Weeks 1-9 • Focus: Controlling the Environment
The first quarter explores humanity's pivotal shift from nomadic life to the first great civilizations. Students will investigate the Neolithic Revolution—when humans first began to control their environment through agriculture—and then examine the rise of the first river valley civilizations in Mesopotamia and Egypt. This historical journey pairs powerfully with scientific inquiry into thermal energy, as both focus on humanity's efforts to understand and control the physical world.
Academic Skills:
Historical Concepts:
Establishing the geographical context and exploring the most significant transformation in human history
CKHG Resources on the Neolithic Revolution
Core Knowledge Foundation
Thermal Energy Unit
CKSci Grade 6, Unit 2
Math with Confidence Grade 6, Unit 1
Kate Snow
Begin with a large wall map of the Eastern Hemisphere. Identify the continents of Africa, Asia, Europe, and Australia. Discuss major geographical features like mountain ranges, rivers, and deserts. 6.1
Read informational texts about human geography. Practice identifying the main idea and supporting details. Discuss how geographical features influence where people settle. 6.R.2
Review and practice division of fractions, a skill carried over from 5th grade. Use word problems with real-world contexts: "If a Neolithic farmer has 3/4 of a basket of grain and wants to divide it into portions that are each 1/8 of a basket, how many portions can be made?" NY-6.NS.A.1
Begin CKSci Unit 2: Thermal Energy. Introduce the anchor phenomenon: testing whether a store-bought insulated cup keeps a cold drink colder than a standard plastic cup. This initial investigation sparks questions about what features are most important. MS-PS3-3
Use the CKHG resources to discuss the key differences between Paleolithic ("Old Stone Age") and Neolithic ("New Stone Age") life. Create a T-chart comparing the two periods. 6.2a
Introduce the core concept for 6th grade: ratios. Use concrete examples: "The village has 12 huts and 4 wells. What is the ratio of huts to wells?" (12:4 or 3:1). Explain that a ratio is a comparison of two quantities. NY-6.RP.A.1
Using Essentials in Writing Level 6, write a well-structured informative paragraph explaining the most significant change that occurred during the Neolithic Revolution, using evidence from the texts. 6.W.2
Design the initial thermal energy investigation. Develop hypotheses about what features of a container might keep a drink cold longer. Discuss variables and how to set up a controlled experiment. MS-PS3-4
Read about the concept of a "surplus" and discuss how it allowed for the specialization of labor. Analyze how this led to more complex societies and eventually civilization. 6.2b
Practice more with ratios using examples relevant to ancient societies: "If a village harvests 240 bushels of grain and stores 60 bushels as seed for next year, what is the ratio of harvested grain to seed grain?" (240:60 or 4:1) NY-6.RP.A.1
Locate early agricultural centers on the map: Fertile Crescent, Nile Valley, Indus Valley, Yellow River Valley. Discuss why agriculture developed in these regions. What geographic features did they share? 6.1, 6.2b
Conduct the thermal energy experiment with different cups/containers. Collect data on how quickly the temperature changes over time. Record observations and measurements in a data table. MS-PS3-4
Continue work with fractions and ratios using Math with Confidence. Focus on simplifying ratios and recognizing equivalent ratios. Connect to science data: "If the temperature in cup A rose 4°F in 20 minutes, what was the rate of temperature change per minute?" NY-6.RP.A.1
Read supplemental sources about the Neolithic Revolution. Practice summarizing the information without personal opinions or judgments. Compare different sources for their effectiveness in explaining the key concepts. 6.R.2
Write a multi-paragraph informative text explaining how the Neolithic Revolution changed human society. Include sections on food production, settlement patterns, and social organization. 6.W.2
Analyze the thermal energy experiment data. Graph the results and draw conclusions about which containers were most effective at minimizing thermal energy transfer and why. MS-PS3-3
Core Texts:
Materials:
A deep dive into the world's first civilization and its fundamental "blueprints" for organized society
CKHG Grade 1 Unit 2: Mesopotamia
Core Knowledge Foundation
Gilgamesh the King
by Ludmila Zeman (illustrated epic)
Use the CKHG Grade 1 Unit 2: Mesopotamia reader as the core text. Locate the Fertile Crescent, Tigris River, and Euphrates River on the map. Read about the challenges and benefits of the rivers (unpredictable flooding vs. fertile silt). Discuss why cities like Ur and Babylon developed in this location. 6.2c
Read supplementary texts about Mesopotamia. Practice citing specific textual evidence when answering questions about the text and when drawing inferences from it. 6.R.1
Begin exploring rates, a specific type of ratio. Create thematic problems: "A Mesopotamian scribe can press 40 cuneiform tablets in 8 hours. What is his rate of work in tablets per hour?" (5 tablets/hour) NY-6.RP.A.3
Continue the Thermal Energy unit. Based on previous experiment results, design improvements to test the effectiveness of lids in preventing thermal energy transfer. MS-PS3-3
Hands-on Project: Build a model ziggurat out of clay or other materials, discussing its function as the religious and civic center of the city. Compare to other ancient religious structures. 6.2d
Read the chapter on King Hammurabi. Introduce the concept of a primary source by analyzing several laws from the Code of Hammurabi (using a simplified translation). Discuss the concept of "an eye for an eye" and how the laws reveal the social structure of Babylon. 6.2d
Discussion Prompt: "Was Hammurabi's Code 'fair'? What evidence from the text supports your claim?" This requires students to make a claim and support it with evidence, a key ELA skill. 6.R.1
Continue ratio and rate work: "If a caravan travels 90 miles in 3 days, what is its average speed in miles per day?" Develop unit rate understanding with Mesopotamian trade scenarios. NY-6.RP.A.3
Test the effectiveness of double walls in containers for slowing thermal energy transfer. Begin to develop the scientific model for how thermal energy moves through different materials. MS-PS3-3
Begin reading "Gilgamesh the King." Discuss how this early epic poem reflects the values and concerns of Mesopotamian society. Compare fictional and historical accounts of this period. 6.R.1, 6.R.2
Focus on the invention of cuneiform. Read about how writing developed from pictographs to record-keeping for trade. Discuss why writing is considered one of the hallmarks of civilization. 6.2d
Hands-on Activity: Give the student a slab of modeling clay and a stylus and have them practice making cuneiform-style marks. Have them invent their own pictographs for simple words and then combine them to tell a story.
Use Math with Confidence to solve ratio problems with multiple steps. Connect to historical content: "A Mesopotamian farmer harvests 3 times as much barley as wheat. If he harvests 60 bushels in total, how much is barley and how much is wheat?" NY-6.RP.A.3
Continue the Thermal Energy unit. Test different materials to determine which are better insulators. Begin developing a scientific explanation for why some materials transfer thermal energy more slowly than others. MS-PS3-3
Explore other Mesopotamian innovations: the wheel, the plow, bronze metalworking, irrigation systems. Discuss how these technologies transformed society. 6.2d
Begin a short research project on one aspect of Mesopotamian life (e.g., inventions like the wheel and plow, religion, daily life). Using the CKHG reader and a digital encyclopedia, gather information and organize notes. 6.W.7
Review and practice ratio and rate concepts with a variety of problems. Introduce the concept of proportional relationships as an extension of equivalent ratios. NY-6.RP.A.3
Write a multi-paragraph informative report based on research, applying the writing process taught in Essentials in Writing. Include an introduction, body paragraphs with supporting evidence, and a conclusion. 6.W.7
Design and create an optimized cup based on previous experiments. Build a final model that incorporates the most effective features for minimizing thermal energy transfer. MS-PS3-3
Culminating activity: Create a visual timeline of Mesopotamian civilization showing major developments and achievements. Discuss how these "blueprints" laid the foundation for later civilizations. 6.2c, 6.2d
Present research findings in an oral presentation, practicing speaking skills and responding to questions.
Core Texts:
Websites & Materials:
Exploring Egypt's unique relationship with the Nile River and its enduring cultural achievements
CKHG Grade 1 Unit 3: Ancient Egypt
Core Knowledge Foundation
The Golden Goblet
by Eloise Jarvis McGraw
Use the CKHG Grade 1 Unit 3: Ancient Egypt reader as the core text. On the map, locate Egypt, the Nile River, and the surrounding Sahara Desert. Discuss why Egypt was called "the gift of the Nile" and how the predictable flooding created a different civilization than Mesopotamia. 6.2c
Read about the role of the pharaoh as both a king and a god. Evaluate claims in the text about the pharaoh's power and divine status. Discuss whether the evidence supports these claims. 6.R.8
Introduce percentages as a special type of ratio out of 100. Create thematic problems: "It took 20 years to build the Great Pyramid. If the foundation was completed after 2 years, what percent of the total time was spent on the foundation?" (2/20 = 10/100 = 10%) NY-6.RP.A.3c
Conclude the investigation portion of the Thermal Energy unit. Students will build and test their final, optimized cup design, collecting and analyzing the data to see how well it minimizes thermal energy transfer. MS-PS3-3
Explore the process of mummification and the purpose of the pyramids. Examine primary sources: images of the Rosetta Stone and discuss its importance in deciphering hieroglyphics. 6.2d
Begin reading The Golden Goblet. Discuss how this historical fiction novel provides insights into daily life in ancient Egypt.
Read about the Egyptian belief in the "weighing of the heart" ceremony. Examine artistic depictions of the afterlife. Discuss the social structure of Egypt (pharaoh, nobles, priests, scribes, farmers). 6.2d
Argumentative Writing Prompt: "The ancient Egyptians believed a person's heart was weighed against the feather of truth to determine their fate in the afterlife. Based on what you have learned, write a short argument explaining whether you think this was a system designed to encourage good behavior or to maintain the power of the priests and pharaoh. Use at least two pieces of evidence from the text to support your claim." 6.W.1
Continue percent problems: "A team of 4,000 workers built a temple. If 600 of them were stonecutters, what percent of the workers were stonecutters?" (600/4000 = 15%) Practice finding percentages in real-world contexts. NY-6.RP.A.3c
Develop particle models to explain how energy is transferred, exploring the idea that heat is related to the motion of particles. Create diagrams showing how particles behave in different states of matter. MS-PS1-4
Compare and contrast Mesopotamia and Egypt. Create a Venn diagram highlighting similarities and differences in government, religion, writing systems, and major achievements. 6.2c, 6.2d
Continue reading The Golden Goblet. Analyze how the author uses historical details to create an authentic setting. Discuss how the novel shows different social classes in Egyptian society.
Core Texts:
Websites & Materials:
Consolidating learning about early civilizations and their environmental adaptations
This week synthesizes the quarter's learning about the Agricultural Revolution, Mesopotamia, and Egypt. Students will demonstrate their understanding of how early humans adapted to and controlled their environments, and how this led to the first civilizations.
Create a three-part comparison chart for the Neolithic Revolution, Mesopotamia, and Egypt. For each civilization or period, identify: Key Geographic Features, Form of Writing, System of Government/Law, and Major Achievements. Present this work.
Review fraction division, ratios, rates, and percents through a series of civilization-themed problems. Complete the Unit 3 Checkpoint from Math with Confidence.
Present the final results of the insulated cup investigation. Explain which design features were most effective and use a particle model diagram to explain why they worked to slow down energy transfer. Connect to how early civilizations developed technologies to control their environment.
Write a final argumentative essay addressing the question: "Which early civilization, Mesopotamia or Egypt, developed more effective 'blueprints' for society?" Use specific evidence from texts to support the claim and address a counterclaim.
Create a "Quarter 1 Portfolio" with best work samples from each subject. Discuss areas of growth and set goals for Quarter 2. Complete a knowledge assessment covering key concepts from the quarter.
Evaluate your student's ability to:
Academic Skills:
Content Knowledge:
Use this week's assessments to write your first quarterly report for your school district, including:
| Title | Author/Publisher | Subject |
|---|---|---|
| Math with Confidence Grade 6 | Kate Snow | Mathematics |
| Essentials in Writing Level 6 | Matthew Stephens | English/Writing |
| CKSci Unit 2: Thermal Energy | Core Knowledge Foundation | Science |
| CKHG Resources on the Neolithic Revolution | Core Knowledge Foundation | Social Studies |
| CKHG Grade 1 Unit 2: Mesopotamia | Core Knowledge Foundation | Social Studies |
| CKHG Grade 1 Unit 3: Ancient Egypt | Core Knowledge Foundation | Social Studies |
| Gilgamesh the King | Ludmila Zeman | Literature |
| The Golden Goblet | Eloise Jarvis McGraw | Literature |
Continue your homeschool journey with Quarter 2: Eastern Empires & Philosophies, exploring the ancient civilizations of India and China and their influential belief systems.
Continue to Quarter 2