VOCABULARY
6th Grade Social Studies Vocabulary Flash Cards
For each unit we cover, we will take a vocabulary test on words specific to that unit. You will also have a homework assignment of creating flashcards for the words that accompany each unit. Below is the template I would like you to use to create your flashcards. You should get your definitions from the Vocabulary section of my wiki page. Your illustrations can be hand-drawn or printed. You should write an original sentence for each word.

Side 1
VOCABULARY WORD
(Any stem words that are within
the word and their definitions)


Side 2
ILLUSTRATION DEFINITION

WORD IN A SENTENCE

Unit 6 Vocabulary: Ancient Greece


Unit 6 Essential Questions: How did geography influence the development of Greek civilization? To what extent were ancient Greek political systems democratic? How has classical Greek culture affected our modern lives?


Athens - A Greek city-state, or polis, famous for its advancements in government and great philosophers
Aristocracy - government ruled by nobles, or wealthy citizens
Democracy -government by the people; government in which the supreme power is held by the people and used by them directly or indirectly through representation.
Oligarchy - a government ruled by a small group of individuals whose authority is generally based on wealth or power
Pericles - famous leader of Athens who wrote democratic laws and encouraged architecture; the time he ruled Athens is known as the Age of Pericles or the Golden Age of Greece and is considered the period that Greek culture reached its highest level
Polis - Greek word for city-state; independent regions ruled by the Greek citizens that inhabited them; some city-states were monarchies, aristocracies, democracies, and oligarchies
Republic - a form of government where citizens have the power and choose representatives to represent them
Senate - a group of citizens who make laws and decisions
Sparta - A Greek city-state, or polis, famous for becoming the strongest military power in Ancient Greece
Theocracy - a government or country that is ruled by someone who has religious authority or divine right
Alexander the Great - Philip the II’s son; Macedonian who ruled Greece after his father and eventually conquered all of the Persian Empire, the Middle East, Egypt, and the Indus River Valley; some historians believe he is just a myth
Classical Age - period that began around 500 BC in which the Ancient Greeks excelled in the arts and sciences and the creation of new forms of government
Hellenistic Age - 324-200 BC; period of Greek history marked by great political and cultural change; ruled by Alexander the Great
Helot - Spartan slave
Peloponnesian War - 431-404 BC; war between Sparta and Athens which Sparta eventually won with help from Persia
Philosopher - a scholar who seeks wisdom and truth; famous philosophers in ancient Greece included Socrates, Plato, and Aristotle

What should I be able to do after this unit?
I can identify factors that contribute to the establishment of city-states.
I can explain the role of the military in the creation of empires.
I can explain compare and contrast government and leadership structures in early civilizations.
I can identify the contributions of Greece and Rome to modern government.
I can analyze how art, architecture, and religion of early civilizations changed as empires expanded.
I can explain the impact of a civilization’s cultural value system on its rise and decline.


Unit 4 Vocabulary: Ancient India
Unit 4 Essential Questions: How did physical geography shape Indian civilization? What effects did power and social class have on the lives of the ancient Indian people? How did religion influence ancient Indian society?
Aryans - a group of nomadic people of Eurasian ancestry who invaded civilizations in the Indus River Valley around
1500 BCE and combined their own cultures and traditions with those of the people living there

Caste System - the social class system that divided ancient India’s social groups (Brahman at the top, then
Kshatryia, then Vaisha, then Shudra at the bottom)

Citadel - a structure built for citizens to go for safety in the case of an attack

Empire - a political unit or large geographic area that is ruled under a unified authority such as an emperor or king

Ganges River - river in India rising in the Himalayas and flowing generally east to the Bay of Bengal

Harappa - an ancient city whose remains have been found in the Indus River Valley; lasted about 2500-1500 BCE

Himalayas - Mountain range in Asia, extending east through Pakistan, India, China, Nepal, and Bhutan

Hinduism - the oldest and most widely practiced religion and cultural tradition in India

Indian Subcontinent - a geographic region that makes up most of South Asia and is separated from the rest of Asia
by mountains and ocean; includes countries of Pakistan, India, Bhutan, Nepal, Bangladesh, and Sri Lanka

Indus River - river in south-central Asia beginning in southwest Xizang (Tibet) and flowing northwest through
northern India and southwest through Pakistan to the Arabian Sea

Mohenjo-Daro- an ancient city whose remains have been found in Indus River Valley; lasted about 3000-1500 BCE

Monsoon - a seasonal, intense wind in Asia that blows from the southwest from June to September, creating heavy
rainstorms and from the northeast from October to May, creating dry weather

Reincarnation - belief in the Hindu religion that the soul reappears after death in another and different bodily form

Surplus - an excess of something, or an amount remaining once the demand for the item has been met

Vedas - four ancient sacred books of Hinduism, consisting of hymns, chants, and sacred formulas


What should I be able to do after this unit?
I can identify beneficial and detrimental geographical features and resources.
I can explain the geographical features and resources of India.
I can explain how the structure of a government affects the rise and fall of a civilization.
I can explain how the social structure of a civilization affects is success and/or failure.
I can compare and contrast the governmental and social structures of different civilizations.
I can explain the impact of a civilization’s cultural value system on its rise and decline.
I can analyze the influence of key historical figures and cultural groups.



Unit 3 Vocabulary: Ancient Egypt
Unit 3 Essential Questions: How did Egypt’s location influence its development? What effects did power and social class have on the lives of ancient Egyptians? How did the innovations of ancient Egypt impact its neighbors and future civilizations?

Cartouche - an oval frame which surrounds hieroglyphs that make up the name of an Egyptian God or royal person
Cataract - wild river rapids formed by boulders and narrow cliffs
Civil War – a war between groups or regions of the same country or nation
Delta - the triangle-shaped deposit of rich soil at a river’s mouth


Dynasty - a family or group that rules for several generations; a line of rulers that passes power from father to son

Hieroglyphics - an Egyptian writing system in which picture symbols stand for meanings or sounds

Monotheism - a belief in one god

Nile River - the river that ancient Egypt civilization was built around; the longest river in the world
Obelisk - pillar-shaped stone monument
Papyrus - reed plant used to make paper


Pharaoh - ruler of Egypt, believed to be child of Re, the Egyptian sun god

Pyramid - structure built to house tombs of pharaohs and other important nobles; entrance always faced north

Polytheism - a belief in more than one god

Rosetta Stone - a stone used to translate Egyptian hieroglyphics; contained writing on it in two languages (Egyptian
and Greek), using three scripts (hieroglyphic, demotic and Greek)


Social Pyramid - representation of the social structure of Ancient Egypt; Pharaoh is at the top, laborers and slaves
are at the bottom

What should I be able to do after this unit?
I can identify beneficial and detrimental geographical features and resources.
I can explain the geographical features and resources of Egypt.
I can identify types of technology developed in ancient Egypt.
I can analyze how ancient Egyptians used technology to change their environments.
I can explain how the structure of a government affects the rise and fall of a civilization.
I can explain how the social structure of a civilization affects is success and/or failure.
I can analyze the influence of key historical figures and cultural groups.



Unit 1 Vocabulary: CHEGG
Unit 1 Essential Questions: What is “social studies?” How and why do we study social studies?
Social Studies - the studies of past and current human behavior and interactions
Culture - a shared set of practices and traditions that characterize a society or group of people; a way of life of a group of people
History - events from the past
Economics - production, distribution, and use of goods and services
Geography - the study of the earth, including climate, natural resources, landforms, and the division of land into continents and countries *5 themes of geography: location, place, region, movement, human-environment interaction
Government - an organization set up to make and enforce rules for society
Anthropologist - a person who studies various elements of humans, including biology and culture, in order to understand human origin and the evolution of various beliefs and social customs

Archaeologist – a person who studies human history, particularly the culture of historic and prehistoric people, through discovery and exploration of artifacts

Artifact – something made by humans and often is a primitive tool, structure, or part of a functional item

Primary source - an artifact, a document, a recording, or other source of information that was created at the time you are researching; examples include pictures, videos, letters, diaries, newspaper articles, etc.

Secondary source - an artifact, document, recording, or other source of information that was created laterby someone who did notexperience first-hand or participate in the events or conditions you’re researching

What should I be able to do after this unit?
I can define “social studies.”
I can explain the reasons we study history.
I can explain the ways we study social studies.
I can explain what anthropologists and archaeologists do.


Unit 2 Vocabulary: Early Humans and the Neolithic Revolution
Unit 2 Essential Questions: How did early humans improve their lives? What are the most essential resources needed for a society to thrive?

Bronze Age – 4500 - 500 BCE; A period of human culture between the Stone Age and the Iron Age, characterized by the use of weapons and implements made of bronze

Hominin - any of a family of two-legged primates including all forms of humans, extinct and living

Homo sapiens - The primate species to which modern humans belong

Hunter-gatherer - a member of a culture in which food is obtained by hunting, fishing, and foraging rather than by agriculture or animal domestication

Ice Age - a period from approximately 1 million - 10,000 BCE during which much of the Northern Hemisphere was covered by great ice sheets

Innovation - invention or new idea

Migration - a movement to another place, often of a large group of people or animals

Neanderthal - a widespread form of early human being (Homo sapiens neanderthalensis) whose skeletal remains were first found in Germany

Neolithic Revolution - 10,000 - 2,000 BCE; the transformation of human societies from hunting and gathering to farming; also called the agricultural revolution

Nomadic - a person or people who are part of a tribe or group that moves from place to place without a permanent home

Paleontologist - a scientist who studies prehistoric life forms using fossils

Prehistoric - the time before time was recorded

Scarcity - a state of something being in short supply

Stone Age - a period in human culture during which stone implements were used; divided into the Paleolithic, Mesolithic, and Neolithic periods OR divided into the Stone Age, Bronze Age, and Iron Age



What should I be able to do after this unit?


I can identify the technologies developed during the Prehistoric Era.

I can analyze the impact of tool development and use on the cultures of that time period.

I can explain why many nomadic societies settled into agrarian civilizations.

I can identify the essential resources needed for a society to thrive.

I can identify the characteristics of the Stone Age and the Bronze Age.

I can compare and contrast the Cro-Magnons and Neanderthals.

I can analyze the causes and effects of the Neolithic Revolution.