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5 worksheets · 5 answer keysPlan only

Grade 6 · Quarter 3 · Week 26

The Rise of Christianity in the Roman World

From Judea to the empire.

Standards this week

  • · 6.RP.A.3
  • · 6.SP.B.4
  • · RI.6.6
  • · W.6.1
  • · MS-LS4-2
  • · C3 D2.His.14.6-8

Packet contents

  1. Daily lesson plans (Mon–Fri)
  2. Friday weekly review
  3. Parent digest summary
  4. Worksheets (5)
  5. Teacher answer keys (5)

Materials to gather before Monday

Sharpened pencil & eraser

Day's notebook (one section per subject)

Timeline strip

Calculator (optional)

Anchor text or passage handout

Vocabulary notebook

Graph paper

Lab notebook

Sketching pencils & ruler

Lined paper

SixthGrade · Binder packetPrint once Monday morning — file in the week's tab

Daily plans

Monday

Roman Judea

Social StudiesProvince of Judea; Jewish kingdoms under Rome; tensions.
MathCumulative percent practice in historical contexts.
ELARead on Roman Judea; author's perspective (RI.6.6).
ScienceAnatomical similarities suggest common ancestry (MS-LS4-2).

Today's worksheets

  • · [1B] Passage: Reading Passage: Mesopotamian Scribal Culture (with comprehension)
  • · [2C] Passage: Reading Passage: Democracy in Athens (with comprehension)

Tuesday

Jesus of Nazareth

Social StudiesHistorical context; teachings drawn from Jewish tradition.
MathData displays — population growth of early Christianity.
ELAVocabulary: messiah, gospel, apostle, persecution.
ScienceCompare vertebrate forelimbs (whale, bat, human, cat).

Today's worksheets

    Wednesday

    Paul & the Spread

    Social StudiesPaul's missionary journeys; Greek as the gospel language.
    MathLine plots and dot plots of population data.
    ELACompare two accounts of early Christianity (RI.6.6).
    ScienceInvestigation: classify limb structures by similarity.

    Today's worksheets

    • · [1B] Passage: Reading Passage: Mesopotamian Scribal Culture (with comprehension)
    • · [2C] Passage: Reading Passage: Democracy in Athens (with comprehension)

    Thursday

    Persecution & Martyrdom

    Social StudiesEmperor cult conflicts; persecution under Nero, Diocletian.
    MathPercent change applied to early-church growth.
    ELAArgument planning: 'Why did Christianity grow despite persecution?' (W.6.1).
    ScienceEmbryological similarities — discuss diagrams.

    Today's worksheets

    • · [Writing 2A] Writing prompt: Argument Essay
    • · [Q2] Assessment: Q2 ELA Assessment
    • · [Writing 3B] Writing prompt: Argument Essay

    Friday

    Constantine & the Edict of Milan

    Social Studies313 CE: legalization; 380 CE: state religion.
    MathMixed practice: data and percent.
    ELAArgument essay draft & revise.
    ScienceMini-quiz on common ancestry; portfolio entry.

    Today's worksheets

      Friday weekly review

      Theme: Classical empires & expressions

      Social Studies
      Name one geographic feature studied this week and explain how it shaped the people who lived there.
      Math
      Show one worked example from this week's standard and write a one-sentence rule in your own words.
      ELA
      Pull one sentence from the anchor text that surprised you. Explain why in 2–3 sentences.
      Science
      Describe one observation from a model, lab, or diagram and the question it raised.

      Big question

      How did this week's science or math concept change how you understand the civilization or text we studied?

      For the family

      Short summary of this week to share with your child and the rest of the household. Print and post on the fridge.

      ELA

      "Ask: "Who is the main character or speaker in what you read today, and what do they want?" Then have your child read aloud one favorite sentence from "Read on Roman Judea"."

      Vocab to use at dinner: messiah, gospel, apostle, persecution

      Math

      "Ask your child to teach you tonight's idea in 60 seconds: "Show me one example of cumulative percent practice in historical contexts." Teaching it back is the fastest way to lock it in."

      Science

      "Ask: "What did you observe today, and what do you think it means?" Encourage your child to draw a labeled sketch of "Anatomical similarities suggest common ancestry" on a sticky note."

      Social Studies

      "At home, ask: "Where on a map would you find what you studied today?" Have your child point it out and tell you one cause and one effect from "Province of Judea"."

      Worksheets (5)

      1. [1B] ELA · Reading Passage: Mesopotamian Scribal Culture (with comprehension)
      2. [2C] ELA · Reading Passage: Democracy in Athens (with comprehension)
      3. [Writing 2A] ELA · Argument Essay
      4. [Q2] ELA · Q2 ELA Assessment
      5. [Writing 3B] ELA · Argument Essay

      ELA · G6-ELA-PKG

      1B

      Reading Passage: Mesopotamian Scribal Culture (with comprehension)

      Standards: RI.6.1, RI.6.2, RI.6.6

      Name:  
      Date:  
      Score:  

      __________________

      Read the passage carefully. Then answer the questions below in complete sentences. Use specific evidence from the text.

      ELA · G6-ELA-PKG

      2C

      Reading Passage: Democracy in Athens (with comprehension)

      Standards: RI.6.1, RI.6.3, RI.6.6

      Name:  
      Date:  
      Score:  

      __________________

      Read the passage carefully. Then answer the questions below in complete sentences.

      ELA · G6-ELA-PKG

      Writing 2A

      Argument Essay

      Standards: W.6.1·Time: 3–4 days

      Name:  
      Date:  
      Score:  

      __________________

      Prompt:

      "Was the Greek invasion of Troy worth the cost?" Write a multi-paragraph argument essay (4--5 paragraphs) defending your position with specific evidence from Black Ships Before Troy.

      Requirements:

      • A clear thesis statement in the introduction (your position must be unambiguous).

      • At least two body paragraphs with specific evidence from the novel --- quote at least once.

      • Address at least one counterargument --- what would the other side say? --- and respond to it.

      • A conclusion that returns to the thesis and ends with a strong observation.

      • Use precise transitions ("furthermore," "on the other hand," "despite," "therefore").

      Use the 4-Point Writing Rubric. You will be scored on Ideas, Organization, Evidence, and Conventions.

      ELA · G6-ELA-PKG

      Q2

      Q2 ELA Assessment

      Standards: RL.6.2, RL.6.6, RI.6.3, W.6.1, L.6.2, L.6.4

      Name:  
      Date:  
      Score:  

      __________________ Score: _____ / 20

      Part 1: Reading comprehension (6 points)

      Read the excerpt below before answering.

      ELA · G6-ELA-PKG

      Writing 3B

      Argument Essay

      Standards: W.6.1·Time: 3–4 days

      Name:  
      Date:  
      Score:  

      __________________

      Prompt:

      "Was the Greek invasion of Troy worth the cost?" Write a multi-paragraph argument essay (4--5 paragraphs) defending your position with specific evidence from Black Ships Before Troy.

      Requirements:

      • A clear thesis statement in the introduction (your position must be unambiguous).

      • At least two body paragraphs with specific evidence from the novel --- quote at least once.

      • Address at least one counterargument --- what would the other side say? --- and respond to it.

      • A conclusion that returns to the thesis and ends with a strong observation.

      • Use precise transitions ("furthermore," "on the other hand," "despite," "therefore").

      Use the 4-Point Writing Rubric. You will be scored on Ideas, Organization, Evidence, and Conventions.

      Teacher section — remove before giving to student

      Answer keys

      5 of 5 items have keys on file.

      Answer key · ELA

      1B: Reading Passage: Mesopotamian Scribal Culture (with comprehension)

      Teacher copy

      1. Sample main ideas: (a) Mesopotamian scribes invented and developed cuneiform writing, the world's oldest writing system (supported by: "Cuneiform writing was invented in Mesopotamia more than 5,000 years ago"). (b) Scribes preserved knowledge that shaped the modern world (supported by: "thousands of their clay tablets survive in museums around the world").

      2. Originally used for economic transactions (grain storage, sheep, taxes). Over centuries, it expanded to laws, hymns, letters, mathematical problems, and literature like the Epic of Gilgamesh.

      3. Young scribes began at six or seven, studied for ten years or more, copied lists of words, memorized hundreds of cuneiform signs, learned Sumerian and Akkadian, and faced severe discipline including caning for careless writing.

      4. "thousands of their clay tablets survive in museums around the world, baked hard by the fires that destroyed the cities they served" --- or any sentence about tablets surviving.

      5. The author admires scribes; phrases like "remarkable craft," "great rewards," and the closing about modern technology owing them a debt all reveal positive view.

      6. The passage argues that every modern alphabet and keyboard traces back to Mesopotamian scribes. The author's purpose is to show that ancient innovations still matter --- that we depend on what the scribes invented.

      Answer key · ELA

      2C: Reading Passage: Democracy in Athens (with comprehension)

      Teacher copy

      1. Central idea: Athens created the world's first democracy in 508 BCE; though limited by modern standards, it shaped political thinking ever since. (Cite: "the Athenian experiment shaped everything that came after.")

      2. Demokratia --- "power of the people."

      3. Sample: Adult male citizens attended the Assembly; voted by raising hands; could be chosen by lottery for office; juries decided cases.

      4. Women, slaves, and foreigners could not vote --- perhaps 85% of the population was excluded; only adult male citizens participated.

      5. Pericles: "Our constitution does not copy the laws of neighboring states; we are rather a pattern to others than imitators ourselves." The author uses this to show Athenian pride and how the city saw itself as original.

      6. The author admires the Athenian experiment but also takes a balanced view, acknowledging both its limits and its lasting influence.

      Answer key · ELA

      Writing 2A: Argument Essay

      Teacher copy

      Sample Top-Scoring Response (Rubric Score 4)

      The Cost That Was Not Worth Paying

      Was the Greek invasion of Troy worth the cost? After reading Black Ships Before Troy, I believe the answer is no. The war destroyed both armies, ruined two great cities, killed many of the greatest heroes of the age, and was driven not by necessity but by pride and the choice of one man --- Paris. The story warns us about the price of letting glory and anger drive our decisions.

      First, the war was unnecessary. Paris's choice of Aphrodite's gift --- Helen --- was not a duty to his kingdom but a personal desire. Sutcliff makes clear from the opening that Paris is shaped by appetite, not wisdom: he refuses both power and victory in war. By the time the Greek ships are gathering, Troy and Greece both know what is coming, and yet the war proceeds. The cost was a choice, not a necessity.

      Second, the cost was enormous. Patroclus dies in battle. Hector dies at Achilles' hand and is dragged behind a chariot. Achilles himself dies before the war ends. Whole cities burn. Sutcliff describes the fall of Troy with restrained horror: "The black smoke rolled over the rooftops" --- a city of generations, gone. For what?

      Some readers may argue that the war was worth the cost because of the glory the Greek heroes won. The world remembers Achilles, Odysseus, and Hector to this day. But Sutcliff shows that glory came at a terrible price. Even the victors went home to ruin: Agamemnon is murdered, Odysseus wanders for ten more years. Glory does not bring peace.

      In the end, Black Ships Before Troy is a story not of triumphant heroism but of a war that should never have happened. The lesson Sutcliff offers --- that pride, beauty, and the choice of one man can destroy two civilizations --- is meant to be a warning. The cost was not worth paying.

      Answer key · ELA

      Q2: Q2 ELA Assessment

      Teacher copy

      1. The Athenian Assembly gave political voice to ordinary citizens --- and they treasured it.

      2. Sample: "Men climbed the hill from across the city --- farmers, sailors, shopkeepers --- to debate the next war" --- shows the diversity of who could speak.

      3. Sample: "It was the most precious thing they had built" --- clearly admiring.

      4. Sample theme: Fate cannot be escaped. Cite a passage involving the gods or prophecy.

      5. Sutcliff's omniscient narrator sees what no single character can --- the gods' plans, the long arc, the consequences. This gives the war epic and tragic weight.

      6. Democracy = rule by the people.

      7. Metis = cunning / clever thinking; Odysseus exemplifies it through the Trojan Horse.

      8. Incensed = angered, made furious.

      9. "Where is the eagle?" asked Marcus.

      10. The gift was for him and me.

      11. Sample: Both heroic and democratic ideals depend on the courage of individuals --- heroes in battle, citizens in the Assembly. Both require people to choose to act for something larger than themselves, even at personal cost.

      Mid-Year ELA Final Assessment

      Answer key · ELA

      Writing 3B: Argument Essay

      Teacher copy

      Sample Top-Scoring Response (Rubric Score 4)

      The Cost That Was Not Worth Paying

      Was the Greek invasion of Troy worth the cost? After reading Black Ships Before Troy, I believe the answer is no. The war destroyed both armies, ruined two great cities, killed many of the greatest heroes of the age, and was driven not by necessity but by pride and the choice of one man --- Paris. The story warns us about the price of letting glory and anger drive our decisions.

      First, the war was unnecessary. Paris's choice of Aphrodite's gift --- Helen --- was not a duty to his kingdom but a personal desire. Sutcliff makes clear from the opening that Paris is shaped by appetite, not wisdom: he refuses both power and victory in war. By the time the Greek ships are gathering, Troy and Greece both know what is coming, and yet the war proceeds. The cost was a choice, not a necessity.

      Second, the cost was enormous. Patroclus dies in battle. Hector dies at Achilles' hand and is dragged behind a chariot. Achilles himself dies before the war ends. Whole cities burn. Sutcliff describes the fall of Troy with restrained horror: "The black smoke rolled over the rooftops" --- a city of generations, gone. For what?

      Some readers may argue that the war was worth the cost because of the glory the Greek heroes won. The world remembers Achilles, Odysseus, and Hector to this day. But Sutcliff shows that glory came at a terrible price. Even the victors went home to ruin: Agamemnon is murdered, Odysseus wanders for ten more years. Glory does not bring peace.

      In the end, Black Ships Before Troy is a story not of triumphant heroism but of a war that should never have happened. The lesson Sutcliff offers --- that pride, beauty, and the choice of one man can destroy two civilizations --- is meant to be a warning. The cost was not worth paying.

      SixthGrade · Quarter 3 · Week 26 · Binder packetsixthgrader.org

      Part of the K–6 Homeschool Curriculum series · Grade 6 · Eastern Hemisphere & Ancient Civilizations