Social%Studies%Grade6%–1st%Quarter% …5!!!! Latitude!and longitude!can!be! used!to!identify! absolute!location.!! Region!can!be! determined,! classified!and! compared!using! various!criteria(e.g.!

Lorain City School District Scope, Sequence and Pacing Guides

CCSS Social Studies Grade 6

Common Formative Assessments will be implemented daily.

Social Studies Grade 6 –1st Quarter

State Standard Content Statement Expectations for

Learning Days Clear Learning Target

Content Standard Vocabulary

Resource (adopted and supplemental)

Essential Questions

Assessment& Notes

GEO 4 GEO 5

Latitude and longitude can be used to identify absolute location.

Region can be determined, classified and compared using

various criteria (e.g. landform, climate, population, cultural or economic).

Explain how maps provide visual ways to learn about places and to see where it is in relation to other places. Learning the parts of different types of maps and one in discovering new areas, cultures, climate, economics and landforms.

4 I can identify and use an insert map and a map grid to locate places. I can define the vocabulary and find them on maps. I can explain the importance of the use of maps.

grid systems map title map key insert map locator map scale compass rose cardinal direction intermediate direction

Harcourt Social Studies 6th grade

Textbook Pgs A2-‐26 Atlas

Simple Solutions Level 6

Social Studies Lesson 1 -‐3 Pg. 2-‐7

Harcourt Social Studies 6th Grade Textbook : Pgs A2-‐26 Atlas National Geographic Society: Crack the Code Activity

BrainPop: Social St.

What do we mean by region?

Study Island: 6th grade SS (New Learning Standards) Geography Strand; Map Skills Daily Exit Ticket Formal Assessments Harcourt SS Unit/CH Assessments

GEO 5 Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic).

Explain the difference between the five strands of social studies: geography, history, culture and society, civics

2 I can identify the importance of perspectives and historical empathy in analyzing the past.

geography relative location absolute location physical feature human feature

Harcourt Social Studies 6th Grade

Textbook : Pg. 1-‐5

Unit 1 Ch. 1 Intro.


How does where I live influence how I live?

Formal Assessments Daily Exit Tickets Study Island: 6th grade SS (New




and government, economics. In addition, the five themes of geography: location, place, movement, human-‐environment interactions and regions.

I can explain how chronology helps historians study about the past. I can identify the five themes of geography.

region modify adapt cause effect analyze history chronology oral history perspective historical empathy

Learning Standards) Geography Strand; Places and Regions

GEO 5 Region can be determined, classified and compared using


To evaluate knowledge of students by reading and sharing experiences, peak interests, and develop skills to build on by using a KWL chart.

1

I can analyze information by finding the main idea. I can create a graphic organizer. I can interpret information from visuals.


Textbook: Pg. 11-‐19 Unit 1 Ch. 1


Why is “where” important?

Harcourt SS Unit/CH Assessments Study Island: 6th grade SS (New Learning Standards) Geography Strand; Human Environment Interaction Formal Assessment

GEO 3 Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to

include and how it is

Use appropriate maps. Globes and geographic tools to gather, process, and report information about people, places, and environment. Explain that maps are created for specific purposes

1 I can explain how physical processes such as tectonics, earthquakes and erosion have created physical patterns of the Earth’s surface. I can identify and

landforms plate tectonics continental drift fault magma lava weathering erosion deposition


Textbook: Pgs. 20-‐25 Unit 1 Ch. 1.1


How do we know what we know about the world today?

Harcourt Social Studies 6th grade Activity Book Pg. 7 Formal Assessment Harcourt SS Unit/CH Assessments




displayed.

and represent the context in which they were created.

analyze ways people have modified the physical environment.

floodplain delta

GEO 5



Assess student prior knowledge about how people use rivers, streams, and other waterways. Describe the Earth’s bodies of water and how they affect humans.

1 I can describe and explain how physical processes such as ocean circulation have resulted in physical patterns on Earth’s surface. I can analyze the effects of physical processes and the physical environment on humans.

tributary river system drainage basin rift reservoir trench current tidal wave tide water cycle


Textbook: Pg. 26-‐31

Unit 1 Ch. 1.2


How do geography, climate, and natural resources affect the way people live and work?

Harcourt Social Studies 6th grade Reading Skill: Identify the Main Idea and Supporting Details Pg. 29 Harcourt SS Unit/CH Assessments Study Island: 6th grade SS (New Learning Standards) Geography Strand; Places and Regions.

GEO 4 Latitude and longitude can be used to identify absolute location.

Explain that the globes and maps show locations worldwide. Explain that a grid representing imaginary lines has been drawn on globes and maps. Without reference to these lines of latitude and longitude, searching for a

1 I can organize and interpret information presented on maps. I can use appropriate mathematical skills to interpret social studies information such as that found on maps.

line of latitude equator line of longitude prime meridian



Unit 1 Ch. 1 Skill Lesson


What story do maps and globes tell?

Harcourt Social Studies 6th grade Activity Book pg. 8 Study Island: 6th grade SS (New Learning Standards) Geography Strand; Map Skills Formal




specific location on a map could be very difficult.

Assessment Harcourt SS Unit/CH Assessments

GEO 4 Latitude and longitude can be used to identify absolute location.

Explain how latitude, land, water, and altitude affect climate. It can also describe six major climate regions and their vegetation.

2 I can describe how physical processes have resulted in physical patterns on Earth’s surface. I can analyze the effects of physical processes and the physical environment on humans. I can identify how people have adapted to the physical environment in specific places and regions.

climate temperate tropic sea breeze land breeze altitude rain shadow vegetation rain forest arid


Textbook: Pg. 34 -‐39

Unit 1 Ch. 1.3


How do geography, climate and natural resources affect the way people live and work?

Harcourt Social Studies 6th grade Activity Book pg. 11 Study Island: 6th grade SS (New Learning Standards) Geography Strand; Places and Regions Formal Assessment Harcourt SS Unit/CH Assessments



Describe the importance of renewable and nonrenewable resources. Discuss vegetation in your climate region. Point out that plants are called biological resources.

2 I can describe how renewable and nonrenewable natural resources such as fossil fuels, fertile soil, and timber are produced. I can identify

natural resources biological resources fertile soil mineral fossil fuel renewable resources nonrenewable resources


Textbook : Pg 40-‐45

Unit 1 Ch. 1.4



Formal Assessment Harcourt SS Unit/CH Assessments




displayed.

issues that arise when natural resources are in relatively short supply.

conservation scarce recycling


include and how it is displayed.

Point out to the students that identifying a problem is just the first step in solving it. Breaking the problem down into separate steps makes it more manageable and makes it easier to find an effective solution. In the case of world energy sources, the problem that exists today is trying to replace nonrenewable fossil fuels with renewable sources.

1 I can use a problem-‐solving process to identify and implement a solution. I can use a decision-‐making process to identify a situation that requires a solution and implement a decision.


Textbook : Pg. 46-‐47

Solve a Problem

Brain Pop: Social St.

Why is/was ___ located there? (e.g. capitol, factory, battle, etc.)

Formal Assessment Harcourt Social Studies 6th grade Activity Book Pg. 13 Harcourt SS Unit/CH Assessments

GEO 7 Political, environmental,

social and economic factors cause

people, products and ideas to move from place to place

in Eastern Hemisphere in the

Examine the reasons why population is spread over Earth’s surface in particular patterns.

1 I can explain the geographic factors responsible for patterns of population in places and regions.

population distribution environment irrigation desertification drought migration urbanization metropolitan


Textbook Pg. 50-‐57

Unit 1 Ch. 2.1


Why do people move?

Formal Assessment Study Island: 6th grade SS (New Learning Standards) Geography Strand; Human




past and today.

I can explain ways in which human migration influences the character of places and regions. I can identify and analyze ways people have adapted to the physical environment in selected places and regions.

area demographer

Environment Interaction Harcourt SS Unit/CH Assessments



Explain that population facts are used for distributing resources, providing a basis for developing facilities and services, and preserving open space, among other things. Population maps provide essential information for this planning.

1 I can compare selected world regions and countries using data from maps. I can organize and interpret data presented on maps. I can use appropriate mathematical skills to interpret social studies information such as that found on maps.

thematic map population density


Textbook : Pg. 58-‐59 Unit 1

Maps and Globe Skills.


How do maps and globes reflect history, politics and economics?

Formal Assessment Harcourt Social Studies 6th grade Activity Book Pg. 17-‐18 Study Island: 6th grade SS (New Learning Standards) Geography Strand; Places and Regions Harcourt SS Unit/CH Assessments




GEO 6 Variations among physical

environments within the Eastern

Hemisphere influence human activities. Human activities also alter

the physical environment.

Exploring the customs, traditions, and ways of the life that identify the world’s societies.

1 I can define the concept of culture. I can describe some traits that define cultures. I can explain why cultures burrow from each other. I can evaluate how cultural burrowing affects world cultures.

human society enculturation culture trait cultural diffusion technology assimilation acculturation ethnic group cultural diversity



Unit 1 Ch. 2.2


How does where you live influence how you live?

Formal Assessment Harcourt Social Studies 6th grade Activity Book Pg. 17-‐18 Harcourt SS Unit/CH Assessments

HIST 1 Events can be arranged in order of occurrence using the conventions of B.C., A.D., B.C.E., and

C.E.

Discuss the purpose of a time line-‐to represent events in the sequence in which they happened. Explain that parallel time lines show related events in different parts of the world, or different types of events in one part of the world, during a given period of time. Parallel time lines allow for easy comparison of events.

1 I can organize and interpret information from time lines.

parallel time line B.C. A.D. B.C.E. C.E.


Textbook: Pg. 66-‐67 Unit 1 Ch. 2

Chart and Graph Skills


Thinkport Tool:

Creating a Timeline-‐Create a Timeline

Activity

How have ideas and events from the past shaped the Eastern Hemisphere?

Formal Assessment Harcourt Social Studies 6th grade Activity Book Pg. 20-‐21 Harcourt SS Unit/CH Assessments




GOV 10

ECON 15

Government can be categorized as monarchies, theocracies,

dictatorships, or democracies, but

categories may over and labels may not accurately represent how governments function. The extent of citizens’ liberties and responsibilities varies according to

limits on governmental authority.

The interaction of supply and demand,

influenced by competition, helps to determine price in a market. This

and the quantities of inputs (human

resources, natural resources and capital) used.

Describe the main governing and economic systems. Discuss how a country’s government might affect the way its people earn a living.

1 I can differentiate among traditional, market, and command economics. I can describe characteristics of limited and unlimited governments. I can explain how citizens participate in and influence the political process in contemporary societies.

democracy majority rule right monarchy dictatorship oligarchy industry developed country developing country GDP subsistence farming free enterprise



Unit 1 Ch. 2.3


How does governmental authority affect citizen’s rights?







Understand the relationships with geographic areas must share common characteristics to be considered a region.

1 I can pose and answer questions about geographic distribution and patterns for world regions and countries. I can analyze the similarities and differences among selected world societies. I can define culture and cultural region.

border empire colony subregion



Unit 1 Ch. 2.4







influenced by competition, helps to determine price in a market. This

and the quantities of inputs (human

resources, natural resources and capital) used.

Have students recall, interpret and analyze data in a formal written format.

1 I can relate, identify vocabulary, analyze, and interpret data.


Textbook: Pg. 89 Unit 1 Review


Why can’t people have everything they want?

Formal Assessment Study Island: 6th grade SS (New Learning Standards) Economic Strand; Economic Choices Harcourt SS Unit/CH Assessments




HIST 2 Early civilizations (India, Egypt, China, and Mesopotamia)

with unique governments,

economic systems, social structures,

religions, technologies and agricultural practices and

products flourished as a result of favorable geographic

characteristics. The culture practices and products of these early

civilizations can be used to help

understand the Eastern Hemisphere

today.

Activate prior knowledge and misconceptions about early humans and hook students using a discussion about why people move from place to place. Explore resources to explain the migration patterns of early humans from Africa to various parts of the world. Explore resources to explain the connections between living in groups and staying alive.

2 I can explain the migration pattern of early humans from Africa to various world regions. I can identify and analyze the impact of early cultural developments on hunter-‐gatherer civilization. I can identify and analyze the impact of early technological developments on hunter-‐gatherers civilizations.

hunter-‐gatherer Red Sea Tigris River Euphrates River Fertile Crescent Europe

Discovery Education Social Studies: World History

(Prehistory-‐1800) Unit 1 Rise of Civilizations

CH1 Human Origins Ch.

1.2 Early Humans Sections 1-‐3

Ch. 1.2

Section 4 and 5 (optional)


How did early humans improve their lives?

Formal Assessment Study Island: 6th grade SS (New Learning Standards) History Strand; Chronology Discovery Education SS Unit/CH Assessments



Explores the features of Southwest Asia’s geography. Complete a problem/solution graphic organizer. Complete a Mind map to respond to the essential questions. “How did geography impact like in

3 I can locate ancient Mesopotamia and its important cities and rivers on a historical and a modern map. I can analyze the importance of the physical geography of

Mesopotamia civilization nomadic city-‐state Eridu Sumer Ur Persian Gulf trade Uruk silt climate irrigation


(Prehistory-‐1800) Unit 2 Ancient Civilizations

Ch 3 Mesopotamia Ch.3.1 Geography of

Mesopotamia

Ch. 3.1 Problem/

solution graphic

How did geography impact life in Mesopota-‐mia?

Formal Assessment Harcourt Social Studies Activity Book Pg. 100 Study Island: 6th grade SS (New Learning Standards) History Strand;




Mesopotamia?”

Mesopotamia to the development of civilization. I can identify and analyze the impact of agricultural innovations that led to the growth of cities in Mesopotamia. I can analyze the ways the people of Southwest Asia have adapted to and modified their physical environment.

natural resources levee agriculture domestication goods scribe alluvial soil oasis Exotic River Wadi Aquifer Qanat desalinization

organizer Section 1

Ch. 3.1 Section 4 and 5(optional)


Textbook: Unit 5 Ch. 11

Southwest Asia and North Africa Section 1

Land of Contrast Pg. 364-‐370


Mesopotamia Discovery Education SS Unit/CH Assessments Harcourt SS Unit/CH Assessments

HIST 2

Early civilizations (India, Egypt, China, and Mesopotamia)





characteristics. The culture practices and products of

Explore resources and a Comparison Chart activity to learn about religion and social structure in Mesopotamia. Participation in a Comparison chart to learn more about the daily lives of Mesopotamia and the role each social class played in Mesopotamia society. Complete a

3 I can describe religious beliefs and practices of ancient Mesopotamia. I can describe the social structure-‐ including gender divisions-‐of Mesopotamia and draw conclusions about its impact on the Ives of Mesopotamia. I can describe and map the

Polytheism Deity Ziggurat social pyramid Cuneiform culture empire Sargon Hammurabi Assyrian Empire Chaldeans Neo-‐Babylonian Empire Nebuchadnezzar domesticate



Ch. 3 Mesopotamia Ch.3.2 Mesopotamian

Society

Ch. 3.2 section 2 Comparison Chart: Mesopotamia society

Ch. 3.2

Section 4 and 5 (optional)

How did religion and gender influence Mesopotamian society?

Formal Assessment Harcourt Social Studies 6th grade Activity Book Pg. 101 Study Island: 6th grade SS (New Learning Standards) History Strand; Mesopotamia Discovery Education SS Unit/CH




GEO 6

these early civilizations can be

used to help understand the

Eastern Hemisphere today

Variations among physical




graphic organizer to demonstrate understanding of the social classes of Mesopotamia.

cycles of conquest that led to the ascension of varied civilizations in Mesopotamia from 3000 BCE through 500 BCE. Explain the significance of Hammurabi, Muhammad and Jesus.

dike code gospels crusades


Textbook: Unit 5 Ch. 11

Section 2 Southwest Asia Long Ago Pg. 371-‐377


Assessments Harcourt SS Unit/CH Assessments








Explore resources to learn about the development of the cuneiform writing system. Explore resources and perform a Jigsaw activity to learn about the various discoveries and innovations of Mesopotamia calendars, metal tools, the wheel, the plow, and pottery. Explore resources to learn about the Code of Hammurabi, how

3 I can identify and analyze the impact of cultural and technical innovations about the importance of codified laws to a society. I can paraphrase portions of Hammurabi’s Code and draw conclusions about the importance of codified laws to a society. I can explain how

epic Babylonia Code of Hammurabi code of law historical map refugee Five Pillars Haji Sunni Shi’i calligraphy



Ch. 3 Mesopotamia Ch. 3.3 Mesopotamian Innovations and Contributions

Ch. 3.3 Section 5(optional) For instruction on Jigsaw Activity visit: Jigsaw Activity


Textbook: Unit 3 Ch. 11 Section 3

How did Mesopotamian technological and cultural innovations influence future civilizations?

Formal Assessment Harcourt Social Studies 6th grade Activity Book Pg. 102-‐103 Map and Graph Skills Harcourt Social Studies 6th grade Activity Book Pg. 105 New Government and Strong Economies Study Island: 6th grade SS (New





today.

it changed the rule of law in Mesopotamia, and the impact it had on the future civilizations.

distribution of natural resources influences the economic development and foreign policies of Southwest Asian countries.

Pgs. 380-‐385 Influences on Culture

Section 4 Pgs. 388-‐393


Learning Standards) History Strand; Mesopotamia Discovery Education SS Unit/CH Assessments Harcourt SS Unit/CH Assessments








understand the

Explore resources to investigate why the Nile was and is so vital to life in Egypt and to learn more about the geographic features of ancient Egypt. Through discussion and a thorough completion of a Venn Diagram will be able to demonstrate their understanding of geography’s influence on the development of civilization in Mesopotamia and

3 I can locate ancient Egypt and its important cities and rivers on an historical and modern map. I can analyze how the geographical location of Egypt led to the development of a civilization. I can explain the importance of trade to the ancient Egyptian economy and people. I can analyze the

Egypt Mediterranean Sea Nile River Lower Egypt Upper Egypt delta economy cataract



Ch. 4 Egypt

Ch.4.1 Geography of Egypt

Ch. 4.1 Venn Diagram: Egypt and Mesopotamia

Ch. 4.1 Cause and Effect

Chart Ch. 4.1

Section 3 and 4(optional)

Harcourt Social

How did Egypt’s location influence its development?

Formal Assessment Harcourt Social Studies 6th grade Activity Book Pg. 109,110 and 111 Study Island: 6th grade SS (New Learning Standards) History Strand; Ancient Egypt Discovery Education SS Unit/CH Assessments Harcourt SS




Eastern Hemisphere today.

Egypt. Describe how Egypt’s geography and location (causes) have led to the growth of civilization, such as the development of states and trade (effect).

ways in which North Africans have adapted to and modified their physical environments.

Studies 6th Grade Textbook: Unit 5 Ch. 12 North Africa Section 1

A Region of Deserts


Unit/CH Assessments

HIST 2

GEO 8

Early civilizations (India, Egypt, China, and Mesopotamia)







understand the

Explore resources to define the term dynasty and learn more about some of the most influential pharaohs in ancient Egypt. Participate in a jigsaw activity to learn more about the daily lives of Egyptians and the role each social class played in Egyptian society. Compare dynasties of ancient Egypt with dynastic leadership today. Complete a Social

4 I can explain the concept of a dynasty and identify the important dynasties in ancient Egypt. I can analyze the roles of the following in ancient Egypt: pharaoh, peasants, and enslaved people. I can explain the religious practices of ancient Egypt. I can explain how North Africa’s

pharaoh dynasty hieroglyphics Old Kingdom Middle Kingdom New Kingdom Giza Hatshepsut Thutmose lll Kush Memphis Thebes Peasant Ramses ll social class Khufu Tutankhamen pyramid


(Prehistory-‐1800) Unit 2 Ancient Civilizations Ch. 4 Egypt

Ch. 4.2Egyptian Society Ch. 4.2

Social Studies Explanation worksheet Ch. 4.2


Harcourt Social Studies 6th Grade:

Unit 3 Ch 12 Section 2

Ancient Days to

What effects did power and social class have on the lives of ancient Egyptians?

Formal Assessment Harcourt Social Studies 6th grade Activity Book pg. 11 Harcourt Social Studies 6th grade Activity Book Pg. 115 Study Island: 6th grade SS (New Learning Standards) History Strand; Ancient Egypt Discovery




Eastern Hemisphere today.

Modern cultural practices and

products show the influence of

traditional and diffusion, including the impact of major world religions (Buddhism, Christianity,

Hinduism, Islam and Judaism).

Studies Explanation worksheet to respond to the Essential Question: “What effects did power and social classes have on the lives of ancient Egypt?”

ideas about religions and its cultures have been influenced by the past.

Independence Unit 3 Ch 12

Section 3 A Blend of Cultures


Education SS Unit/CH Assessments Harcourt SS Unit/CH Assessments

End 1st Quarter




Social Studies Grade 6 –2nd Quarter

State Standard

Content Statement

Expectations for Learning Days Clear Learning

Target



Essential Questions

Assessment& Notes





Explore resources to learn more about ancient Egyptian innovations and contributions. Complete a Quick Write in which they explain which ancient Egyptian innovation is most important to the modern world and why.

2 I can connect technological and cultural innovations of Egyptian civilization to the development of its neighbors and future civilizations. I can compare how North African governments work. I can describe and measure levels of economic development in North Africa.

deity papyrus stylus mummification mummy telescoping time line

Discovery Education Social Studies: World

History (Prehistory-‐1800) Unit 2 Ancient Civilizations Ch. 4 Egypt

Ch. 4.3 Egyptian Innovations and Contributions

Ch. 4.3


Ch. 4.3

Quick Write Form

Harcourt SocialStudies 6th Grade Textbook: Unit 3 Ch 12 Section 4

Present Day Concerns


How did the innovations of Ancient Egypt impact its neighbors and future civilizations?

Formal Assessment Harcourt Social Studies 6th grade Activity Book Pg. 113 and 116 Study Island: 6th grade SS (New Learning Standards) History Strand; Ancient Egypt Discovery Education SS Unit/CH Assessments Harcourt SS Unit/CH Assessments




GEO 5

ECON 12

GEO 5

Region can be determined, classified and compared using various criteria (e.g. landform,

climate, population, cultural or economic).

The choices people make have both present and future consequences. The evaluation of

choices is relative and may differ

across individuals and societies.



Explore resources to locate the Kush Empire and learn about its resources. Complete a Mind Map to respond to the Essential Question: How did trade help change and spread ancient Kush culture? Explore resources to locate Phoenicia and learn about what they traded. Read about Phoenician culture and government as well as the impact of other civilizations on Phoenicia. Also read about the Phoenician alphabet and engage in activities to support learning. Complete comparison

2 I can locate ancient Kush and its important cities and rivers on both historical and modern maps. I can analyze the importance of the location of Kush, including its natural resources and its proximity to Egypt. I can connect technological and cultural innovations of Kush civilization to the development of its neighbors and future civilization. I can explain the connection between the location of Phoenicia and its importance to sea-‐based trading. I can analyze the influence of neighboring cultures on political organization and culture in Phoenicia. I can analyze the advantages of a

Kush Nubia Ethiopia Phoenicia Phoenicians


History (Prehistory-‐1800) Unit 2 Ancient Civilizations

Ch. 5Kush and Phoenicia Ch. 5.1Kush Geography

and Society

Ch. 5.1 Section 3(optional)

Ch. 5.2 Phoenicia’s

Geography and Society

Ch. 5.2 Section 3 and 4(optional)


How did trade help change and spread ancient Kush culture? In what ways did the sea shape Phoenician society and its impact on the outside world?

Formal Assessment Discovery Education Unit2 Ch. 5.2 worksheet GREASES graphic organizer and Comparison chart Discovery Education SS Unit/CH Assessments




chart comparing Phoenicia with Egypt and Mesopotamia

simple, shared writing system for the Phoenicians.

GEO 5 Region can be determined, classified and compared using various criteria (e.g. landform,


Analyze images of Indian geographic features, watch videos on Indian geography, and predict how geography affected life in ancient India. To read the following pages of core interactive (engage button) from the Geography of India concept and complete a modified Geography of India graphic organizer. Will demonstrate understanding of the connection between physical geography and the Indian

2 I can locate ancient India and explain the importance of physical geography to the development of Indian civilizations. I can analyze a map of South Asian geographic features and predict where the first Indian farming settlement occurred. I can demonstrate the understanding of the connection between physical geography and the Indian civilization in a diagramed response. I can explain geographic factors responsible for population patterns in South Asia. I can explain factors

India Himalayas Arabian Sea subcontinent Indus River climate surplus Harappa Mohenjo-‐daro Citadel irrigation canal atoll monsoon


History (Prehistory-‐1800) Unit 3 Regional Civilizations

Ch. 6 Ancient India Ch. 6.1 Geography of

India.

Ch. 6 .1 Graphic organizer – Geography of India

Harcourt Social Studies 6th Grade Textbook: Unit 7 Ch. 15 Asia

Section 1 pg. 524-‐529 Great Rivers, Mighty

Monsoons


How did physical geography shape Indian civilization?

Formal Assessment Harcourt Social Studies 6th grade Activity Book Ps 138 Great Rivers, Mighty Monsoons Study Island: 6th grade SS (New Learning Standards) History Strand; Ancient India Discovery Education Unit/CH Assessment Harcourt SS Unit/CH Assessments




civilization by creating a diagram to respond to the Essential Question: How did physical geography shape Indian civilization? Describe the unique geographic features of the South Asian subcontinent and how they affect economic development in the region.

that influence economic development in South Asia.

HIST 2 HIST 1

Early civilizations (India, Egypt, China, and

Mesopotamia) with unique

governments, economic systems, social structures,



characteristics. The culture practices

Complete a Main Idea web graphic organizer and participate in a jigsaw activity to learn more about the Aryan impact on India’s rulers and society. Compare and contrast the caste system of India with the social structure of ancient Egypt or Mesopotamia

2 I can identify the cultural impact of the Aryan invasion I can describe the changes in territory and religion brought by the Mauryan and Gupta dynasties. I can examine the Indian caste system from the perspective of members from various castes. I can describe

Nomadic Vedas Hinduism Chandragupta Mauryan Empire Ashoka Kshatriyas merchants Vaisyas Sudras Dalits untouchables Buddha Buddhism Brahmans Gupta Empire Siddhartha Guatama



Ch. 6 Ancient India Ch. 6.2 Rulers and

Society

Ch. 6.2 Main Idea web graphic

organizer

Storyboard template Section 3, 4, 5

Harcourt Social Studies

What effects did power and social class have one the lives of the ancient Indian people?

Formal Assessment Study Island: 6th grade SS (New Learning Standards) History Strand; Ancient India Discovery Education Unit/CH Assessment




and products of these early


understand the Eastern

Hemisphere today. Events can be

arranged in order of occurrence using the conventions of B.C., A.D., B.C.E.,

and C.E.

Create a Visualization Activity to show the impact a particular group of people, or event had on Indian society over time. Explore how waves of conquerors and colonizers shaped South Asia. Show how the past events affected politics and culture today,

characteristics of contemporary South Asia societies that are shaped by historical events. I can analyze South Asia’s history for links between past conflicts and current conditions.

caste system urban planning stupa puppet ruler

6th Grade Textbook: Unit 7 Ch. 15 Asia

Section 2 Through the Ages Pg 530-‐535


Harcourt SS Unit/CH Assessments

GEO 8 Modern cultural practices and

products show the influence of tradition and

diffusion, including the impact of major world religions (Buddhism, Christianity,

Hinduism, Islam, and Judaism).

Explore resources to investigate what Hindus believe and how beliefs and practices of Hinduism relate to everyday life in India. Explore resources to investigate the principles of Hinduism as they relate to human conduct and also to compare Hindu beliefs and

2 I can connect the beliefs of Hinduism to the caste system and other elements of ancient Indian. I can compare Buddhism to other ancient religions (including Hinduism, and Egyptian, Mesopotamian religions) I can analyze the motives for and impact of Ashoka’s conversion to

beginning of Hinduism Dhama reincarnation beginning of Buddhism Jainism Four Noble Truths Eightfold Path Nirvana Vedas Tandoor purdah population pyramid



Ch. 6 Ancient India Ch. 6.3 India’s Religions and Characteristics

Section 6.3

Do the Comparison chart

Ch. 6.3 Section 4 optional


6th Grade:

How did religion Influence Indian society?

Formal Assessment Harcourt Social Studies 6th grade Activity Book Pg. 143-‐144 Chart and Graph Skill Study Island: 6th grade SS (New Learning Standards) History




practices with those of Buddhism, which developed out of Hinduism. Explore resources to analyze the motives for and impact of Ashoka’s conversion to Buddhism and to draw conclusions about the place of King Ashoka in the history of India. Describe South Asian governments and economics and the effects of religion, colonialism, and independence. Population pyramid is a visual representation of a country’s people, grouped by gender and age.

Buddhism. I can relate ways in which contemporary expressions of culture are influenced by the past. I can organize and interpret information presented in visuals, including graphs, charts, time lines, and maps.

Unit 7 Ch 15 Asia Section 3 People and

Culture Pg. 536-‐540

Section 4 South Asia Today

Pg 542-‐547


Strand; Ancient India Discovery Education Unit/CH Assessment Harcourt SS Unit/CH Assessments




GEO 3

GEO 7

Globes and other geographic tools can be used to

gather, process and report information about people, places and

environments. Cartographers decide which information to

include and how it is displayed. Political,

environmental, social and

economic factors cause people,

products and ideas to move from place to place in Eastern Hemisphere in the past and today

Organize and examine the changing borders and important rivers of China. Examine how deserts and mountains both benefited and restricted the Chinese. Examine how the Chinese interacted with nomadic groups from the north and study how China’s geography impacted its interactions with other civilizations.

2 I can locate ancient China and its important cities and rivers on a historical and a modern map. I can analyze the connection between ancient China’s location and its growth and expansion. I can explain the geographic factors responsible for population patterns in East Asia. I can explain factors such as location and distribution of natural resources that influence economic development in East Asia. I can analyze ways people have adapted to East Asia’s physical environment.

China Asia Huang He River Xianyang Qin Dynasty Silk Road Gobi Dessert Great Wall of China loess typhoon tsunami



Ch. 7 Ancient China Ch. 7.1 Geography of

China Ch. 7.1

Change Over Time with Graphic Organizer/ Venn

Diagram Ch. 7.1

Sections 4 and 5 (optional)


6th Grade: Textbook

Unit 7 Ch 16 East Asia Section 16.1 Mountains, Deserts, Rivers, and Seas

Pg 554-‐558 BrainPop: Social St.

How did China’s location impact its development?

Formal Assessment Study Island: 6th grade SS (New Learning Standards) History Strand; Ancient China Discovery Education Unit/CH Assessment Harcourt SS Unit/CH Assessments

HIST 1

GOV 9

Events can be arranged in order of occurrence using the conventions of B.C., A.D., B.C.E.,

Use comparison chart graphic organizer to organize information

2 I can identify Confucius, his teaching, and his contributions to the growth of

philosophy warring states period Confucius Confucianism

Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional

How did Confucianism, Daoism, and Legalism

Formal Assessment Study Island: 6th grade SS




and C.E Different

perspectives on a topic can be

obtained from a variety of historic and contemporary sources. Sources can be examined for accuracy.

about the Warring States period and the philosophy of Confucianism. Consider what can be learned about Legalism and Taoism by examining and image of the founder of Daoism. Complete a Mind Map diagram to show their understanding of one of the three philosophies of China.

Confucianism in China. I can compare Confucianism with other major philosophies of ancient China based on their views of human nature and their implications to government. I can analyze the historical background of East Asian societies to evaluate the effects of past conflicts on current conditions. I can explain the significance of individuals or groups from East Asian societies.

Han Dynasty legalism Taoism Mandate of Heaven virtue standardization Khan clan Samurai shogun

Civilizations Ch. 7 Ancient China Ch. 7.2 China’s Belief Systems Ch. 7.2 Section 2 Comparison chart graphic organizer Ch. 7.2 Section 3 Mind map worksheet Ch. 7.2 Section 4 and 5 (optional) Harcourt Social Studies 6th Grade Textbook : Unit 7 Ch. 16 East Asia Section 16.2 Long-‐lasting Civilization Pg 560-‐565 BrainPop: Social St.

influence society in ancient China?

(New Learning Standards) History Strand; Ancient China Discovery Education Unit/CH Assessment Harcourt SS Unit/CH Assessments

GOV 9 Different perspectives on a topic can be

obtained from a variety of historic and contemporary sources. Sources can be examined for accuracy.

Will be able to use a web graphic organizer to record the important characteristics of feudalism during the Zhou Dynasty. Explore

2 I can trace the important Chinese dynasties (Zhou Dynasty, Qin Dynasty, Han Dynasty) and analyze impacts of these dynasties on life in East Asia. I can analyze the

Zhou Dynasty mandate of heaven Feudalism Roman Empire Filial piety Pagoda haiku



Ch. 7 Ancient China Ch. 7.3 Life in the Chinese Dynasties

Ch. 7.3 Section 1 Web Graphic

How did the Chinese dynasties affect life throughout East Asia?

Formal Assessment Harcourt Social Studies 6th grade Activity Book Pg. 151




resources to learn about the first Chinese emperor and the impact of the Qin Dynasty.Will participate in a jigsaw activity to learn more about the accomplishments of the Han Dynasty. Will complete Comparison Chart graphic organizer in response to the Essential Question: How did the Chinese dynasties affect life throughout East Asia.

societal structures in China during this period. I can evaluate how cultural borrowing affects cultures in East Asia. I can evaluate the relationships between societies in East Asia and their architecture, art, music, and literature.

Organizer Ch. 7.3

Section 4 Comparison Chart graphic organizer

Ch. 7.3 Section 5 and 6 (optional)

Harcourt Social Studies 6th Grade Textbook: Unit 7 Ch 16 East Asia Section 16.1 A Life of

Traditions and Religions Pg. 570-‐574


Study Island: 6th grade SS (New Learning Standards) History Strand; Ancient China Discovery Education Unit/CH Assessment Harcourt SS Unit/CH Assessments

ECON 14

ECON 12

When regions and/or countries specialize, global trade occurs.

The choices people make have both present and future

consequences.

Watch a video and complete a K-‐W-‐L chart as they read the Core Interactive Text. Show understanding of the routes and purposes of the Silk Road by writing a creative story about traveling the Silk Road,Read the

2 I can trace the land and sea routes of the Silk Road. I can analyze the importance of the Silk Road to trade and economic growth in ancient China and for cultural diffusion throughout the world.

markets Persian Gulf merchants artifact technology Laos Shang Dynasty Politburo censor diet Keiretsu special economic



CH. 7 Ancient China CH. 7.4 Ancient Chinese

Economy

CH. 7.4 Section 1 KWL Chart

How did China become economically successful?

Formal Assessments Harcourt Social Studies 6th Grade Activity Book pg. 152 Study Island: 6th grade SS (New




The evaluation of choices is

relative and may differ across individuals and

societies.

Core Interactive Text and complete a Comparison Chart graphic organizer about technological developments during the Shang, Zhou, and Han Dynasties.

I can identify major innovations in ancient China and their influence on the Chinese economy. I can compare how governments function in East Asia.I can compare ways in which East Asian societies organize the production and distribution of goods and services.

zone Most-‐favored-‐ Nation status

CH. 7.4 Section3 Comparison Chart

CH. 7.4 Section 4,5,and 6

(optional)

Harcourt Social Studies 6th Grade Textbook:

Unit 7 CH. 16 East Asia

Section 16.4 A Region of Contrasts

pgs. 575-‐579


Learning Standards) History Strand; Ancient China Discovery Education Unit/CH Assessment Harcourt SS Unit/CH Assessments

GEO 5 GEO 8



Modern cultural

Explore resources to learn about and discuss Israel’s geography, the importance of the Torah, and important figures among the early Hebrews. Explore resources to learn more

2 I can locate ancient Israel and its important cities and rivers on a historical and modern map. I can describe the origins and characteristics of Judaism, the religion of the ancient

Israel Jerusalem Hebrew Bible Jesus Abraham Ur Canaan Monotheism famine Moses Ten



Ch. 8 Ancient Hebrews and the Origins of

Judaism Ch. 8.1 Culture and Beliefs of the Ancient

In what ways did the ancient Hebrews influence religions and societies in ancient and modern times?

Formal Assessment Discovery Education Unit 3 Ch. 8.1 Section 2 Quick write Study Island:




practices and products show the influence of tradition and diffusion,

including the impact of major world religions (Buddhism, Christianity,


about some important people and concepts originating form ancient Israel and perform a “quick-‐write” to interpret their findings. Complete Comparison Charts to identify the similarities and differences between the different religious.

Israelites. I can identify important figures in Israelite (Hebrew) tradition (Abraham, Moses, Ruth, and David). I can analyze the role of women in Israelite society. I can analyze the impact of the legal code of the ancient Israelites on surrounding civilization and future traditions

Commandments King David Ruth Code of law Christianity Islam Muslims

Hebrews

Ch. 8.3 Comparison Chart


6th grade SS (New Learning Standards) Geography Strand; World Religions Discovery Education Unit/CH Assessment

GEO 8

Modern cultural practices and products show the influence of tradition and diffusion,



Explore resources to research traditions and practices of the ancient Israelites, how they are observed b modern Jews, and how they have been adopted into the practices of other religious communities. Explore resources to analyze how the Jewish people were

2 I can analyze the rites and rituals of Judaism. I can compare the architectural of the Jewish temple to other temples and houses of worship from ancient and modern times. I can describe the different events that led to the formation

Rabbis Sabbath Talmud Jerusalem King Solomon Alexander the Great Roman Empire Judea Diaspora


History (Prehistory-‐1800) Unit 3 Regional Civilizations Ch. 8.2

Section 3 Visualization Activity

Ch. 8.2

Section 4/5 Vocabulary Chart: Diaspora

Ch. 8.2

How did ancient Judaism adapt and change the Diaspora of the Jewish people and how did it influence other religions and peoples?

Formal Assessment Study Island: 6th grade SS (New Learning Standards) Geography Strand: World Religions Discovery Education




able to survive repeated military defeat and exile. Complete a timeline/slide show activity using events from the timeline on page 6 to address the question, “How did the Jewish people survive all these conquests and periods of exile. Explore resources and a graphic organizer to answer the question: “What was the Jewish Diaspora?” and to gain insight into the Essential Question.

of the various diasporas throughout the world.

Essential Question Worksheet


Unit/CH Assessment

GEO 5

HIST 2


climate, population, cultural or economic). Early

civilizations with unique governments,

Explore resources and complete a Cause and Effect graphic organizer as they study important geographical features of Greece and their effects on ancient Greek people. Explore resources and guiding questions to

2 I can analyze the impact of Greek geography on the development of civilization in ancient Greece. I can describe the origins of the Persian Empire and the relationship between Persia and Greece.

Aegean Sea peninsula Athens Sparta Cyrus Cyrus the Great Persia Persian War



Ch. 9 Ancient Greece Ch. 9.1 Geography of Ancient Greece

Ch. 9.1 Section 1

Cause and Effect Chart Section 3

Venn Diagram

How did geography influence the development of Greek civilization?

Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional Civilizations Ch. 9 Ancient Greece




economic systems, social structures, religions,

technologies and agricultural practices and products

flourished as a result of favorable geographic


civilizations can be used to help understand the

Eastern Hemisphere

today.

analyze similarities and differences between ancient Greece and the present-‐day Greece. Explore and create a Venn diagram to learn about the similarities and differences between ancient Greece and the Persian Empire.

I can trace the major wars between Persia and Greek city-‐state.

Section 4 Sequence Chart


Ch. 9.1 Geography of Ancient Greece Ch. 9.1 Section 1 Cause and Effect Chart Section 3 Venn Diagram Section 4 Sequence Chart BrainPop: Social St.

GOV 9 Different perspectives on a topic can be obtained from a

variety of historic and contemporary sources. Sources can be examined for accuracy.

Compare and contrast the different forms of government in ancient Greece. Explore the similarities and differences between the ancient Athenian democracy and the modern U.S. democracy. Explore resources to learn about the

2 I can trace the roots of changes in governments from monarchy to aristocracy to oligarchy in ancient Greek city-‐states. I can describe the political structure of Greece-‐particularly Athens-‐and compare the democratic concepts developed in the

city-‐state monarchy aristocracy oligarchy democracy citizen Representative Government Sparta Peloponnesus Peloponnesus Wars



Ch. 9 Ancient Greece Ch. 9.2 Greek Political

Systems

Unit 3 Ch.9 Section 1 Compare and Contrast Charts:Greek Political Systems

To what extent were ancient Greek political systems democratic?

Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional Civilizations Ch. 9 Ancient Greece Ch. 9.2




conflicts between Athens and Sparta and the decline of democracy in ancient Greece.

region (city-‐state, constitutions, and lawmaking bodies) to modern democracy. I can compare and contrast the characteristics of the Greek city-‐states of Athens and Sparta.


Greek Political Systems Unit 3 Ch.9 Section 1 Compare and Contrast Charts:Greek Political Systems BrainPop: Social St.

GEO 8

Modern cultural practices and products show the influence of tradition and diffusion,



Explore resources and participate in a question and answer exercise to learn about the impact of ancient Greek culture. Explore resources to learn about the philosophical contributions of Socrates, Plato, and Aristotle. Explore resources to learn about and summarize the achievements and impact o f ancient Greek culture.

2 I can describe the philosophical ideas of Socrates, Plato, and Aristotle. Connect their ideas to philosophies to current ideas of governance and compare them to other ancient political philosophers. I can identify important achievements and contributions (e.g. mythology, democracy, athletic competitions) of ancient Greeks that persist to the

mythology Aristotle Plato Socrates epic



Ch. 9 Ancient Greece Ch. 9.3 Greek Cultural

Achievements

Ch. 9.3 Section 1-‐2

Complete Three-‐ Way Venn Diagram on Philosophers

Section 3-‐4

Categorization Chart


How has classical Greek culture affected our modern lives?

Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional Civilizations Ch. 9 Ancient Greece Ch. 9.3 Greek Cultural Achievements Ch. 9.3 Section 1-‐2




modern ear. Connect these cultural features with elements of Greek political society. I can trace Alexandra the Great’s conquests and the cultural diffusion of Hellenistic traditions.

Complete Three-‐ Way Venn Diagram on Philosophers Section 3-‐4 Categorization Chart BrainPop: Social St.

ECON 12

The choices people make have both present and future

consequences. The evaluation of choices is

relative and may differ across individuals and

societies.

Through structured discussion students will be able to demonstrate their understanding of the geography and climate of Rome and their effect on the empire’s growth. Will learn more about the r oads and bridges and the impact on the economy of ancient Rome, as well as the history of money and Rome’s monetary system.

1 I can connect ancient Rome’s location and its expansion through conquest and trade. I can analyze the impact of coined money and roads to trade inside the Roman Empire I can explain how the road and bridges had an impact on the economy of ancient Rome.

Roman Empire Rome Romulus Remus



Ch. 10 The Roman Republic and Empire

Ch. 10.1 Geography and Economy

of Ancient Rome

Ch. 10.1 Section 1 Mind Map Section 2 Problem Solving Chart


How did geography and trade routes impact the growth of Rome?

Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional Civilizations Ch. 10 The Roman Republic and Empire Ch. 10.1 Geography and Economy of Ancient Rome




Ch. 10.1 Section 1 Mind Map Section 2 Problem Solving Chart BrainPop: Social St.

GEO 10 Governments can be

categorized as monarchies, theocracies,

dictatorships or democracies, but categories may overlap and labels may not accurately

represent how governments function. The extent of citizens’

liberties and responsibilities varies according to limits on governmental authority.

Explore resources to learn about early Roman history. Explore resources to learn about the Roman Republic and its government and the effects the republic had on the Romans. Complete a Venn diagram comparing the government of the Roman Republic and the United States. Explore resources to learn about the Punic Wars, noting the date of each of the three wars and the territory Rome gained after each war

2

I can trace the roots of Roman civilization to the contributions of Etruscans and Greek colonists. I can analyze the political structure in ancient Rome and the democracy of Athens and modern states. I can compare and contrast the government of the Roman Republic and the United States. I can create a time line of the three Punic wars.

forum republic democracy Patrician Piebian Consul tribune Representative Government dictator




Ch. 10.2 Roman Origins and Early Political

Structures

Ch. 10.2 Section 1 Main Idea web Section 2 Cause-‐effect

chart Section 3 Venn Diagram Section 3 Timeline

Was the Roman Republic democratic?

Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional Civilizations Ch. 10 The Roman Republic and Empire Ch. 10.2 Roman Origins and Early Political Structures Ch. 10.2 Section 1 Main Idea web




Section 2 Cause-‐effect chart Section 3 Venn Diagram Section 3 Timeline

GEO 9 Different perspectives on a topic can be obtained from a variety of historic and contemporary sources. Sources can be examined for accuracy.

Explore resources and activities to learn more about the rise and political career of Julius Caesar. Produce an informative writing to further investigate the charges in Rome’s political system. Explore resources to learn more about the changes in Rome and its growth as an empire.

1 I can analyze the causes and effects of Rome’s transition form a Republic to an Empire. I can trace the expansion of the Roman Empire form the rise of Caesar to 476 CE.

Roman Republic Julius Caesar Cleopatra vii Brutus emperor Augustus



Ch. 10 The Roman Republic and Empire Ch. 10.3 From Republic

to Empire

Ch. 10.3 Section 1 Sequencing

Chart

Section 2 Informative Writing

How did Rome’s transition from Republic to Empire impact its citizens?

Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional Civilizations Ch. 10 The Roman Republic and Empire Ch. 10.3 From Republic to Empire Ch. 10.3 Section 1 Sequencing Chart Section 2 Informative Writing

GEO 7 Different Explore resources 2 I can analyze hierarchy Discovery Education How did Discovery




perspectives on a topic can be obtained from a


to examine and compare the lives of rulers, citizens and slaves within the Roman Empire. Complete a Mind Map to address the Essential Question: How did the spread of Roman culture influence life throughout the Empire? Explore to learn about and record important technical and cultural changes that were produced by the Roman Empire

relationships of power between Roman rulers, citizens and slaves. I can analyze the impact of Roman government infrastructure programs on Roman life and culture and on life and culture today.

Legionnaires census gladiator

Social Studies: World History

(Prehistory-‐1800) Unit 3 Regional Civilizations

Ch. 10 The Roman Republic and Empire Ch. 10.4 Rome Culture:

Life and Legacy

Ch. 10.4 Section 1 Comparison

Chart Section 2 Mind Map Section 3 Problem/ Solution Graphic

Organizer

the spread of Roman culture influence life throughout the Empire?

Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional Civilizations Ch. 10 The Roman Republic and Empire Ch. 10.4 Rome Culture: Life and Legacy Ch. 10.4 Section 1 Comparison Chart Section 2 Mind Map Section 3 Problem/ Solution Graphic Organizer

HIST 1 Events can be arranged in order of

occurrence using the

conventions of B.C., A.D., B.C.E.,

and C.E.

Explore the political, geographical and cultural factors that led to the decline of the Roman Empire. Complete a ranking

2 I can analyze and explain the political, geographic and cultural factors that led to the fall of the Roman Empire. ‘ I can explain how

taxes Roman Senate province




Why did Rome decline and fall?

Discovery Education Social Studies: World History (Prehistory-‐1800)




of the events and trends that led to the decline of Rome in order of their importance. Explore about the last years of the Roman Empire and to describe the sack of Rome and the breakup of the Empire. Explore what happened to the empire after the fail of the city of Rome.

Constantine’s establishment of the new capital in Constantinople helped to the Western Empire’s fall.

Ch. 10.5 A Weakening Empire

Ch. 10.5

Section 2 Visualization Activity


Unit 3 Regional Civilizations Ch. 10 The Roman Republic and Empire Ch. 10.5 A Weakening Empire Ch. 10.5 Section 2 Visualization Activity BrainPop: Social St.

GEO 8 Modern cultural practices and products show the influence of tradition and diffusion,



Explore the political and the cultural situation in the Jewish homeland during Jesus’ lifetime. Engage in a discussion about the beliefs and practices of Christianity. Compare the beliefs of Christianity with the beliefs of two other ancient religions or belief systems.

2 I can explain the origins of Christianity based on the life and teachings of Jesus. I can describe the characteristics of Christianity.

Monotheism missionary Messiah New Testament



Ch. 11 Origins and Growth of Christianity Ch. 11.1 Christianity’s

Origins and Characteristics

Ch. 11

Section 1 Graphic Organizer –What is

known about the life of Jesus?

Section 2 Mind Map

How did Christianity develop?

Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional Civilizations Ch. 11 Origins and Growth of Christianity Ch. 11.1 Christianity’s Origins




Section 3 Three-‐Way Venn Diagram

and Characteristics Ch. 11 Section 1 Graphic Organizer –What is known about the life of Jesus? Section 2 Mind Map Section 3 Three-‐Way Venn Diagram

GEO 8 Modern cultural practices and products show the influence of tradition and diffusion,



Explore the different factors that affected the spread of Christianity. Explore more about how Christianity spread throughout Roman world and developed into an organized hierarchy. Compare and contrast the Eastern Orthodox Church to the Roman Catholic Church and to

1 I can analyze the factors that led to the diffusion of Christianity throughout Roman Empire and other parts of Europe I can explain the importance of monasteries, missionaries, and the Latin church in the spread of Christianity throughout Europe. I can describe the impact of the fall of

disciple convert monk missionary bishop



Ch. 11 Origins and Growth of Christianity Ch. 11.2 Christianity’s

Spread

Ch. 11.2 Section 1 Cause/Event/

Effect Graphic Organizer.

Section 2 Venn Diagram Section 3 Concept Map

How did Christianity become the world’s largest religion?

Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional Civilizations Ch. 11 Origins and Growth of Christianity Ch. 11.2 Christianity’s Spread




understand how the East-‐West Schism of 1054 affected the church. Show why and how Christianity spread throughout the Roman Empire and beyond.

the Western Roman Empire on Christianity.

Ch. 11.2 Section 1 Cause/Event/ Effect Graphic Organizer. Section 2 Venn Diagram Section 3 Concept Map

GEO 6 Variations among physical environments within the Eastern

Hemisphere influence human

activities. Human activities also alter the physical

environment.

Explore geographic features of the United States and how they affect where most people live.

1

I can identify geographic factors that affect population patterns in the United States. I can analyze how Americans have adapted to and modified their physical environment.

Contiguous coastal plain swamp everglades hurricane tornado Continental Divide

Harcourt Social Studies 6th Grade Textbook: pg 98-‐103

Unit 2 Ch. 3.1



Harcourt Social Studies 6th Grade Textbook: pg 98-‐103 Unit 2 Ch. 3.1 BrainPop: Social St.

GEO 3 Globes and other

geographic tools can be used to gather, process and report information about people, places and

environments. Cartographers decide which information to include and how it is displayed.

To know the differences between relief maps and elevation maps. To determine which people would need this type of information and for what types of jobs.

1 I can organize and interpret information from relief and elevation maps. I can use appropriate mathematical skills to interpret social studies information such as from maps.

elevation relief contour line

Harcourt Social Studies 6th Grade Textbook: pgs. 104-‐105

Map and Globe Skills



Harcourt Social Studies 6th Grade Textbook: pgs. 104-‐105 Map and Globe Skills BrainPop: Social St.




GOV 9 Different perspectives on a topic can be obtained from a


To describe in sequence events of early American events including causes and effects of the revolution through the Constitution.

1 I can describe American characteristics shaped by immigration and colonization. I can evaluate relationships between past conflicts and current conditions in the U.S. I can explore how the U.S. government is organized.

indigenous representation revolution declaration independence constitution republic amendment

Harcourt Social Studies 6th Grade Textbook: pgs. 30

Unit 2 Ch. 3.2



Harcourt Social Studies 6th Grade Textbook: pgs. 30 Unit 2 Ch. 3.2 BrainPop: Social St.

GEO 7 Different perspectives on a topic can be obtained from a


To understand that immigration made the United States a multicultural nation.

1 I can explain how human migration has influenced the character of regions in the United States. I can describe some traits that define cultures inthe U.S. I can explain aspects that link and separate cultures.

immigrant discrimination literacy pluralistic western

Harcourt Social Studies 6th Grade Textbook: Pg. 114-‐119 Unit 2 Ch. 3.3

Example on page

114 in TE of Word Works



Harcourt Social Studies 6th Grade Textbook: Pg. 114-‐119 Unit 2 Ch. 3.3 Example on page 114 in TE of Word Works BrainPop: Social St.

End 2nd Quarter




Social Studies Grade 6 –3rd Quarter





Essential Questions

Assessment & Notes

GOV 10

Governments can be categorized as monarchies, theocracies,

dictatorships or democracies, but categories may

overlap and labels may not accurately represent how governments

function. The extent of citizens’ liberties and responsibilities varies according to


Define what freedom really means and explain the democratic government and the market economy.

1 I can identify the origins of the U.S. democratic government. I can describe roles and responsibilities of U.S. citizens.

Constitutional Democracy Representative Democracy Federal Government cabinet political party common good market price deficit


Textbook Pg. 122-‐127 Unit 2 Ch. 3.4 United States


How does governmental authority affect citizens’ rights?

Formal Assessment Harcourt Social Studies Activity Book Pg. 33 Harcourt SS Unit/CH Assessments

ECON 15


influenced by competition, helps to determine price in a market. This interaction also determines the quantities of

outputs produced and the quantities of

input (human resources, natural

To understand and be able to explain limited supply, or scarcity. To discuss how this affects the cost of items and rising pricing.

1 I can explain the impact of scarcity in an economy. I can use decision-‐making process to identify acceptable economic trade-‐offs.

scarcity trade-‐off opportunity cost


Textbook Pg.128-‐ 129 Citizenship Skills







resources and capital) used.



Explores Canada’s geography, natural resources, and strong economy.

2 I can explore geographic factors responsible for population patterns in Canada. I can examine geographic factors affecting economic activities in Canada. I can analyze ways Canadians gave adapted to and modified their physical environment.

prairie tundra fjord province territory export import protectionism free trade economic indicator


Textbook Pg. 132-‐141 Unit 2 Ch 4.1 Canada


Formal Assessment Harcourt Social Studies Activity Book Pg. 37-‐38 Harcourt SS Unit/CH Assessments

HIST 2 Early civilizations with unique governments,



products flourished as a result of favorable

Explore the history of Canada from the time of its earliest native peoples 25,000 years ago to the Canada of today.

1 I can explain the significance of Canadian individuals or groups, past and present. I can describe the effects of immigration, colonization, and trade in

descendant loyalist dominion nationalism


Textbook Pg. 142-‐147 Unit 2 Ch. 4.2


How have ideas and events from the past shaped the Eastern Hemisphere today?

Formal Assessment Harcourt Social Studies Activity Book Pg. 39 Harcourt SS Unit/CH




geographic characteristics. The culture practices and products of these early



today.

Canada. I can analyze Canada’s history to evaluate relationships between past conflicts and current conditions.

Assessments

GOV 10






Explain how Canada’s government is organized.

1 I can identify the historical origins of democratic forms of government in Canada. I can explain how Canadian citizens participate in and influence the political process. I can compare the roles of the Canadian citizens with those of U. S. citizens.

commonwealth free election minority Parliamentary Democracy prime minister federal system separatist referendum



Pg. 148 Word Work in

TE(example)








C.E.

List out-‐of-‐sequence steps for a simple process. Point out each of the steps in the process is identified, but sequence is wrong. Discuss how an incorrect sequence would impact the results. Explain that flow charts are particularly helpful for showing steps in a complicated, or multistep, process.

1 I can organize and interpret information presented in a flow chart.

flow chart Harcourt Social Studies 6th Grade

Textbook Pg. 154-‐155 Unit 2 Ch. 4

Chart and Graph Skills



Formal Assessment Harcourt Social Studies Activity Book Pgs. 41-‐42 Harcourt SS Unit/CH Assessments

GEO 3

Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to


Connect information presented in the graphs with the timeline. Have students identify the events on the timeline that most directly has led to information represented in the two graphs. Rain forests are vital ecosystems in many parts of Central and South America.

2 I can interpret information in maps, graphs, and time lines. I can use appropriate mathematical skillsto interpret information presented in maps and graphs. I can read a nonfiction account to examine life in a tropical rain

adobe Cordillera fiesta Guerrilla Junta Mestizo Mulatto sierra


Textbook Pg. 163-‐165 Unit 3

The Most Beautiful Roof in

the World Pg. 166-‐169

Thinkport Tool: Creating a

Timeline-‐Create a Timeline Activity

BrainPop:






forest and learn about some of the ways a scientist conducts field research.

Social St.



Explores the contrasting features of Mexico’s geography and climate. Also should be able to identify some of the ways people adapt to their environment.

1 I can interpret information in visuals and apply critical-‐thinking skills to categorize information. I can identify the geographic factors responsible for patterns of population in Mexico. I can describe and explain how physical processes have resulted in physical patterns on Mexico’s land. I can identify and analyze ways that people have adapted to Mexico’s physical

Isthmus peninsula plateau sierra tierracaliente frost tierratemplada tierrafria



Unit 3 Intro. and Ch. 5.1 Mexico







environment.



Discuss the ways in which native and Spanish cultures may each have contributed to contemporary Mexican culture. Create an annotated map to learn about the geography of South America, Explore resources to learn more about the ancient Mayans.

2 I can describe characteristics of Mexico that resulted from historical events. I can describe some traits that define cultures in Mexico. I can relate contemporary Mexican culture to influences from the past.

civilization innovation reclaim missionary fiesta mestizo



Discovery Education

Social Studies: World History (Prehistory-‐

1800) Unit 4 Growth of World Empires Ch. 15 Early Americas Ch. 15.1

Early North American

Cultures and the Maya

Section 1 Map Activity

How did physical geography shape the early societies of the Americas?

Harcourt SS Unit/CH Assessments Harcourt Social Studies Activity Book Pg. 47 Study Island: 6th Grade SS (New Learning Standards) Geography Strand; Places and Regions Discovery Education SS Unit/CH Assessment




GOV 10

ECON 11





limits on governmental authority. Economists

compare data sets to draw conclusions about relationships

among them.

Explores the development of the government and economy of Mexico after independence. Explore resources about important events and dates in the rise of the Aztec Empire. Explore resources to learn more about the Incan city of Machu Picchu,

4 I can analyze the historical background of Mexico to evaluate relationships between past conflicts and current conditions. I can describe and measure levels of economic development in Mexico. I can relate contemporary Mexican culture to influences from the past. I can explain the rise and growth of the Aztec civilization.

annex finances presidential democracy Maquiladora



Discovery Education

Social Studies: World History (Prehistory-‐

1800) Unit 4 Growth of World Empires Ch. 15 Early Americas Ch. 15.2 The Aztec Empire

CH. 15.2 The Aztec Empire Timeline

CH. 15.3

The Inca Empire

How did the Aztec Empire become so powerful with such speed? How did the Inca Empire maintain power across such a challenging geographic location?

Formal Assessment Harcourt Social Studies Activity Book Pg. 48 Study Island: 6th Grade SS (New Learning Standards) Government Strand; Systems of Government Discovery Education SS Unit/CH Assessment





C.E.

Explain that understanding causes and effects makes historical and current events easier to understand.

1 I can identify the links between causes and effects. I can interpret cause-‐and-‐effect relationships.


Textbook Pg. 188-‐189 Unit 3 Ch 5 Identify Cause and Effect

What understanding do we attain from cause and effect relationships?

Harcourt SS Unit/CH Assessments Harcourt Social Studies Activity Book Pg. 49-‐50








today.

Complete a graphic organizer to show understanding how the Olmeca and Maya cultures are similar and different.

2 I can compare and contrast the Olmeca and the Maya cultures.


Textbook Pg. 190

Unit 3 Ch. 5



Harcourt SS Unit/CH Assessments Harcourt Social Studies Activity Book Pg. 51 Compare and Contrast the Olmec and the Maya


various criteria (e.g.

Compare the physical geography and climate of Central American and

1 I can describe the geography of Central America and the Caribbean.

Archipelago Ring of Fire coniferous trade wind cay



What makes places unique and different?

Formal Assessment Harcourt Social




landform, climate, population, cultural or economic).

Caribbean countries.

I can explain how islands in the Greater Antilles and the Caribbean were formed. I can describe how climate and geography shape population patterns.

coral

Unit 3 Ch. 6.1


Studies Activity Book Pg. 53-‐54 Harcourt SS Unit/CH Assessments

ECON 11 & 12

Economists compare data sets to draw conclusions about relationships

among them. The choices people make have both present and future consequences. The evaluation of



Describe the economic and cultural impact of European exploration and colonization in Central America and the Caribbean.

1 I can describe the distinct cultural groups that contribute to the cultural diversity of the Caribbean. I can explain how slaves and indentured servants supported the economy in the Caribbean. I can describe the Columbian Exchange in terms of people, ideas and livestock.

Mulatto commercial farming abolish indentured servant Columbian Exchange legacy










obtained from a variety of historic and contemporary sources. Sources can be examined for

accuracy.

Examine how the current governments of Central America and Caribbean reflect their history as colonies.

1 I can compare limited and unlimited governments. I can describe how the governments of Central America and the Caribbean reflect colonial histories. I can explain events that occurred as countries of the region progressed from colonies to independent republics.

Limited Government Unlimited Government federation States’ rights Guerrilla civil war petition Communism self-‐government dependency


Textbook Pg 208-‐213 Unit 3 Ch. 6.3


How does the current government compare with those from the past?


ECON 12




Discuss the importance of thinking about possible consequences before taking action. Thoughtful decisions are important, whether someone is making a big action plan, or a small action.

1 I can identify points of view about a topic. I can use a problem-‐solving process to make a thoughtful decision.


Textbook Pg. 214-‐215 Make a

Thoughtful Decision







C.E.

Recall geography, population growths, government, and landforms in Central America and the Caribbean.

1 I can complete a graphic organizer to show the sequence of events that ended the Spanish control of Central America and led to creation of the independent countries there.


Textbook Pg. 216-‐217 Review


How have ideas and events from the past shaped the world today?


ECON 12

GEO 5



across individuals and societies. Region can be determined, classified and compared using


Explore the physical geography, climate, and resources of South America. It explains how these factors affect the economy. Explain that maps can show different features of the same area and that maps can be used for different purposes. Using a cultural map of South America can help one understand more about the people living there.

1 I can describe variations in land regions and waterways and explain how they affect climate in South America. I can explain how the availability of resources has influenced the economics of South America. I can use appropriate math skills to interpret social studies information such as that found on maps.

Cordillera Escarpment El Nino humidity Transportation Corridor estuary sharecropping factors of production



and Map and globe

skills







I can create cultural maps of religions practiced in South America.




in Eastern Hemisphere in the past and today.

Explain how European and native cultures have influenced life in South America.

2 I can identify different groups native to South America. I can explain how the Incas conquered lands and met challenges to build their empire. I can evaluate the effect of European influences on South American culture.

slash and burn terrace Demarcation line Viceroy social class adobe

Harcourt Social Studies 6thGrade Textbook Pg.230-‐237 Unit 3 Ch. 7.2


Why do people move?


ECON 11

Economists compare data sets to draw conclusions about relationships

among them.

Discuss the types of information that can be compared on a bar graph. The special feature of a double-‐bar graph is that relate two related types of information can be compared at the same time.

1 I can organize and interpret information presented on graphs. I can use appropriate math skills to interpret sources of social studies information

statistics double-‐bar graph x-‐axis y-‐axis

Harcourt Social Studies 6thGrade Textbook Pg. 238-‐239 Unit 3 Ch. 7

Chart and graph skill







such as graphs.

GOV 9

ECON 15

Different perspectives on a topic can be

obtained from a variety of historic and contemporary sources. Sources can be examined for

accuracy.

Describe the effects of South America’s struggle for independence on its governments and economies today.

1 I can describe key events and figures in South America’s fight for independence. I can explain the effect of cooperation and diversification on the economies of South America.

Junta Aristocracy landlocked diversify invest mutual defense free trade zone

Harcourt Social Studies 6thGrade Textbook Pg. 240-‐243 Unit 3 Ch. 7.3






Predict what kinds of landforms and climates might be found in Western Hemisphere. Predict how a person’s way of life and possessions might change as a result of a move from a warm place to a cold one.

1 I can describe how water and land areas influence climate in Western Europe. I can identify peninsulas, islands and land regions in Western Europe. I can analyze how the physical environment affects population development.

Eurasia Bog Polder Loch Firth



How does geography affect people’s lives?

Formal assessment Harcourt Social Studies Activity Book Pg. 71-‐72 Harcourt SS Unit/CH Assessments






Explain that maps can show where products are made a how the land is used to make products. Maps may show natural resources, manufacturing and industrial areas.

1 I can interpret information from land use and products. I can create land use and products maps.

land use raw materials

Harcourt Social Studies 6thGrade Textbook Pg. 266-‐267 Map and globe

skills


How does where we live affect how we live?






Explain how ancient civilizations, cultures, and events have shaped Western Europe.

1 I can describe advances made by the ancient civilizations of Greece and Rome. I can identify characteristics of the Middle Ages and the Renaissance. I can describe the impact of World War I and World War II on Western Europe.

city-‐state Manorialism renaissance nation-‐state Mercantilism Genocide Holocaust


Discovery Education

Social Studies: Unit 3 Regional Civilizations Ch. 9 Ancient

Greece


Unit 5 Europe Transforms Ch. 17

Eurasia in the Middle Ages


Formal assessment Harcourt Social Studies Activity Book Pg. 75 Harcourt SS Unit/CH Assessments




Unit 5 Europe Transforms Ch. 18

The Renaissance GEO 6 Variations among

physical environments

within the Eastern Hemisphere

influence human activities. Human activities also alter


Describe how cultures of Western Europe both link and separate the population.

1 I can describe how languages unify and divide people in Western Europe. I can explain the religious differences that led to conflict in the area. I can describe features of famous cities in Western Europe.

dialect accent bilingual terrorism institution masterpiece




Formal assessment Harcourt Social Studies Activity Book Pg. 76

GEO 10 Governments can be categorized as monarchies, theocracies,




limits on governmental authority

Examine the economies and governments of Western Europe.

1 I can explain the goal of the European Union. I can describe the individual economies Western European nations.

common market postwar Euro specialized Constitutional Monarchy




Harcourt Social Studies Activity Book Pg. 77 Harcourt SS Unit/CH Assessments




1 I can use a graphic organizer to put events in sequence of causes and related events.


Textbook Pg. 290-‐291 Unit 4 Ch. 8 Review


How have ideas and events from the past shaped the world today?




Explore land regions, waterways, political boundaries, and resources of Eastern European nations.

1 I can identify the nations of Eastern Europe. I can describe how geography affects the economy in each nation. I can explain how industry has affected the environment.

thermal spring amber oil shale lignite









products flourished

Describe the history of invasion in Eastern Europe, and explains how conflict and change have affected the people.

1 I can identify early settlers, conquerors, and empires of Eastern Europe. I can describe the effects of World War I on the region and

Iron Curtain collective satellite nation buffer zone


Textbook Pg. 300-‐305 Unit 4 Ch. 9.2 Maps and Globe

Skills

BrainPop:

How have events and ideas from the past shaped the Eastern Hemisphere today?

Formal assessment Harcourt Social Studies Activity Book Pg. 83 – 85




as a result of favorable geographic




today.

its people. I can explain the significance of the Iron Curtain. I can compare maps from different time periods to identify border changes. I can organize and interpret information presented on maps.

Social St.

Harcourt SS Unit/CH Assessments

GOV 10

ECON 12





limits on governmental authority

The choices people make have both

Examine how the government and economies of Eastern European nations changed after communism.

1 I can explain how the end of communism affected Eastern European nations. I can describe characteristics of the governments formed. I can analyze the effects of privatization on the economics of Eastern Europe.

ethnic cleansing privatize inflation









present and future consequences. The evaluation of



GEO 8 Modern cultural practices and

products show the influence of tradition and

diffusion, including the impact of major world religions (Buddhism, Christianity,


Explores the value of rebuilding, preserving, and sharing cultures among nations in Eastern Europe.

1 I can identify important traditions of Eastern European nations. I can analyze how religious and ethnic differences have caused conflict. I can describe the challenge of rebuilding and sharing cultures.

Roma homogeneous

Harcourt Social Studies 6thGrade Textbook Unit 4 Ch. 9.4 Pg. 322-‐323 Unit 4 Ch. 9 Review




End 3rdQuarter




Social Studies Grade 6 –4th Quarter





Essential Questions

Assessment & Notes



Explores the landforms and climates of Russia and the Eurasian republics.

1 I can pose and answer questions about the landforms and climates in Russia and the Eurasian republics. I can explain the geographic factors responsible for population patterns in Russia and the Eurasian republics. I can identify and analyze ways people have modified the physical environment in Russia and the Eurasian republics.

permafrost taiga steppe chromium






GEO 3 Globes and other geographic tools can be used to gather, process and report

Review that climate refers to the kind of weather an area

2 I can organize and interpret information presented on a

climograph Harcourt Social Studies 6th Grade

Textbook


Formal assessment Harcourt Social




information about people, places and environments. Cartographers decide which information to


has over a period of time, and that temperature and rainfall are two key aspects of climate. Climate in a place affects the kinds of homes people live in and some types of work they do, as well as the recreational activities.

graph. I can use appropriate math skills to interpret social studies information such as that presented on graphs.

Pg.332-‐333 Unit 4 Ch 10 Charts and graph skills


Studies Activity Book Pg. 92-‐93 Harcourt SS Unit/CH Assessments

HIST 2 GEO 4

Early civilizations with unique governments,







today. Latitude and

longitude can be

Explore the history of Russia and the rise and fall of the Soviet Union.

2 I can analyze the historical background of the Soviet Union to evaluate relationships between past conflicts and current conditions. I can explain the significance of individuals and groups from the Soviet Union, past and present, I can identify examples of governments with rule by one, few, or many.

reform Czar abdicate totalitarian purge cold war Perestroika glasnost time zone


Textbook Pg. 334-‐341 Unit 4 Ch 10.2






used to identify absolute location.

ECON 12




Explores the changes in the governments, economies, and cultures of Russia and the former Soviet republics.

1 I can describe characteristics of the countries of the CIS that resulted from historic events or factors. I can compare ways in which the countries of the CIS organize the production of goods and services, I can learn how government functions in the CIS. I can explain how opportunities for citizens to participate in and influence the political process vary among different societies.

light industry heavy industry cosmonaut displace






GEO 5


various criteria (e.g. landform, climate,

Explore the history and tradition of trade in West and Central Africa. Discuss why the

1 I can compare the climate and vegetation regions of West and Central Africa.

savanna transition zone cacao bauxite copper belt


Textbook Unit 6 Ch 13

West Africa and Central Africa


Formal assessment Harcourt Social Studies Activity Book




GEO 3

population, cultural or economic).

Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to


region of West and Central Africa are well located for the development of trade. Demonstrate the difficulty of converting images on a globe to a flat piece of paper, showing how the square is distorted when the paper is flattened.

I can describe the physical processes that produce renewable and nonrenewable resources in West and Central Africa. I can identify and analyze ways people have adapted to the physical environment in West and Central Africa. I can organize and interpret information presented on maps.

cobalt projection distortion equal-‐area projection conformal projection

Section 1 and skills Pg. 444-‐449

Discovery

Education Social Studies: World

History (Prehistory-‐1800) Unit 4 Growth of

Empires Ch. 16 African Empires CH 16.1

Geography of Africa

How did the geography of Africa affect its settlement patterns and commerce?

Pg. 119-‐120 Desert, Savanna, and Rain Forest Pg. 121-‐122 Map and Globe Skills Harcourt SS Unit/CH Assessments Discovery Education SS Unit/CH Assessments





characteristics. The

Explore the history and traditions of trade in West and Central Africa. Explore the maps of Africa and discuss the regions of West and Central Africa and locate the developing trade routes. Explore the

2

I can analyze the historical background o f West and Central Africa to evaluate relationships between past conflicts and current conditions. I can explain the significance of individuals and

mansa middle passage animism kinship griot folktale


Textbook Unit 6 Ch. 13

West Africa and Central Africa Section 2 and 3 Pg. 452-‐457 and

460-‐465


History

How have events and ideas from the past shaped the Eastern Hemisphere today? How did trade influence the politics and culture of African Empires?

Formal assessment Harcourt Social Studies 6th grade Activity Book Pg. 123 A Time of Empires Pg. 125 Many Cultures Harcourt SS Unit/CH




culture practices and products of these early



today.

sources of ethnic and cultural diversity in the West and Central Africa.

groups from West and Central Africa. I can describe some traits that define culture in West and Central Africa. I can evaluate how cultural borrowing has affected West and Central African cultures.

(Prehistory-‐1800) Unit 4 Growth of

Empires Ch. 16 African Empires CH. 16.2

Growth of African Empires

Sections 1-‐3

Assessments Discovery Education SS Unit/CH Assessments

ECON 12




Explore the economic and political challenges faced by the countries of West and Central Africa following independence. Discuss how economic independence and political stability affect the quality of people’s daily lives.

1 I can explain factors that influence economic developments in West and Central Africa. I can compare ways West and Central Africans organize the production and distribution of goods and services. I can describe how factors of production influence the economies of

staple millet sorghum


Textbook Unit 3 Ch. 13 Section 4 Pg. 468-‐473

Developing Nations




Growth of African Empires

Sections 4-‐5

Why can’t people have everything they want? How did trade influence the politics and culture of African Empires?

Formal assessment Harcourt Social Studies Activity Book Pg. 126 Developing Nations Harcourt SS Unit/CH Assessments Discovery Education SS Unit/CH Assessments




West and Central Africa. I can identify example of limited and unlimited governments.



Describe the geography of East Africa and Southern Africa and that there are rich resources available to Africans. Explore the ancient cultures of East and Southern Africa and how it relates ways in which contemporary African cultures have been influenced by the past.

2 I can identify and explain the geographic factors responsible for patterns of population. I can identify and analyze ways people have adapted to the physical environment. I can explain how individuals and groups from the past have influenced the development of cultures in the East and Southern Africa. I can relate ways in which contemporary cultures have been influenced

pan veld flax Dhow Afrikaans boers


Textbook Unit 6 Ch. 14 East Africa and Southern Africa

Section 1 Plains and Plateaus

Pg. 478-‐484

Section 2 Ancient Cultures

Pg. 485-‐491




Religion and Culture in Africa Sections 1-‐2

How does where you live influence how you live? How did contact with other religions change life in Africa?

Harcourt Social Studies Activity book Pg. 120-‐130 Plains and Plateaus Pg. 131 Ancient Cultures Harcourt SS Unit/CH Assessments Discovery Education SS Unit/CH Assessments




by the past. GEO 6

ECON 12

Variations among physical







Discuss with students how people’s lives are affected when their country is controlled by another country. Discuss the impact for all people in a country, rather than just a few, to help decide their country’s future. Identify the challenges that face East and Southern Africa today. Describe the steps that Africans have taken to solve problems and improve their lives. Elicit that accessing information from tables can be more efficient.

2 I can evaluate relationships between past conflicts and current conditions in contemporary societies in East and Southern Africa. I can identify and compare how governments function. I can compare the production and distribution of goods and services in East and Southern Africa. I can explain factors that influence economic development. I can identify factors that influence political processes.

Apartheid Pan Africanism Harambee migrant worker foreign debt debt service malnutrition poacher table row column


Textbook Unit 6 Ch. 14 East Africa and Southern Africa

Section 3 From Colonies to

Countries Pg. 492-‐498

Section 4

Facing the Future Pg. 499-‐505

Discovery




Religion and Culture in Africa Sections 4-‐5

How does where you live influence how you live? How did contact with other religions change life in Africa?

Harcourt Social Studies Active Book Pg. 132 From Colonies to Countries Writing assignment Pg. 133 Facing the Future Pg. 134-‐135 Chart and Graph Skills Harcourt SS Unit/CH Assessments Discovery Education SS Unit/CH Assessments

ECON 15


Describe the two types of landforms

1 I can analyze the effects of physical

insular strait


Why can’t people have

Formal Assessment




influenced by competition, helps to determine price in a market. This interaction also determines the quantities of

outputs produced and the quantities of inputs. (human resources, natural resources, and capital) used.

in Southeast Asia and how they affect people’s lives. Explain how technology helps people better use natural resources.

processes and the physical environment on Southeast Asia. I can explain factors such as location and distribution of natural resources that influence Southeast Asia’s economic development. I can identify ways Southeast Asians have modified the physical environment.

paddy biodiversity

Textbook Unit 7 Ch. 17 Southeast Asia Section 17.1

Peninsulas, Islands, and Seas

Pgs. 584-‐589



Empires Ch. 14

Japan and Korea CH. 14.1

Japan’s Geography and Political Development

everything they want? How did physical geography influence Japan’s cultural development?

Harcourt Social Studies Activity Book Pg. 159 Harcourt SS Unit/CH Assessments Discovery Education SS Unit/CH Assessments

HIST 2 GEO 3

Early civilizations with unique governments,


religions, technologies and

Describe the history of trade, empires, colonialism, and independence in Southeast Asia. Explain how

1 I can analyze the background of contemporary Southeast Asian societies to evaluate relationships

scale protectorate domino effect


Textbook Unit 7 Ch. 17.2 In the Shadows of

Others Pg. 592-‐596

How have events and ideas from the past shaped the Eastern Hemisphere today?

Formal Assessment Harcourt Social Studies Activity Book Pg. 158 In the




agricultural practices and





today.

cultural borrowing affects the region today. Explain that maps have different purposes and that knowing which map suits their needs will help get the information they need.

between past conflicts and current conditions. I can explain the significance of individuals or groups from Southeast Asian societies, past and present.

Map and Globe Skill Pg. 590-‐591

Discovery



Empires Ch. 14

Japan and Korea CH. 14.2

Japanese Society

What affects did power and social class have on Japanese feudal society?

Shadows of Others Pg. 592-‐596 Map and Globe Skill Harcourt SS Unit/CH Assessments Discovery Education SS Unit/CH Assessments

GOV 10

ECON 11





limits on governmental authority. Economists

compare data sets to draw conclusions about relationships

among them.

Describe the experiences of Southeast Asian nations after gaining independence. It shows that economic success is often related to a stable government. Explain that circle graphs are based on fractions in which the denominator is 100. They present comparisons among related items in a clear, visual way.

1 I can compare limited and unlimited governments. I can analyze how past conflicts influence current conditions in Southeast Asia. I can organize and interpret information presented on graphs.

human rights sulton circle graph


Textbook Unit 7 Ch. 17 Southeast Asia Section 17.3

Varying Economics, Varying

Governments Pg. 597-‐601

Compare Circle Graphs

Pg. 602-‐603



Empires

How does governmental authority affect citizens’ rights? How did physical location impact life in ancient Korea?

Harcourt Social Studies Activity Book Pg. 159 Varying Economics, Varying Governments Pg. 160-‐161 Compare Circle Graphs Harcourt SS Unit/CH Assessments Discovery Education SS Unit/CH Assessments




Ch. 14 Japan and Korea

CH. 14.3 Korea’s Geography

and Society



Explore the contrasting geographic features of Australia and New Zealand and explain how people have adapted to the land.

2 I can explain the geographical factors responsible for patterns of population of Australia and New Zealand, I can compare the geographic features and natural resources of Australia and New Zealand. I can analyze the ways the people of Australia and New Zealand have adapted to and modified their physical environment. I can complete the Social Studies Exploration to respond to the Essential Question: How does geography

outback marsupial station


Textbook Unit 8 Ch 18 Section 18.1

The Lands Down Under

Pg 620-‐624

Discovery Education Social

Studies World Geography

& Cultures Unit 3 Regions in the Eastern Hemisphere

Ch.11 Australia, Oceania, and Antarctica

Ch. 11.1 Geography

of Australia, Oceania, and Antarctica

Ch. 11.2

Human Interaction in Australia, Oceania, and Antarctica

How does geography influence life, or the lack of life, in Australia, Oceania, and Antarctica? How have people interacted with the environment in Australia, Oceania, and Antarctica?

Formal Assessment Harcourt Social Studies Activity Book Pg. 164 Discovery Education World Geography & Cultures Unit 3 Ch. 11 Social Studies Exploration Sheet Harcourt SS Unit/CH. Assessments Discovery Education SS Unit/CH Assessments




influence life, or lack of life, in Australia, Oceania, and Antarctica?





Explain the cultures of the first settlers of the “lands down under” and how Europeans affected them then and now. Explore resources and categorize to better understand geography and settlement patterns in Australia, Oceania, and Antarctica

2 I can describe characteristics of Australia and New Zealand societies that resulted from historical factors, I can explain the significance and influence of Australia and New Zealand individuals or groups, past and present. I can relate ways in which contemporary expressions of culture have been influenced by the past.

Aborigine dreamtime Penal colony


Textbook Unit 8 Ch. 18 Section 18,2 Outposts in the

Pacific Pg 625-‐ 631

Discovery

Education Social Studies

World Geography & Cultures

Unit 3 Regions in the Eastern Hemisphere


Ch. 11.3 People and Culture of

Australia, Oceania, and Antarctica

How have patterns of migration changed the cultures of Australia, Oceania, and Antarctica?

Formal Assessment Harcourt Social Studies Activity Book Pg. 165 Discovery Education Unit 3 Ch. 11 Use the GREASES chart Harcourt SS Unit/CH. Assessments Discovery Education SS Unit/CH Assessments


obtained from a variety of historic and contemporary sources. Sources can

Discuss how as students they can get involved in school issues. Remind them that adults who participate in

1 I can identify and explain the importance of voluntary participation in democratic societies.


Textbook Unit 8 Ch. 18 Act as a

Responsible Citizen Pg. 632-‐633

How have natural history and geography influenced the political and economic structures in

Formal Assessment Harcourt SS Unit/CH. Assessments




be examined for accuracy.

community groups or run for offices are doing the same thing, getting involved.

I can use a problem-‐solving process to identify a problem related to acting as a responsible citizen.

Discovery





Ch. 11.4

Government and Economy of

Australia, Oceania, and Antarctica Section 1

Australia, Oceania, and Antarctica?

Discovery Education SS Unit/CH Assessments Harcourt Social Studies Activity Book Pg. 166





Explain how Australia and New Zealand are meeting the economic, environmental, and political challenges of today. C0mpare the governments and economies of Australia, Oceania, and Antarctica as they read the Core

2 I can identify the ways in which Australia and New Zealand’s economic systems are organized. I can compare how the governments of Australia and New Zealand function.

Geothermal Power


Textbook Unit 8 Ch. 18.3

Australia and New Zealand Today Pg 634-‐639

Discovery



Unit 3 Regions in the Eastern

How have natural history and geography influenced the political and economic structures in Australia, Oceania, and Antarctica?

Formal Assessment Harcourt Social Studies Activity Book Pg.167 Discovery Education Unit 3 Ch. 11.4 Comparison chart Harcourt SS




Interactive Text. I can explain how citizens of Australia and New Zealand participate in and influence the political processes of their countries.

Hemisphere Ch.11 Australia, Oceania, and Antarctica

Ch. 11.4

Government and Economy of

Australia, Oceania, and Antarctica Section 2 & 3

Unit/CH. Assessments Discovery Education SS Unit/CH Assessments



Explain that they have to read a line graph carefully to recognize the kind of information it provides.

1 I can organize and interpret information presented on graphs. I can describe ways in which natural resources influence the economies of Australia and New Zealand.

line graph trend


Textbook Unit 8 Ch. 18


Formal Assessment Harcourt Social Studies Activity Book Pg. 168-‐169 Harcourt SS Unit/CH. Assessments



Explain migration patterns to Melanesia, Micronesia, and Polynesia and explore cultural patterns of the Pacific Islands.

1 I can explain the geographic factors responsible for population patterns in the Pacific Islands. I can analyze ways people have adapted to the Pacific Islands’ physical

outrigger Tabu Kastom mana


Textbook Unit 4 Ch. 19 .1 The Pacific Islands and

Antarctica-‐ Island Migration Pg. 646-‐651







environment. I can explore how human migration has affected the Pacific Islands.





Describe the geography and economies of the Pacific Islands and the effect of European contact.

1 I can explain the geographic factors affecting economic activities in the Pacific Islands. I can explore aspects that link or separate Pacific Island cultures and societies. I can analyze Pacific Islanders’ history for links between past conflicts and current conditions.

Continental Island High island Low island Copra Trust territory


Textbook Unit 4 Ch. 19.2 Island Nations Pg. 654-‐659


Why do people move?

Formal Assessment Harcourt Social Studies Activity Book Pg. 174 Harcourt SS Unit/CH. Assessments



Cartographers or mapmakers consider the audience for each type of map and leave out information that would clutter the main purpose of the maps, They also edit

1 I can organize and interpret information presented on maps. I can pose and answer questions about geographic distributions and patterns for Papa


Textbook Unit 4 Ch. 19 Map and globe

skills Pg. 660-‐

661BrainPop: Social St.






displayed.

information based on the scale of the map.

New Guinea show on maps.





Describe Antarctic’s landforms and animal, plant, and mineral resources. The mineral resources are why nations cooperate on research projects based on the continent.

1 I can describe and explain how physical processes have resulted in physical patterns on Antarctica. I can identify and analyze ways people have adapted to the physical environment of Antarctica. I can describe how technology influences the capacity to modify Antarctica’s physical environment.

ice shelf pack ice krill


Textbook Unit 4 Ch. 19.3 Antarctica: A

Continent Without a Population Pg. 662-‐667



Formal Assessment Harcourt Social Studies 6th grade Activity Book Pg. 177-‐178 Harcourt SS Unit/CH. Assessments

Review of topics from the year

3


Textbook Unit 8 Ch 18 Section 18.1

The Lands Down Under

Pg 620-‐624

Discovery

How does geography influence life, or the lack of life, in Australia, Oceania, and Antarctica?

Formal Assessment Harcourt Social Studies Activity Book Pg. 164 Discovery Education








Ch. 11.1 Geography

of Australia, Oceania, and Antarctica

Ch. 11.2

Human Interaction in Australia, Oceania, and Antarctica

How have people interacted with the environment in Australia, Oceania, and Antarctica?

World Geography & Cultures Unit 3 Ch. 11 Social Studies Exploration Sheet Harcourt SS Unit/CH. Assessments Discovery Education SS Unit/CH Assessments

End 4th Quarter

Documents

Social%Studies%Grade6%–1st%Quarter% …5!!!! Latitude!and longitude!can!be! used!to!identify! absolute!location.!! Region!can!be! determined,! classified!and! compared!using! various!criteria(e.g.!