check: Ask the student to identify one major difference between Greek democracy (Lesson 1) and the Roman Republic (P). (Answer should focus on direct vs. representative roles, or the role of the Senate.)

Homework/Extension (Application): Research a modern government building or monument that uses Roman architectural elements (arches, domes, columns). Why do we still use these ancient designs today?

Lesson 3: The Golden Ages of India - Maurya and Gupta (50 Minutes)

Materials Needed:

• Large world map or physical globe
• Markers or colored pencils
• Printout of Ashoka’s Edicts (simplified)
• Venn Diagram template (digital or printed)

Learning Objectives (I can...):

1. Describe the impact of Emperor Ashoka on the Maurya Empire (P) and the spread of Buddhism (C).
2. Analyze the economic prosperity and trade networks of the Gupta Empire (E).
3. Identify key scientific and mathematical innovations of the Gupta period (Technology).

Success Criteria:

Lesson Introduction (8 Minutes)

Hook: The Power of Kindness

Ask: Can a military general, known for winning bloody battles, suddenly decide that peace and kindness are the best way to rule? What kind of leader would that be? (Wait for discussion about difficulty of change/credibility).

Educator Talk: Today, we travel East to Classical India. We are focusing on two huge empires: the Mauryans, who had a fierce warrior-turned-peaceful-ruler named Ashoka, and the Guptas, whose time is often called India’s "Golden Age" due to amazing science and math developments. We’ll use our INSPECT categories to separate religion and governance.

Lesson Body: Content & Practice (35 Minutes)

I Do: Modeling Ashoka’s Transformation (10 Minutes)

Content Presentation: The Maurya Empire (P/C)

Model (P/C): The Maurya Empire unified much of India (I) for the first time. Its greatest ruler, Ashoka, was initially brutal, but after a devastating war, he converted to Buddhism (C). This wasn't just a personal change; it fundamentally altered his rule. Instead of conquest, he focused on dharma (moral law). He engraved edicts on large pillars throughout the empire, promoting tolerance, non-violence, and welfare (P).

Model (E): Trade was central. The Mauryans controlled critical land routes connecting India to Persia and beyond, creating wealth and stability.

We Do: The Gupta Golden Age (10 Minutes)

Activity: Tracing Innovations (T)

1. Content: The Gupta Empire (320–550 CE) focused heavily on education and the arts, leading to massive scientific breakthroughs.
2. Discussion Prompt (T): Did you know the concept of zero (0) and the decimal system that we use every day originated during the Gupta era? Discuss how mathematics and astronomy improved during this time. How did the invention of 'zero' change the way people calculated? (Explain that zero allows for place value, making calculations exponentially easier).
3. Formative Check: If the Roman number system (M=1000, C=100) didn't have a zero, why would calculations be much harder than using the Gupta system?

You Do: Compare and Contrast Empires (15 Minutes)

Activity: Maurya vs. Gupta Venn Diagram (P, C, T)

1. The learner receives a Venn Diagram template.
2. Instruction: Place specific facts or concepts from the lesson into the correct section of the diagram (Maurya circle, Gupta circle, or Overlap).
   • Maurya-specific facts: Ashoka, Spread of Buddhism (C), Edicts (P).
   • Gupta-specific facts: Concept of Zero (T), "Golden Age" (C), Extensive Trade with Southeast Asia (E).
   • Overlap: Unified India (P), Strong Central Government (P), Patronage of Arts/Culture (C).

Lesson Conclusion (7 Minutes)

Closure and Recap (4 Minutes)

Recap (Tell them what you taught): We saw two great Indian empires. The Mauryans were shaped by Ashoka’s unique political and cultural decisions (P/C), which spread Buddhism. The Guptas flourished economically (E) and gave us revolutionary advancements in math and science (T), setting the foundation for much of modern learning.

Assessment and Extension (3 Minutes)

Summative Check: What is one non-religious idea from Ashoka’s Edicts that you think a modern leader should still follow today? (Must relate to P or S, e.g., tolerance, public welfare).

Homework/Extension (Creativity/Choice): Design a coin (E) or a stamp commemorating either the Maurya or Gupta Empire. Include symbols representing their greatest achievement (T, C, or P).

Lesson 4: The Dynastic Cycle - Han China (50 Minutes)

Materials Needed:

• Diagram illustrating the "Mandate of Heaven" cycle
• Samples of different materials (silk, paper, bamboo strips, wooden block)
• Map showing the Silk Road trade route
• Index cards for role-playing

Learning Objectives (I can...):

1. Explain the concept of the Mandate of Heaven and the Dynastic Cycle (Political Systems).
2. Analyze the role of Confucianism in structuring Han society (Social Structures).
3. Evaluate the significance of the Silk Road and the invention of paper (Technology/Economic).

Success Criteria:

Lesson Introduction (8 Minutes)

Hook: Divine Right?

Ask: Imagine a ruler is doing a terrible job—the crops are failing, there are floods, and bandits are everywhere. If you were one of the citizens, how would you justify overthrowing this bad ruler? (Wait for responses about failure, corruption, or divine displeasure).

Educator Talk: For thousands of years in China, rulers claimed they had the "Mandate of Heaven"—permission from the gods to rule. Today, we focus on the Han Dynasty, which cemented this idea and created one of the longest-lasting empires in history. We will see how philosophy (Confucianism) dictated their social order and how trade (the Silk Road) made them incredibly powerful.

Lesson Body: Content & Practice (35 Minutes)

I Do: Modeling the Mandate of Heaven (10 Minutes)

Content Presentation: P and I

Model (P/I): The Han Dynasty relied on the Mandate of Heaven (P). A successful ruler kept the gods happy, which resulted in prosperity and good weather (I). If disaster struck (famine, earthquakes), it was proof the ruler had lost the Mandate, justifying revolution and a new dynasty. This is called the Dynastic Cycle.

Model (S): The Han government was run by highly educated scholar-officials trained in Confucianism (S/C). This philosophy emphasized respect for elders, strict hierarchy, and order within the family and the state. This created a very stable but rigid social structure.

We Do: The Great Highway of Trade (10 Minutes)

Activity: Following the Silk Road (E/I)

1. Look at the map showing the Silk Road. Discuss the incredible distances and difficult terrain (Interaction with Environment) involved in moving goods between China and Rome/India.
2. Discussion Prompt (E): Why was silk so valuable in the West? (It was unique, hard to produce, and very luxurious.) What other goods moved along this route? (Spices, ideas, diseases). Explain how this trade network brought massive wealth to the Han Empire.
3. Formative Check: If you were a Han emperor, why would you invest heavily in protecting the Silk Road routes? (Focus on E—Economic gain).

You Do: Han Innovation and Stability (15 Minutes)

Activity: Paper and Dynastic Role Play (T/P)

1. Technology (T): Briefly demonstrate or discuss the differences between writing on heavy bamboo strips (older method) and the lightweight, flexible material invented during the Han era: Paper. Discuss how paper revolutionized record-keeping, education, and governance (P).
2. Role Play (P): Assign roles: "Old Emperor," "Corrupt Official," "Peasant Leader," "Natural Disaster (The Flood)." Use the Mandate of Heaven diagram. The learner, as the Peasant Leader, must use evidence (Natural Disaster/Corrupt Official) to explain why the Old Emperor has lost the Mandate, thereby justifying the founding of a new dynasty.

Lesson Conclusion (7 Minutes)

Closure and Recap (4 Minutes)

Recap (Tell them what you taught): The Han Dynasty built its power on the belief that rulers had divine permission (Mandate of Heaven, P). Confucianism dictated a strict social order (S), and their incredible innovations like paper (T) and their control over the Silk Road (E) made them one of the most successful empires of the classical age.

Assessment and Extension (3 Minutes)

Summative Check (Connecting Lessons): If the Han Dynasty relied on the Silk Road for wealth, which earlier civilization that we studied was primarily based on maritime (sea) trade? (Answer: Minoan/Classical Greece).

Universal Extension (Synthesis): You are a historian writing a report on all four civilizations (Greece, Rome, India, China). Which civilization's political system (P) do you think was the most stable and why? (Must use evidence from the lessons to support the claim—e.g., Rome's law, China's bureaucracy, or Greece's democracy).