Weeks 10-18 • Focus: Structuring Society in Ancient India and China
The second quarter moves east to examine the great river valley civilizations of India and China. The focus shifts from controlling the physical environment to creating the "blueprints" for social and spiritual order. Students will analyze complex social structures, such as the caste system in India, and influential philosophies and religions that organized these vast societies and defined their cultures.
This study of large-scale social systems is thematically linked to the CKSci unit on Cells and Systems, a deep investigation into the microscopic biological systems that work together to create a complex, functioning organism. The crosscutting scientific concept of "Systems and System Models" becomes the explicit bridge connecting these disciplines.
Academic Skills:
Historical Concepts:
Exploring the civilization on the Indian subcontinent, focusing on social systems and religious thought
CKHG Grade 2 Unit 1: Ancient India
Core Knowledge Foundation
CKSci Unit 6: Cells and Systems
Core Knowledge Foundation
The Adventures of Rama
by Milo Cleveland Beach
Begin with CKHG Grade 2 Unit 1: Ancient India as the core text. Locate the Indus and Ganges rivers on a map. Discuss the geography of the Indian subcontinent, noting how the Himalayas and Indian Ocean created a somewhat isolated region. 6.2c
Read about the mysterious Indus Valley Civilization and its well-planned cities like Mohenjo-Daro and Harappa. Practice identifying the central idea and supporting details in the text. 6.R.2
Introduce the full number line, including negative numbers. Create a number line that shows the heights of mountains (positive) and depths of ocean trenches (negative). Place the height of Mount Everest at +8,848 meters and the depth of the Mariana Trench at -10,984 meters. NY-6.NS.C.5, NY-6.NS.C.6
Begin CKSci Unit 6: Cells and Systems. The unit anchor is the phenomenon of healing: "How do living things heal?" Start by observing prepared slides of basic living tissues (e.g., onion skin, cheek cells) under a microscope. MS-LS1-1
Analyze artifacts from the Indus Valley Civilization like seals, weights, and drainage systems. Discuss what these artifacts reveal about their society (e.g., organized government, widespread trade, advanced urban planning). 6.2c
Practice comparing and ordering positive and negative integers. Use examples relevant to South Asia: elevation of cities, temperatures in different regions, depths of rivers compared to sea level. NY-6.NS.C.7
Read supplementary resources about the decline of the Indus Valley Civilization. Write an objective summary about possible reasons for its decline (climate change, natural disasters, invasion). 6.R.2
Continue the Cells and Systems unit. Record detailed observations of different cell types and begin to develop the concept that all living things are made of cells. MS-LS1-1
Create a replica of an Indus Valley seal using clay. Include symbols based on actual artifacts. Discuss theories about the undeciphered Indus script.
Share and discuss summaries about the Indus Valley Civilization. Compare different perspectives on its decline based on evidence.
Read about the emergence of Hinduism during the Vedic period. Discuss core concepts like reincarnation, karma, and dharma. Introduce the major deities like Brahma, Vishnu, and Shiva. 6.3a
Continue working with negative numbers. Introduce the concept of absolute value as the distance from zero on a number line. Apply to real-world scenarios. NY-6.NS.C.7
Study the caste system in ancient India. Create a hierarchical diagram showing the four main varnas (Brahmins, Kshatriyas, Vaishyas, Shudras) and untouchables. Discuss how this system structured society and defined roles. 6.2d
Explore cell diversity by examining different types of cells and their specialized functions. Draw parallels between cell specialization and social specialization in the caste system. MS-LS1-1
Write a reflective essay comparing social hierarchies in ancient India to modern social structures. Include central ideas about how societies organize themselves and the impacts of such systems. 6.W.2
Read the story of Siddhartha Gautama and his path to becoming the Buddha. Discuss the Four Noble Truths and the Eightfold Path. Compare Buddhism's challenge to the caste system with Hinduism's embrace of it. 6.3b
Read selections from the Jataka Tales (stories of the Buddha's previous lives). Analyze these instructional stories for their central messages and moral teachings. 6.R.2
Practice operations with negative numbers, including addition and subtraction. Create word problems related to temperature changes in the Himalayas or elevation changes when traveling across India. NY-6.NS.C.5
Continue the Cells and Systems unit. Begin examining how cells work together in tissues. Draw connections to how individuals work together in society. MS-LS1-2
Begin a Venn diagram comparing and contrasting the core beliefs of Hinduism and Buddhism. This will serve as a pre-writing organizer for a compare/contrast essay next week. 6.W.7
Read selections from The Adventures of Rama (a version of the Ramayana). Discuss how this epic reflects Hindu values and worldview. Identify the central themes and lessons. 6.R.2
Write a compare/contrast essay on Hinduism and Buddhism based on the Venn diagram from last week. Include an introduction, body paragraphs with specific comparisons, and a conclusion. 6.W.7
Investigate the achievements of the Mauryan and Gupta Empires. Focus on major contributions like the concept of zero, advancements in medicine, astronomy, metallurgy, and the decimal system. 6.2d
Continue exploring cell organization, observing how cells form tissues. Create a multicellular organism model showing how different cell types work together, similar to how different social groups function in a civilization. MS-LS1-2
Review operations with positive and negative integers through problem-solving activities and games. Prepare for a quiz on the number system. NY-6.NS.C.5, NY-6.NS.C.7
Create a timeline of ancient Indian history from the Indus Valley Civilization through the Gupta Empire. Include major developments in religion, government, and science.
Core Texts:
Websites & Materials:
Exploring the long and continuous history of China from the Shang Dynasty to the Han Dynasty
CKHG Grade 2 Unit 2: Ancient China
Core Knowledge Foundation
The Magic Paintbrush
by Julia Donaldson (Chinese folktale)
Use the CKHG Grade 2 Unit 2: Ancient China reader. Locate the Huang He (Yellow) and Yangtze Rivers on a map. Discuss China's relative geographic isolation due to mountains, deserts, and seas, and how this influenced its development. 6.2c
Introduce numerical expressions with exponents. Connect to historical context: "If a Chinese farmer doubles his harvest each year for 5 years, express this growth using exponents." (2^5 times the original). NY-6.EE.A.1
Read about the Shang Dynasty, China's first historically confirmed dynasty. Focus on bronze metallurgy, ancestor worship, and the oracle bones used for divination. 6.2c
Analyze historical claims about the Shang Dynasty. Evaluate which claims are supported by archaeological evidence and which are based on later historical accounts. 6.R.8
Continue the Cells and Systems unit. Begin developing models (e.g., a 3D clay model or a detailed diagram) of a plant or animal cell, identifying the function of key organelles like the nucleus, mitochondria, and cell membrane. MS-LS1-2
Practice evaluating expressions with exponents. Create a table showing the results of 2^1, 2^2, 2^3, etc., to illustrate exponential growth. NY-6.EE.A.1
Write a brief argumentative paragraph answering the question: "Based on evidence, why was bronze technology so important to the Shang Dynasty's power?" Include a claim and supporting evidence. 6.W.1b
Analyze the characters on oracle bones as an early form of Chinese writing. Discuss how writing systems reflect the needs and values of a society.
Create a replica of a Shang Dynasty bronze vessel with clay or paper mache. Incorporate traditional designs like the taotie (animal mask motif).
Read about the Zhou Dynasty and the concept of the "Mandate of Heaven." Discuss how this idea justified both the rule of an emperor and his overthrow. Compare to the divine right of kings in other civilizations. 6.2d
Introduce variables in mathematical expressions. Connect to the idea of the "Mandate of Heaven." Let 'H' represent the happiness of the people. An emperor's actions could either add to H or subtract from it. Write simple expressions: "If the emperor builds a new canal, the expression is H+c." NY-6.EE.A.2
Introduce the philosophies of Confucius (duty, respect, social harmony) and Laozi (Daoism - the Way, harmony with nature). Read selections from the Analects and the Dao De Jing (in simplified form). 6.3c
Argumentative Writing: "Which philosophy, Confucianism or Daoism, do you think would create a more stable society? Write a paragraph supporting your claim with at least two reasons and evidence from the texts." 6.W.1
Continue developing cell models. Draw connections between cellular organization and Confucian social organization - how each part has a specific role that contributes to the function of the whole. MS-LS1-2
Share argumentative paragraphs about Confucianism and Daoism. Evaluate the strength of the arguments and evidence.
Read about Emperor Qin Shi Huang, the first emperor who unified China, standardized writing and currency, and commissioned the Great Wall and his Terracotta Army. Discuss his legacy - brutal but effective. 6.2d
Read contrasting perspectives on Emperor Qin's rule. Evaluate the claims and evidence presented in each source. Discuss how historical figures can be viewed differently based on perspective. 6.R.8
Study the Han Dynasty, a golden age of innovation. Research and present on one Chinese innovation (silk production, paper, porcelain, or the compass) to understand its making and impact on the world. 6.4e
Practice writing and evaluating expressions with variables. Create expressions to represent situations in ancient China: "If rice costs 'r' per pound and a farmer sells 'p' pounds, express his income." NY-6.EE.A.2
Complete cell models. Present models and explain how organelles work together, making connections to how specialized roles in Chinese society (farmers, artisans, scholars, rulers) worked together. MS-LS1-2
Write a research paragraph about a Chinese innovation, citing sources and explaining its impact on the world.
Introduce the Silk Road as a network of trade routes connecting China to the West. Trace its path on a map and list the goods and ideas (like Buddhism) that traveled along it. Discuss how this early network of global trade influenced multiple civilizations. 6.6a
Create word problems about trade along the Silk Road that involve expressions with variables: "If a merchant trades 's' yards of silk for 'g' ounces of gold, and gold is worth 't' times as much as silk per unit, write an expression for when this is a fair trade." NY-6.EE.A.2
Read The Magic Paintbrush, a traditional Chinese folktale. Analyze how the story reflects Chinese cultural values. Compare the themes to stories from other cultures.
Learn about traditional Chinese celebrations like the New Year and other cultural practices. Discuss how these celebrations connected to the agricultural calendar and family values.
Practice Chinese calligraphy with a brush and ink, or create a paper-cut design, a traditional folk art. Discuss how these art forms reflect Chinese cultural values.
Begin exploring how cells organize into tissues and organs. Draw connections to how villages, towns, and cities organized into the unified Chinese empire. MS-LS1-3
Core Texts:
Websites & Materials:
Consolidating learning about ancient Eastern civilizations and their social systems
This week is dedicated to reviewing and synthesizing the first half of the year, particularly the social and belief systems of ancient India and China. Students will compare and contrast these civilizations, evaluate their enduring influences, and prepare mid-year assessments and reports.
Review and practice operations with negative numbers and expressions with variables and exponents. Complete practice problems from Math with Confidence. Assess understanding through a mid-year quiz.
Create a comparative chart of ancient India and China, analyzing similarities and differences in their geographical settings, religious/philosophical systems, social structures, technological innovations, and cultural contributions.
Review key concepts from the Cells and Systems unit. Create a conceptual diagram showing how cells form tissues, tissues form organs, and organs form systems. Draw explicit connections to how individuals form families, families form communities, and communities form civilizations.
Write a reflective essay addressing the question: "What are the most important lessons modern societies can learn from ancient India and China?" Use specific evidence from texts studied throughout the quarter.
Gather samples of best work from Quarter 2. Discuss areas of growth and set goals for Quarter 3. Celebrate progress with a small cultural event featuring elements of both Indian and Chinese traditions (e.g., tea ceremony, calligraphy, storytelling).
Evaluate your student's ability to: