5 Opinion Writing Prompt Ideas
for 6th Graders with Ancient History
Finding compelling topics for sixth graders to practice their opinion writing skills can be a real challenge.
While some interest questions may appeal to a few, finding prompts that will reach all of your students is tough.
While some interest questions may appeal to a few, finding prompts that will reach all of your students is tough.
One strategy is to have your opinion writing topics connect to what you are studying in class. Making connections and relating to your ancient civilizations curriculum may actually be easier that you realize.
In this post, you will learn my favorite strategies for connecting opinion writing skills to ancient history for my sixth graders.
In this post, you will learn my favorite strategies for connecting opinion writing skills to ancient history for my sixth graders.
#1 Location Comparisons
Ask your students to consider the location of the ancient civilization you are currently studying. Everything from the climate, to the geography, and even the methods of travel within the area. Your prompts may include a comparison to how the area is different and/or the same to where your students live now. Or even if students think they would enjoy living in that type of environment (especially if it is very different from your current location) and include reasons why.
Another approach to this prompt could be asking students their opinion about living in a different style of home/dwelling. For example, how would they feel about living in an apartment within an ancient Roman city?
Another approach to this prompt could be asking students their opinion about living in a different style of home/dwelling. For example, how would they feel about living in an apartment within an ancient Roman city?
#2 Life as a Male or Female
Today, boys and girls have the advantages to choosing their life style as they grow and become adults. This was definitely not the case in ancient times.
One opinion writing prompt may focus on why a student may or may not want to live in a particular ancient civilization based on the expectations that would be on them simply because of their gender.
For example, one favorite prompt I like to use, asks students to compare life of a Spartan woman to the life of an Athenian woman and then ask students which life style they would prefer and why.
A different take on this prompt might be to have students consider how life is the same for people today as it was back in ancient times. Especially when comparing the lives of children.
One opinion writing prompt may focus on why a student may or may not want to live in a particular ancient civilization based on the expectations that would be on them simply because of their gender.
For example, one favorite prompt I like to use, asks students to compare life of a Spartan woman to the life of an Athenian woman and then ask students which life style they would prefer and why.
A different take on this prompt might be to have students consider how life is the same for people today as it was back in ancient times. Especially when comparing the lives of children.
#3 Social Structure
The social structure of a civilization refers to how a society of people are organized, often grouping people according to their purposes and how important they are.
This concept provides a lot of opportunity for meaningful opinion writing prompts. You may choose to ask students if they agree with the social structure of an ancient society. Or perhaps even ask them to reorganize and identify what they think the social structure should be, and why.
Is it fair for the farmers to be considered at the bottom of the social structure, even though without a steady food supply the civilization could not exist?
This concept provides a lot of opportunity for meaningful opinion writing prompts. You may choose to ask students if they agree with the social structure of an ancient society. Or perhaps even ask them to reorganize and identify what they think the social structure should be, and why.
Is it fair for the farmers to be considered at the bottom of the social structure, even though without a steady food supply the civilization could not exist?
