Alexander County Schools 2012-2013...Alexander County Schools 2012-2013 Unit: You and the World 6th Grade Social Studies Q1 Q2 Q3 Q4 Common Core and/or Essential Standards: 6.G.1.1

Alexander County Schools 2012-2013

Unit: The Beginnings of Human Society Giving Shape to World History

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards:

6.G.1.1 Explain how the physical features and human characteristics of a place influenced the development of civilizations, societies and regions (e.g., location near rivers and natural barriers, trading practices and spread of culture). 6.G.1.4 Explain how and why civilizations, societies and regions have used, modified and adapted to their environments (e.g., invention of tools, domestication of plants and animals, farming techniques and creation of dwellings). 6.H.2.3 Explain how innovation and/or technology transformed civilizations, societies and regions over time (e.g., agricultural technology, weaponry, transportation and communication). 6.E.1.1 Explain how conflict, compromise, and negotiation over the availability of resources (natural, human and capital) impacted the economic development of various civilizations, societies and regions (e.g., competition for scarce resources, unequal distribution of wealth and the emergence of powerful trading networks). 6.C&G.1.3 Compare the requirements for (e.g., age, gender and status) and responsibilities of (e.g., paying taxes and military service) citizenship under various governments.

Transfer: Students will be able to independently use their learning to…

Understand that physical features and resources drive migration

Understand that technology develops societies

Meaning

Understandings: Students will understand that…

Innovation and/or technology can cause social and cultural change, political change, and economic change

Physical features and human characteristics may influence the emergence, expansion, and decline of civilizations, societies and regions

Essential Question(s): How does technology and innovation influence migration?

People depend on the physical environment for survival

Competition over natural resources, such as oil, water, wood and minerals often causes conflict

Citizens have certain roles and responsibilities in a society

Acquisition

Students will know:

Innovation and technology includes more than just inventions. Innovations can include thoughts, processes, and procedures

Physical features of a place may include: climate, landforms, soils, and vegetation

Human characteristics of a place may include: language, religion, political systems, economic systems, population distribution, and quality of life

Natural resources can be renewable and non-renewable

The expectation for citizens and the meaning of citizenship varies depending on the form and structure of one’s government

Students will be skilled at:

Create their own charts, graphs, and historical narratives to explain events or issues

Establish a theme or point of a historical document by determining the word for word, nonfigurative meaning

Use different sources of information from multiple perspectives to understand a particular event or issue

Essential Vocabulary:

Innovation and technology, movement, human-environmental interaction, economic development, government

IT Standards: IT Strategies:

Unit Title: The Beginnings of Human Society Giving Shape to World History Grade: 6th Subject: Social Studies

STAGE 2

Understandings:

Innovation and/or technology can cause societal and cultural change, political change, and economic change

Physical features and human characteristics may influence the emergence, expansion, and decline of civilizations, societies, and regions

People depend on the physical environment for survival

Natural resources can be renewable and nonrenewable

The expectation for citizens and the meaning of citizenship varies depending on the form and structure of one’s government

Essential Questions: How does technology and innovation influence migration?

Revised Blooms

Creating:

Can the student

create new product or point of

view?

assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student justify a stand or decision?

appraise, argue, defend,

judge, select, support,

value & evaluate

Analyzing:

Can the student distinguish

between the different parts?

appraise, compare, contrast, criticize,

differentiate, discriminate,

distinguish, examine, experiment,

question & test.

Applying:

Can the student use the

information in a new way?

choose, demonstrate,

dramatize, employ, illustrate, interpret,

operate, schedule,

sketch, solve, use & write.

Understanding:

Can the student explain ideas

or concepts?

classify, describe,

discuss, explain, identify, locate,

recognize, report,

select, translate & paraphrase

Remembering:

Can the student recall or

remember the information?

define, duplicate, list,

memorize, recall, repeat, reproduce & state

Formative Assessments (Evidences)

Class discussions Verbal questioning

Quiz

Debate

Journal entry

Projects

Role play

Front page news

Maps

Graphical organizers

Literacy strategies

Think Pair share

Jigsaw

Illustrations

Simulation

Power Points

Summative Assessment

Test What Social Studies Themes of the Beginnings of Human Society Giving Shape to World History (Religion, government, geography, culture, history, and economic and financial literacy) Why To interpret the early civilizations as way to understand how history, civilizations, and societies progress. How Create a short answer or essay that compares the different civilizations while using the social studies themes.

Project: Examining Civilizations What A project going in depth to examine a particular civilization from this time period Why To interpret a beginning civilization or society as way to understand how history, civilizations, and societies progress. How Create a power point or other project that analyzes a civilization from its inception to its decline while using the social studies themes as an outline.

Unit Title: The Beginnings of Human Society Giving Shape to World History Grade: 6th Subject: Social Studies

Stage 3

Approximate number of days spent on unit: 7 WEEKS

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self-Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources:

Primary Source Documents Secondary Sources: NC Journeys, LearnNC Digital Text, Creating America Text Multimedia: Discovery Education Videos Textbook Internet

Strategies:

Direct Instruction Collaborative learning Exploratory Activities Historical Centers Peer Tutoring Internet Webquest Teacher and student directed research


Unit: You and the World 6th Grade Social Studies

Q1 Q2 Q3 Q4


6.G.1.1 Explain how the physical features and human characteristics of a place influenced the development of civilizations, societies and regions (e.g., location near rivers and natural barriers, trading practices and spread of culture and religions). 6.G.1.2 Explain the factors that influenced the movement of people, goods, and ideas and the effects of that movement on societies and regions over time (e.g., scarcity of resources, conquests, desire for wealth, disease and trade). 6.E.1.2 Explain how quality of life is impacted by economic choices of civilizations, societies and regions. 6.C.1.1 Analyze how cultural expressions reflected the values of civilizations, societies and regions (e.g., oral traditions, art, dance, music, literature, and architecture).





Meaning

Understandings: Students will understand …

Geographic factors that influenced the emergence, expansion, and decline of civilizations, societies and regions over time

The physical environment and human interaction affected the economic activities of various civilizations, societies and regions

The behaviors and practices of individuals and groups influenced societies, civilizations and regions

Essential Question(s): How does your life connect to the rest of the world?

Acquisition

Students will know:

Physical features of a place may include: climate, landforms, soils, and vegetation

Human characteristics of a place may include: language, religion, political systems, economic systems, population distribution, and quality of life

Factors that motivate the movement of people, goods, and Ideas

Quality of life can be measured by social and economic Indicators


Creating their own charts, graphs, and historical narratives to explain events or issues

Establishing a theme or point of a historical document by determining the word for word, nonfigurative meaning

Using different sources of information from multiple perspectives to understand a particular event or issue

Essential Vocabulary: Place, location, movement, human-environmental interaction, region (5 Themes of Geography), economic development, quality of life, rights and responsibilities, cultural expression

IT Standards: 6.TT.1 Use technology and other resources for the purpose of accessing, organizing, and sharing information. 6.RP.1 Apply a research process for collaborative or individual research.

IT Strategies:

6.TT.1.2 Select appropriate technology tools to organize data and information (e.g., word processor, database, spreadsheet, graphic organizer, audio and visual recording, online collaboration tools, etc.). 6.RP.1.1 Implement a research process collaboratively. 6.RP.1.2 Implement a research process independently.

Unit Title: You and the World Grade: 6th

Subject: Social Studies Stage 2

Understandings:

Geographic factors that influenced the emergence, expansion, and decline of civilizations, societies and regions over time The physical environment and human interaction affected the economic activities of various civilizations, societies, and regions The development of government in various civilizations, societies, and regions The behaviors and practices of individuals and groups influenced societies, civilizations, and regions

Essential Questions:

How does your life connect to the rest of the world?

Revised Blooms

Creating:

Can the student

create new product or point of view?



formulate & write.

Evaluating:

Can the student justify a stand or decision?

appraise, argue, defend, judge, select, support,

value & evaluate

Analyzing:

Can the student

distinguish between the different parts?


differentiate, discriminate, distinguish, examine,

experiment, question & test.

Applying:

Can the student

use the information in a new way?


dramatize, employ, illustrate, interpret, operate, schedule,


Understanding:

Can the student explain ideas or

concepts?

classify, describe, discuss, explain, identify, locate,

recognize, report, select, translate & paraphrase

Remembering:

Can the student

recall or remember the information?


memorize, recall, repeat, reproduce & state

Formative Assessments (Evidences)

Class discussions Verbal questioning Handprint Quiz Debate Journal entry for definitions Cultural Collage Foldable for Five themes Maps for five themes and daily geography Graphical organizers Literacy strategies Think Pair Share Illustrations Google Earth discussion groups


Five themes Test Prezi presentations for five themes of Geography

Unit Title: You and the World Grade: 6th

Subject: Social Studies

Approximate number of days spent on unit: 2 WEEKS

W - Where are we going? Why? What is expected?

H - How will we Hook and Hold students?

E - How will we Equip students to Explore and Experience?

R - How will we help students Rethink, Rehearse, Revise, and Refine?

E - How will student self-Evaluate and reflect on learning?

T - How will we Tailor learning to vary needs, interests, and styles?

O - How will we Organize and sequence the learning?

Resources:

Five themes flipcharts

Handprint quiz for five themes

Daily Geography for Grade 6

Multimedia: Discovery Education Videos and Youtube, TeacherTube

The Geography of the School worksheet (McDonald Publishing Co.)

Google Earth

Word Wall

Unit 1 vocabulary word document

Maps

Strategies:

Flipchart Presentations/ journal notetaking

Cooperative grouping for projects

Direct instruction for map skills

Key Vocabulary instruction

Interactive learning activities, to include “The Geography of the School”

Use of interactive maps on activeboard

Teacher modeling for understanding

Surveying students and staff about movement and plotting information on maps and graphs

Teaching compare and contrast of Cultures

Teacher and student directed research using online tools such as Google Earth


Unit: Early Civilization and the Emergence of Pastoral People (Unit #3)

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 6.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time. 6.H.1.2 Summarize the literal meaning of historical documents in order to establish context. 6.H.2.3 Explain how innovation and/or technology transformed civilizations, societies and regions over time (e.g., agricultural technology, weaponry, transportation and communication). 6.G.1.1 Explain how the physical features and human characteristics of a place influenced the development of civilizations, societies and regions (e.g., location near rivers and natural barriers, trading practices and spread of culture). 6.G.1.2 Explain the factors that influenced the movement of people, goods, and ideas and the effects of that movement on societies and regions over time (e.g., scarcity of resources, conquests, desire for wealth, disease and trade). 6.G.1.4 Explain how and why civilizations, societies and regions have used, modified and adapted to their environments (e.g., invention of tools, domestication of plants and animals, farming techniques and creation of dwellings). 6.G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the emergence, expansion and decline of civilizations, societies and regions. 6.E.1.1 Explain how conflict, compromise, and negotiation over the availability of resources (natural, human and capital) impacted the economic development of various civilizations, societies and regions (e.g., competition for scarce resources, unequal distribution of wealth and the emergence of powerful trading networks). 6.E.1.2 Explain how quality of life is impacted by economic choices of


Explain how physical features and resources create civilizations

Analyze how different factors influence societies

civilizations, societies and regions. 6.C&G.1.4 Compare the role (e.g., maintain order and enforce societal values and beliefs) and evolution of laws and legal systems (e.g., need for and changing nature of codified system of laws and punishment) in various civilizations, societies and regions. 6.C.1.1 Analyze how cultural expressions reflected the values of civilizations, societies and regions (e.g., oral traditions, art, dance, music, literature, and architecture).

Meaning


Invasions, conquests, and migrations may have political consequences, economic consequences, social consequences, and technological consequences.

Innovation and/or technology can cause social and cultural change, political change, and economic change.

Physical features and human characteristics may influence the emergence, expansion and decline of civilizations, societies and regions.

Human characteristics of a place contribute to the order and stability of a society or civilization.

The movement of people, goods and ideas can affect a society or region, culturally, politically, and economically.

Both desire for wealth and scarcity of resources can often be motivating factors in influencing the movement of people, goods and ideas.

The emergence, expansion and decline of a society or region may be influenced by movement.

People depend on the physical environment for survival.

Essential Question(s):

How do physical features influence civilizations?

How does technology change civilizations over time?

Civilizations and societies adapt to the environment in order to meet needs.

People modify the environment in order to meet human needs.

Maps, charts, graphs, geographic data, and available technology tools can be used to organize information around the five themes of geography.

Conflict over the availability of natural, human and capital resources impacts economic development.

Trading networks can influence economic development both negatively and positively.

The role of law and legal systems within a society evolves in response to political, economic and social factors.

Cultural expressions can reveal the values of a civilization, society or region.

Acquisition

Students will know:

Innovation and technology includes more than just inventions. Innovation can include thoughts, processes, and procedures.

Physical features of a place may include climate, landforms, soils, and vegetation. Human characteristics of a place may include language, religion, political systems, economic systems, population distribution and quality of life.

Factors that motivate the movement of people, goods, and ideas

Modifications of the environments can include irrigation systems, terracing, and the building of dams. Humans may adapt their behavior as their environment changes

A civilization, society or region has various types of resources (natural, human, and capital)

How the development of trading networks impacted citizens’ opportunities to engage in commercial activities and access to new products

Structures and functions of legal systems in various civilizations, societies, and regions




Interpret and draw conclusions from maps, charts, graphs, and geographic data, as well as available technology tools


Historical thinking, conflict, migration, continuity and change, innovation and technology, place, location, movement, human environment interaction and region, geographic tools, expansion and decline, conflict and compromise, economic development, quality of life, government, rights and responsibilities, citizenship, political thought, cultural expression, religion, and social structure


Unit Title: Unit #3 Early Civilizations and the Emergence of Pastoral People Grade: 6th

Grade Subject: Social Studies

STAGE 2

Understandings:

Invasions, conquests, migrations,

and technology may cause a

civilization to change.

Physical features and resources

influence the migration,

progression, and survival of a

civilization.

The movement of people, goods,

and ideas can positively and

negatively affect a society or region

culturally, politically, and

economically.

Conflict over the availability of

natural, human, and capital

resources impacts economic

development.

Cultural expressions can reveal the

values of a civilization, society, and

region.


How do physical features influence

civilizations?

How does technology change

civilizations over time?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:

Can the student distinguish between

the different parts?




question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?

classify, describe, discuss, explain,

identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:

Can the student recall or remember

the information?


memorize, recall, repeat,

reproduce & state

Formative Assessments

(Evidences)

Class discussions

Verbal questioning

Quiz

Debate

Journal entry

Projects

Role play

Front page news

Maps

Graphic organizers

Literacy strategies

Think, pair, share

Jigsaw

Illustrations

Simulations

Power points


Test

What-Social Studies themes of the

early civilizations and the early

peoples (religion, government,

geography, culture, history, and

economic and financial literacy)

Why-To interpret the early

civilizations as a way to understand

how history, civilizations, and

societies progress.

How-Create a short answer or essay

that compares the different

civilizations while using the social

studies themes.

Project: Examining Civilizations

What-A project going in depth to

examine a particular civilization from

this time period.

Why-To interpret an early civilization

as a way to understand how history,

civilizations, and societies progress.

How-Create a Power Point or other

project that analyzes a civilization

from its inception to its decline while

using the social studies themes as an

outline.

STAGE 3

Approximate number of days spent on unit:





E – How will student self -Evaluate and reflect on learning?



Resources:

Primary Source Documents

Secondary Sources: NC Journeys, LearnNC Digital

Text, Learning Enrichment, Smithsonian, National

Geographic

Multimedia: Discovery Education Videos

Textbooks

Internet

Strategies:

Direct Instruction Collaborative Learning Exploratory Activities Historical Centers Peer Tutoring Internet Webquests Teacher and student directed research


Unit: Classical Traditions, Major Religions, and Giant Empires (Unit 4)

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 6.H.1 Use historical thinking to understand the emergence, expansion, and decline of civilizations, societies and regions over time. 6.H.2 Understand the political, economic and/or social significance of historical events, issues, individuals and cultural groups. 6.G.1 Understand geographic factors that influenced the emergence, expansion and decline of civilizations, societies and regions over time (i.e. Africa, Asia, Europe, and the Americas). 6.G.2 Apply the tools of a geographer to understand the emergence, expansion and decline of civilizations, societies and regions. 6.E.1 Understand how the physical environment and human interaction affected the economic activities of various civilizations, societies and regions. 6.C&G.1 Understand the development of government in various civilizations, societies and regions. 6.C.1 Explain how the behaviors and practices of individuals and groups influenced societies, civilizations and regions. 6.C.1.1 Analyze how cultural expressions reflected the values of civilizations, societies and regions (e.g., oral traditions, art, dance, music, literature, and architecture).


6.H.1.2 Summarize the literal meaning of historical documents in order to establish context.

6.H.1.3 Use primary and secondary sources to interpret various historical perspectives

6.H.2.1 Explain how invasions, conquests, and migrations affected various civilizations, societies and regions (e.g., Mongol invasion, The Crusades, the Peopling of the Americas and Alexander the Great).

6.H.2.3 Explain how innovation and/or technology transformed civilizations, societies and regions over time (e.g., agricultural technology, weaponry, transportation and communication).

6.H.2.4 Explain the role that key historical figures and cultural groups had in transforming society (e.g., Mansa Musa, Confucius, Charlemagne and Qin Shi Huangdi).

6.G.1.1 Explain how the physical features and human characteristics of a place influenced the development of civilizations, societies and regions (e.g., location near rivers and natural barriers, trading practices and spread of culture).

6.G.1.2 Explain the factors that influenced the movement of people, goods, and ideas and the effects of that movement on societies and regions over time (e.g., scarcity of resources, conquests, desire for wealth, disease and trade).

6.G.1.3 Compare distinguishing characteristics of various world regions (e.g., physical features, culture, political organization and ethnic make-up).

6.G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the emergence, expansion and decline of civilizations, societies and regions.

6.E.1.1 Explain how conflict, compromise, and negotiation over the availability of resources (natural, human and capital) impacted the economic development of various civilizations, societies and regions (e.g., competition for scarce resources, unequal distribution of wealth and the emergence of powerful trading networks).

6.E.1.2 Explain how quality of life is impacted by economic choices of civilizations, societies and regions.

6.C&G.1.1 Explain the origins and structures of various governmental systems (e.g., democracy, absolute monarchy and constitutional monarchy).

6.C&G.1.2 Summarize the ideas that shaped political thought in various

civilizations, societies and regions (e.g., divine right, equality, liberty,

citizen participation and integration of religious principles). 6.C.1.1 Analyze how cultural expressions reflected the values of

civilizations, societies and regions (e.g., oral traditions, art, dance, music, literature, and architecture).

6.C.1.2 Explain how religion transformed various societies, civilizations and regions (e.g., beliefs, practices and spread of Buddhism, Christianity, Confucianism, Hinduism, Islam, and Judaism).

6.C.1.3 Summarize systems of social structure within various civilizations and societies over time (e.g., Roman class structure, Indian caste system

and feudal, matrilineal and patrilineal societies).

Meaning


Invasions, conquests, and migrations may have political, economic, social, and technological consequences.

Innovations and/or technology can cause social, cultural, political, and economic changes that are temporary or long-lasting as well as positive and negative consequences

Historical figures and cultural groups can have cultural, political, economic, and military influences

Human characteristics of a place contribute to the order and stability of a society or civilization

The movement of people, goods and ideas can affect a society or region culturally, politically, and economically

Regions develop differently because of their distinctive characteristics

People modify the environment in order to meet human needs

Maps, charts, graphs, geographic data, and available technology tools can be used to organize information around the five themes of geography

Conflict, compromise, and negotiation over the availability of natural, human, and capital resources impact economic development

Leaders make economic choices that impact citizens’ quality of life

Trading networks can influence economic development, both negatively and positively

Functions of government may be altered in response to social and economic changes

Political thought is often influenced by cultural and economic factors

Cultural expressions can reveal the values of a civilization, society, or region

The spread of religious beliefs can influence or alter societies, civilizations, and regions

Systems of social structure have positive and negative impacts on society




Acquisition

Students will know:

The difference between a primary and secondary source

Various invasions, conquests and migrations and their implications

Innovation and technology includes more than just inventions

The lasting impact of the contributions of various historical figures and groups

Human characteristics of a place may include language, religion, political systems, economic systems, population distribution, and quality of life


A region is defined by unifying characteristics, such as physical, human or economic

A civilization, society, or region has various types of resources

Quality of life can be measured by social and economic indicators The basic organizational structures of various governmental systems

The origins of political thought in various civilizations, societies, and regions

The basic tenets of major world religions

The difference between class and caste systems




Use different sources of information from multiple perspectives

Draw conclusions from maps, charts, graphs, geographic data and available technology tools


Historical thinking, conflict, migration, continuity and change, innovation and technology, place, location, movement, human environment interaction and region, geographic tools, expansion and decline, conflict and compromise, economic development, quality of life, government, rights and responsibilities, citizenship, political thought, cultural expression, religion, and social structure


Unit Title: Classical Traditions, Major Religions, and Giant Empires (Unit #4) Grade: 6th

Grade Subject: Social Studies

STAGE 2

Understandings:

Invasions, conquests, and

migrations may have political,

economic, social, and

technological consequences

Historical figures and cultural groups can have cultural, political, economic, and military influences

Human characteristics of a place contribute to the order and stability of a society or civilization

People modify the environment in order to meet human needs

Conflict, compromise, and negotiation over the availability of natural, human, and capital resources impact economic development

The spread of religious beliefs

can influence or alter societies,

civilizations, and regions.




Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


(Evidences)

Class Discussions

Verbal Questioning

Quiz

Debate

Journal Entries

Projects

Role Play

Front Page News

Maps

Graphic Organizers

Literacy Strategies

Think-Pair-Share

Jigsaw

Illustrations

Simulations

Power Points


Test

What: Social Studies themes,

such as religion, government,

geography, culture, history,

and economic and financial

literacy

Why: To interpret the early

civilizations as a way to

understand how history,

civilizations, and societies

progress

How: Create a short answer

or essay that compares the

different civilizations while

using the social studies

themes.

STAGE 3

Approximate number of days spent on unit:








Resources:

Primary Source Documents

Secondary Sources: NC Journeys, LearnNC Digital

Text, Learning Enrichment, Smithsonian, National

Geographic

Multimedia: Discovery Education Videos

Textbooks

Internet

Strategies:

Direct Instruction Collaborative Learning Exploratory Activities Historical Centers Peer Tutoring Internet Webquests Teacher and student directed research


Unit: Emergence of the Civilization and Societies in the Mediterranean Region (Unit #5)

Q1 Q2 Q3 Q4


6.H.1 Use historical thinking to understand the emergence, expansion and decline of civilizations, societies and regions over time. 6.H.2 Understand the political, economic and/or social significance of historical events, issues, individuals and cultural groups. 6.G.1 Understand geographic factors that influenced the emergence, expansion and decline of civilizations, societies and regions (i.e. Africa, Asia, Europe, and the Americas) over time. 6.G.2 Apply the tools of a geographer to understand the emergence, expansion and decline of civilizations, societies and regions. 6.E.1 Understand how the physical environment and human interaction affected the economic activities of various civilizations, societies and regions. 6.C&G.1 Understand the development of government in various civilizations, societies and regions. 6.C.1 Explain how the behaviors and practices of individuals and groups influenced societies, civilizations and regions.

Transfer: Students will be able to independently use their learning to… 6.H.1.1 Construct charts, graphs and historical narratives to explain particular events or issues over time. 6.H.1.2 Summarize the literal meaning of historical documents in order to establish context. 6.H.2.1 Explain how invasions, conquests and migrations affected various civilizations, societies and regions (e.g., Mongol invasion, The Crusades, the Peopling of the Americas and Alexander the Great). 6.H.2.3 Explain how innovation and/or technology transformed civilizations, societies and regions over time (e.g., agricultural technology, weaponry, transportation and communication). 6.G.1.2 Explain the factors that influenced the movement of people, goods and ideas and the effects of that movement on societies and regions over time (e.g., scarcity of resources, conquests, desire for wealth, disease and trade). 6.G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the emergence, expansion and decline of civilizations, societies and regions. 6.E.1.2 Explain how quality of life is impacted by economic choices of civilizations, societies and regions. 6.C&G.1.1 Explain the origins and structures of various governmental systems (e.g., democracy, absolute monarchy and constitutional monarchy). 6.C&G.1.2 Summarize the ideas that shaped political thought in various civilizations, societies and regions (e.g., divine right, equality, liberty, citizen

participation and integration of religious principles). 6.C&G.1.3 Compare the requirements for (e.g., age, gender and status) and responsibilities of (e.g., paying taxes and military service) citizenship under various governments. 6.C.1.1 Analyze how cultural expressions reflected the values of civilizations, societies and regions (e.g., oral traditions, art, dance, music, literature, and architecture). 6.C.1.2 Explain how religion transformed various societies, civilizations and regions (e.g., beliefs, practices and spread of Buddhism, Christianity, Confucianism, Hinduism, Islam and Judaism). 6.C.1.3 Summarize systems of social structure within various civilizations and societies over time (e.g., Roman class structure, Indian caste system and feudal, matrilineal and patrilineal societies).

Meaning



Innovation and/or technology can cause social, cultural, political, and economic changes.

The movement of people, goods, and ideas can affect a society or region culturally, politically, and economically.

Maps, charts, graphs, geographic data and available technology tools can be used to organize information around the five themes of geography.


Forms and functions of government may be altered or evolve in response to social and economic changes over time.

Political though is often influenced by cultural and economic factors

Governmental structure shapes citizens’ roles and responsibilities in a society

Government has certain obligations to citizens

Cultural expressions can reveal the values of a civilization, society, or region, i.e art, literature, or architecture

Religion is a belief system that humans use to explain their ideas


How did the ancient societies of Greece and Rome contribute to our modern society politically and culturally?

about human nature and the universe

Stratified systems of social structure have both positive and negative impacts on society and can impact how people interact socially and economically.

Acquisition

Students will know:

Various invasions, conquests and migrations and their implications

Innovations and technology includes more than just inventions; innovations can include thoughts, process, and procedures


Quality of life can be measured by social and economic indicators

The basic organizational structures of various governmental systems

The origins of political thought in various civilizations, societies, and regions

The expectations for citizens (who is a citizen) vary depending on the form and structure of one’s government


How hierarchy affects social systems


Create their own charts, graphs, and historical narratives to explain events or issues.


Interpret maps, charts, graphs, and geographic data

Draw conclusions from maps, charts, graphs, geographic data and available technology tools


Historical thinking, conflict, migration, continuity and change, innovation and technology, expansion and decline, conflict, compromise, citizenship, political thought, religion, and social structure

IT Standards: 6.TT.1 Use technology and other resources for the purpose of accessing, organizing, and sharing information

IT Strategies: 6.TT.1.1 Select appropriate technology tools to gather data and information (e.g. Web-based resources, e-books, online communication tools, etc.)

Unit Title: Grade: Subject:

STAGE 2

Understandings:


Innovation and/or technology can cause social, cultural, political, and economic changes.

The movement of people, goods, and ideas can affect a society or region culturally, politically, and economically.

Maps, charts, graphs, geographic data and available technology tools can be used to organize information around the five themes of geography.


Forms and functions of government may be altered or evolve in response to social and economic changes over time.


How did the ancient societies of Greece and Rome contribute to our modern society politically and culturally?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


(Evidences)

Class discussions

Verbal questioning

Quiz

Debate

Journal Entries

Projects

Role Play

Front-Page news

Maps

Graphic Organizers

Literacy Strategies

Think-Pair-Share

Jigsaw

Illustrations

Simulations

Power Points


Test

What: Social Studies

themes, such as religion,

government. Geography,

culture, history, and

economic and financial

literacy





progress

How: Create a short

answer or essay that

compares the different

civilizations while using the

social studies themes

STAGE 3

Approximate number of days spent on unit: 45 days (9 Weeks)








Resources:

Primary Source Documents Secondary Sources: NC Journeys, LearnNC Digital Text, Learning Enrichment, Smithsonian, National Geographic Multimedia: Discovery Education Videos Textbooks Internet

Strategies:

Direct Instruction Collaborative Learning Exploratory Activities Historical Centers Peer Tutoring Internet Web-Quests Teacher and student directed research


Unit: Centers of Growth (Europe and the Americas) [Unit #6]

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 6.H.1 Use historical thinking to understand the emergence, expansion and decline of civilizations, societies and regions over time. 6.H.2 Understand the political, economic and/or social significance of historical events, issues, individuals and cultural groups. 6.G.1 Understand geographic factors that influenced the emergence, expansion and decline of civilizations, societies and regions (i.e. Africa, Asia, Europe, and the Americas) over time. 6.G.2 Apply the tools of a geographer to understand the emergence, expansion and decline of civilizations, societies and regions. 6.E.1 Understand how the physical environment and human interaction affected the economic activities of various civilizations, societies and regions. 6.C&G.1 Understand the development of government in various civilizations, societies and regions. 6.C.1 Explain how the behaviors and practices of individuals and groups influenced societies, civilizations and regions.

Transfer: Students will be able to independently use their learning to… 6.H.1.2 Summarize the literal meaning of historical documents in order to establish context. 6.H.1.3 Use primary and secondary sources to interpret various historical perspectives. 6.H.2.1 Explain how invasions, conquests and migrations affected various civilizations, societies and regions (e.g., Mongol invasion, The Crusades, the Peopling of the Americas and Alexander the Great). 6.H.2.2 Compare historical and contemporary events and issues to understand continuity and change. 6.G.1.2 Explain the factors that influenced the movement of people, goods and ideas and the effects of that movement on societies and regions over time (e.g., scarcity of resources, conquests, desire for wealth, disease and trade). 6.G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the emergence, expansion and decline of civilizations, societies and regions. 6.E.1.1Explain how conflict, compromise and negotiation over the availability of resources (i.e. natural, human and capital) impacted the economic development of various civilizations, societies and regions (e.g., competition for scarce resources, unequal distribution of wealth and the emergence of powerful trading networks). 6.E.1.2 Explain how quality of life is impacted by economic choices of civilizations, societies and regions. 6.C&G.1.1 Explain the origins and structures of various governmental systems (e.g., democracy, absolute monarchy and constitutional monarchy). 6.C.1.1 Analyze how cultural expressions reflected the values of civilizations,

societies and regions (e.g., oral traditions, art, dance, music, literature, and architecture). 6.C.1.2 Explain how religion transformed various societies, civilizations and regions (e.g., beliefs, practices and spread of Buddhism, Christianity, Confucianism, Hinduism, Islam and Judaism).

Meaning


Invasions, conquests, and migrations may have political, economic, social, and technological consequences

Repeated issues and events do not necessarily result in the same outcomes

Historical issues and events are often mirrored in contemporary issues and events

Both desire for wealth and scarcity of resources can often be motivating factors in influencing the movement of people, goods, and ideas

The emergence, expansion and decline of a society or region may be influenced by movement

Maps, charts, graphs, geographic data, and available technology tools can be used to organize information around the five themes of geography

Conflict over the availability of natural, human and capital resources impact economic development

Compromise and negotiation over the availability of natural, human and capital resources impacts economic development

Trading networks can influence economic development both negatively and positively

Leaders make economic choices that impact citizens’ quality of life

Functions of government may be altered in response to social and economic changes

Culture is often expressed through the art, dance, music, literature and architecture of a society or civilization

The spread of religious beliefs can influence or alter societies,


How does trade influence civilizations and societies both positively and negatively?

civilizations and regions

Acquisition

Students will know:

The difference between a primary and secondary source

Important current issues and events


A civilization, society or region has various types of resources

Human resources include people who are used for labor and ideas

How the development of trading networks impacted citizens’ opportunities to engage in commercial activities and access to new products

Quality of life can be measured by social and economic indicators

The basic organizational structures of various governmental systems





Interpret and draw conclusions from maps, charts, graphs, geographic data and available technology tools

Essential Vocabulary: Historical thinking, conflict, migration, continuity and change, innovation and technology, expansion and decline, conflict, compromise, citizenship, political thought, religion, and social structure

IT Standards: 6.SI.1 Analyze resources to determine their reliability, point of view, bias, and relevance for particular topics and purposes

IT Strategies: 6.SI.1.2 Analyze content for relevance for the assigned task 6.SI.1.3 Analyze resources for point of view, bias, values, or intent of information

Unit Title: Centers of Growth (Europe and South America) Grade: 6th Subject: Social Studies

STAGE 2

Understandings:


Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


(Evidences)

Class discussions

Verbal questioning

Quiz

Debate

Journal Entries

Projects

Role Play

Front-Page news

Maps

Graphic Organizers

Literacy Strategies

Think-Pair-Share

Jigsaw

Illustrations

Simulations

Power Points


Test

What: Social Studies

themes, such as religion,

government. Geography,

culture, history, and

economic and financial

literacy





progress

How: Create a short answer or essay that compares the different civilizations while using the social studies themes

STAGE 3

Approximate number of days spent on unit: 45 days (9 Weeks)








Resources:

Primary Source Documents Secondary Sources: NC Journeys, LearnNC Digital Text, Learning Enrichment, Smithsonian, National Geographic Multimedia: Discovery Education Videos Textbooks Internet

Strategies:

Direct Instruction Collaborative Learning Exploratory Activities Historical Centers Peer Tutoring Internet Web-Quests Teacher and student directed research