Grade 6 Social Studies Curriculum
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1 Secaucus Board of Education Grade 6 Social Studies Curriculum Updated in January Aligned to the New Jersey Core Curriculum Content Standards for Social Studies () and the Common Core Standards for Reading and Writing (2010). Approved by the Secaucus Board of Education: May 15,
2 6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology D. History, Culture, and Perspectives Essential Questions Enduring Understandings Activities and Student Experiences How does agriculture change the nature of society? Content Statements The Beginnings of Human Society: Paleolithic and Neolithic Ages 1. Hunter/gatherers adapted to their physical environments using resources, and primitive technological advancements. 2. The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies. The agricultural revolution resulted in successful permanent settlements, food surpluses, job specializations, and social divisions within ancient societies. Cumulative Progress Indicators A.1.a, B.1.b, C.1.a, C.1.b, D.1.a, D.1.b, D.1.c WHST a, WHST b, WHST d and 10, RH Write an essay comparing and contrasting the social organization of early hunters/gatherers and those who lived in early agrarian societies.use a Venn Diagram to help organize facts. 2. Create a map showing the various migration routes from Africa to Europe, Asia, and the America. Use primary illustrations to enhance your map. 3. Divide the class into two groups, hunter/gathers and agrarians. Each group will list available resources and daily activities needed to sustain their existence. Conduct research to help cite examples of how these people lived. 4. Compare and contrast written versus verbal language. Discuss the pros and cons of each type of communication and how it impacted the growth of societies. 5. Lead a discussion how archaeologists use non-written sources to develop an understanding of ancient civilizations. Have students choose one archeological tools from this time period, conduct research on this tool, and explain how the tool impacted society. Students may want to compare this tool to a modern day example and form a connection between the objects. 2
3 3. Archaeology provides historical and scientific explanations for how ancient people lived. Desired Results Students will know: The effects the agricultural revolution had on human society. The importance of food surpluses to the growth of population. The role of job specialization and social divisions in the transformation from hunter/gatherer to agrarian societies. Assessments To show evidence of meeting this standard, students may: Create a map of the migration routes of hunters and gatherers in North America. Oral view and discussion of the agricultural revolution. Develop Tier 2 and Tier 3 vocabulary using primary sources, including paintings and pictures of the time period. Complete a unit assessment depicting the evolution of a hunter/gatherer society to an agrarian society. Document Based Questions based on the time period. Develop student portfolios which include writing, research, tests, DBQ s and student research. Create flow charts showing stages and development between the hunter/gatherer to agrarian society. Debate the importance of written and non-written language Write an informative text on a type f and/or how society developed during the agricultural revolution and cite examples from primary and secondary sources. Teacher Resources District textbook/materials Videos DBQs Handouts Websites:
4 Analyze information text regarding agrarian society and it s development Equipment Needed Informational texts Internet access Art supplies Artifacts Historical sources Maps, projector IWB
5 6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. E. Civics, Government, and Human Rights F. Geography, People, and the Environment G. Economics, Innovation, and Technology H. History, Culture, and Perspectives Essential Questions Enduring Understandings Activities and Student Experiences How does geography affect civilizations? The availability of resources, favorable climate and favorable physical geography allowed the growth ancient valley civilizations. The development of ancient societies allowed for the spread of religious beliefs among native peoples. Primitive technological advances allowed for the sustainable farming and growth of ancient river valley civilizations. 1. Create a cause and effect chart for the development of government in ancient river valley civilizations. 2. Participate in a mock trial using Hammurabi s Code. 3. Create a diagram illustrating the social hierarchy of a river valley society. 4. Research a major modern city and connect its development with the major ancient river valley civilization which once existed in that location. 5. Trace the evolution of an ancient weapon used in society and discuss the impact it had on society. 6. Conduct research on an ancient valley civilization. Analyze the cause for the downfall of this civilization. 7. Research a particular event and/or person who may have had a major impact during this time period. Use primary source documents to support your claim. 8. Analyze illustrations/drawing/pictures of ancient landmarks. Discuss what information these landmarks reveal about the ancient civilization. Content Statements Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and northwestern India], and, Cumulative Progress Indicators A.2.a, A.2.b, A.2.c, B.2.a, B.2.b, C.2.a, D.2.a, D.2.b, D.2.c, D.2.d 5
6 later, Yellow River Valley in China) developed due to WHST b, RH favorable geographic conditions. They created centralized systems of government and advanced societies. Desired Results Students will know: The reasons why centralized societies grew around river valley locations. Food surpluses led to an increase of technology and enhanced trade networks. Why the increase of population increased the demand for a centralized government. Assessments To show evidence of meeting this standard, students may: Create a map of ancient valley civilizations and the impact the geography had on surrounding civilizations Oral review of ancient river valley societies Develop Tier 2 and Tier 3 vocabulary using primary and secondary sources Complete a unit assessment on landmarks and historical figures of the time period. Complete formative assessments which include research projects of the ancient river valley civilizations Document Based Questions Develop portfolios which illustration student understanding of Common Core Reading and Writing Skills based on ancient river valley content Create flow charts showing stages and development of ancient societies Teacher Resources District textbook/materials Videos DBQs Handouts Websites:
7 Reenact a relgious ceremony performed by one of the civilization leaders Hold a debate of the use of geography and primitive tools used to cultivate land efficiently. Experiment and demonstrate understanding of content. Write an informative essay dealing with the economic status of a particular group of people during this time period. Read and analyze informational text regarding the political development of these ancient civlizations Use, identify, and analyze primary and secondary sources. Equipment Needed Informational texts Internet access Art supplies Artifacts Historical sources Maps, projector IWB
8 6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. I. Civics, Government, and Human Rights J. Geography, People, and the Environment K. Economics, Innovation, and Technology L. History, Culture, and Perspectives Essential Questions Enduring Understandings Activities and Student Experiences How did exchanges between empires both spread information and lead to conflict? How does conflict lead to change? Content Statements The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted from the promotion of interregional trade, cultural exchanges, new technologies, urbanization, and centralized political organization. The rise and spread of new belief systems unified societies, but they also became a major source of tension and conflict. As empires and opportunities grew so did cultural differences and religious beliefs. Interactions between different groups and limited resources for these groups created conflict. CPI/CCSS A.4.a, A.4.b, A.4.c, B.4.a, B.4.b, B.4.c, B.4.d, B.4.e, B.4.f, B.4.g, B.4.h, C.4.b, C.4.c, C.4.e, D.4.a, D.4.b, D.4.c, D.4.d, D.4.e, D.4.f, D.4.g, D.4.h, D.4.i, D.4.j RH.6-8.1, WHST.6-8.7, WHST.6-8.8, WHST Write a persuasive essay from the point of view of a specific political leader of the time period in which the student argues in favor of feudalism or democracy. 10. Create a map of major physical features and trade routes and analyze the relationship. Explain how the physical features impacted the effectiveness of the trade routes. 11. Use a modern example of how humans alter their environment. Have students brainstorm how their local region has been changed. Find similarities to examples in Asia, Africa, Europe, or the Americas. 12. Design a flow chart showing how the evolution of agriculture eventually led to urbanization and commercialization. 13. Using a resource map explain the relative value of salt in the West African kingdoms prior to refrigeration. 14. Read and analyze primary sources from the Crusades. Use finding to explain the impact the Crusades had on society. 15. Create cause and effect charts showing the causes and outcomes of the Crusades from different perspectives. Assemble the findings into a cohesive piece of writing. 16. Using a webquest, view and analyze Byzantine art in small groups. Create individual examples of Byzantine-style art. 17. Research the history of Islam in Timbuktu and compose an original essay highlighting its influence on learning and culture. 18. Select objects created by Muslim scholars in the 600s or 700s and write a 8
9 While commercial and agricultural improvements created new wealth and opportunities for the empires, most people s daily lives remained unchanged. Desired Results Students will know: The conflicts that developed because of expanding political, religious, and cultural boundaries. The growth of ideas, religions, and empires created competition for scarce resources which led to conflict. Assessments To show evidence of meeting this standard, students may: Create a map illustrating the Crusades Complete review exercises of identifying key terms and events during this time period Develop Tier 2 and Tier 3 vocabulary using primary sources Complete a unit assessment on Muslim art Complete formative assessments using webquests regarding the Byzantine Empire Document Based Questions Develop student portfolios to display understanding of Common Core reading and writing skills Create flow charts showing stages and developments of political systems which developed during socieities during this time period. Reenact a trade bargain between ancient civilzations Debate the use of tools during times of conflict paragraph that explains its roots, how it spread to other cultures, and its uses in modern times. Teacher Resources District textbook/materials Videos DBQs Handouts Websites:
10 Complete journal entries to demonstrate the understanding of facts dealing with the daily lives of people living in these ancient civilizations Equipment Needed Informational texts Internet access Art supplies Artifacts Historical sources Maps, projector IWB For the New Jersey Holocaust Education Curriculum: 10
11 6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. M. Civics, Government, and Human Rights N. Geography, People, and the Environment O. Economics, Innovation, and Technology P. History, Culture, and Perspectives Essential Questions Enduring Understandings Activities and Student Experiences 1. What factors led to the rise and fall of Classical civilizations? 2. How did world religions from the classical era grow and be influential? Content Statements Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of unprecedented size and diversity by creating centralized governments and promoting commerce, a common culture, and social values. Cultural exchange and 1. Several common factors contributed to the rise and fall of Classical civilizations. 2. The increase of cultural exchange and the diffusion of ideas contributed to the emergence of enduring world religions. CPI/CCSS A.3.a, A.3.b, A.3.c, A.3.d, A.3.e, B.3.a, B.3.b, C.3.a, C.3.b, C.3.c, D.3.a, D.3.b, D.3.c, D.3.d, D.3.e, D.3.f, WHST d, RH.6-8.3, RH Create a Venn diagram comparing and contrasting the methods of government structure for Sparta and Athens. 20. Write a first person narrative of either an Athenian woman or a Spartan woman describing their roles in society. 21. Match key concepts of the U.S. Constitution to their Athenian or Roman equivalent. 22. Participate in a mock trial in which students play the role of an ancient Greek citizen and a modern American citizen. 23. Debate a topic as Roman and U.S. Senators. 24. Draw, label, and color a trade and resource map. 25. Play a game in which students are traders on the Silk Road. 26. Write an essay drawing comparisons between ancient and modern medicine and treatment techniques. 27. Create timelines stating important events in the history of Classical civilizations. 28. Create a legacy poster. 29. Bring in a guest speaker from various religious organizations. 11
12 diffusion dramatically increased, and enduring world religions emerged, during the era of classical civilizations. Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations. Desired Results Students will know: Classical civilizations developed and grew because of centralized governments, trade, and social values. Internal and external factors led to the fall of Classical civilizations. Interactions between people and the exchange of ideas contributed to the growth of enduring world religions Assessments To show evidence of meeting this standard, students may: Create a map. Complete review exercises. Develop Tier 2 and Tier 3 vocabulary. Complete a unit assessment. Complete formative assessments Answer open-ended questions. Develop portfolios to show how the students skills have developed. Create flow charts showing stages and developments. Role play. Teacher Resources District textbook/materials Videos DBQs Handouts Websites:
13 Debate. Experiment and demonstrate understanding of content. Write a formal persuasive essay. Read and analyze informational text. Use, identify, and analyze primary and secondary sources. Equipment Needed Informational texts Internet access Art supplies Artifacts Historical sources Maps, projector IWB
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