Download Grade 6 - USD 383

Manhattan-Ogden USD 383 – HGSS Curriculum Design Map – Grade 6
Grade 6
Welcome to HGSS curriculum maps for Manhattan-Ogden
USD 383, striving to produce learners who are:
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Effective Communicators who clearly express ideas and effectively
communicate with diverse audiences,
Quality Producers who create intellectual, artistic and practical
products which reflect high standards
Complex Thinkers who identify, access, integrate, and use resources
Collaborative Workers who use effective leadership and group skills
to develop positive relationships within diverse settings.
Community Contributors who use time, energies and talents to
improve the welfare of others
Self-Directed Learners who create a positive vision for their future, set
priorities and assume responsibility for their actions. Click for more.
Overview of Standards
Adopted in 2013, the Kansas Standards for History, Government, and Social
Studies prepare students to be informed, thoughtful, engaged citizens as
they enrich their communities, state, nation, world, and themselves.
An informed citizen possesses the knowledge needed to understand
contemporary political, economic, and social issues. A thoughtful citizen
applies higher order thinking skills to make connections between the past,
present, and future in order to understand, anticipate, respond to, and
solve problems. An engaged citizen collaborates, contributes, compromises,
and participates as an active member of a community.
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A 21st century American citizen requires a
variety of skills to be successful – analyzing
problems, collecting information, evaluating
sources and finding solutions.
This map focuses on discipline-specific habits of
mind that encourage the application of content
in authentic situations as a framework for
curriculum, instruction, assessment and
lessons.
Following best practices and literacy expectations, these standards
encourage educators to address an integrated approach to learning. This
map provides direction and guidance. Both deep content knowledge and
effective teaching expertise are essential for a rich learning experience.
Core Standards 1. Choices have consequences. 2. Individuals have rights
and responsibilities. 3. Societies are shaped by beliefs, idea, and diversity. 4.
Societies experience continuity and change over time. 5. Relationships
between people, place, idea, and environments are dynamic.
Our curriculum resources from Timelinks provide standards-based content,
developed from the latest research and organized around the themes of
social studies. The program integrates literacy support in every lesson and
instills citizenship through real-life role models. Units are taught with
consideration of all four social studies disciplines:  History 
Civics/Government  Geography  Economics.
Manhattan-Ogden USD 383 – HGSS Curriculum Design Map – Grade 6
Unit/Lesson
Standards Connection
Unit 1 – Rivers and
Civilizations,
Lesson 1 – Early People
How did early people adapt to their
environment?
Unit 1 – Rivers and
Civilizations,
Lesson 2 – The Beginning of
Agriculture
How did the development of
agriculture change human life?
Unit 1 – Rivers and
Civilizations,
Lesson 3 – The Fertile Crescent
How did geography affect civilizations
in the Fertile Crescent?
Unit 1 – Rivers and
Civilizations,
Lesson 4 – Babylonia, Israel,
and Assyria
Unit 1 – Rivers and
Civilizations,
Lesson 5 – The Kingdoms of
Egypt
Unit 1 – Rivers and
Civilizations,
Lesson 6 – The Culture of Egypt
Unit 1 – Rivers and
Civilizations,
Lesson 7- Early Indian
Civilizations
Why did empires rise and fall in
Mesopotamia?
Unit 1 – Rivers and
Civilizations,
Lesson 8 – Early Indian Empires
How did religion affect government in
early India?
1
Why was ancient Egypt able to remain
a great power for centuries?
What made Egyptian culture unique?
What influenced the development of
early Indian culture?
Vocab
hunter-gatherer
environment
Old Stone Age
technology
artifact
agriculture
surplus
specialize
barter
domesticate
irritation
city-state
polytheism
empire
scribe
code
covenant
monotheism
astronomy
pharaoh
dynasty
hieroglyphics
papyrus
mummy
pyramid
monsoon
deity
reincarnation
artisan
caste
raja
export
import
epic
Essential Questions
How does geography affect
civilizations?
Notes
Manhattan-Ogden USD 383 – HGSS Curriculum Design Map – Grade 6
Unit/Lesson
Standards Connection
Unit 1 – Rivers and
Civilizations,
Lesson 9 – China’s First
Dynasties
Unit 1 – Rivers and
Civilizations,
Lesson 10 – The Chinese
Empire
Unit 2 – The Ancient World,
Lesson 1 – Greek Civilization
How did geography affect early
Chinese civilization?
Unit 2 – The Ancient World,
Lesson 2 – Alexander’s Empire
How did different government
systems affect Greek civilization?
Unit 2 – The Ancient World,
Lesson 3 – The Roman Republic
How did Roman society shape the
Republic?
Unit 2 – The Ancient World,
Lesson 4 – The Roman Empire
How did change impact the Roman
world?
Unit 2 – The Ancient World,
Lesson 5 – Ancient North
Americans
How did early civilizations adapt to
North America?
Unit 2 – The Ancient World,
Lesson 6 – Toltec, Aztec, and
Inca
How did empires develop in the
Americas?
2
How did early dynasties influence
China?
How did earlier civilizations shape
Greek culture?
Vocab
Essential Questions
loess
warlord
oracle
pictograph
standardization
civil service
Silk Road
harbor
tsunami
philosopher
monarchy
tyrant
oligarchy
democracy
plague
republic
patrician
plebeian
consul
civil war
Pax Romana
census
aqueduct
inflation
pueblo
adobe
totem
codex
glyph
causeway
terrace
hydroponics
quipu
Why do empires rise and
fall?
Notes
Manhattan-Ogden USD 383 – HGSS Curriculum Design Map – Grade 6
Unit/Lesson
Standards Connection
Unit 3 – Trade and Tradition,
Lesson 1 – The Arab World
How did the growth of Islam change
Arabia?
Unit 3 – Trade and Tradition,
Lesson 2 – The Muslim Empire
How did the Muslim empire change
the places it conquered?
Unit 3 – Trade and Tradition,
Lesson 3 – The Ottoman Empire
How did diversity affect the Ottoman
Empire?
Unit 3 – Trade and Tradition,
Lesson 4 – Early African
Kingdoms
Unit 3 – Trade and Tradition,
Lesson 5 – West African
Empires
Unit 3 – Trade and Tradition,
Lesson 6 – Great Zimbabwe
ONLINE ONLY – NO PRINT
RESOURCES
Unit 4 – Cultures and Change,
Lesson 1 – The Middle Ages
How did outside cultures influence
early African kingdoms?
ONLINE ONLY – NO PRINT
RESOURCES
Unit 4 – Cultures and Change,
Lesson 2 – The Middle Ages and
the Church
ONLINE ONLY – NO PRINT
RESOURCES
Unit 4 – Cultures and Change,
How did faith influence life in the
Middle Ages?
3
How did trade affect the kingdoms of
Ghana, Mali, and Songhai?
How did trade change African coastal
communities?
How did life change for Europeans
during the Middle Ages?
How did new ideas and conflicts
change Europe?
Vocab
oasis
caravan
Muslim
pilgrimage
caliph
bazaar
mosque
minaret
astrolabe
sultan
divan
grand vizier
Janissaries
Grand Mufti
sickle
textile
mint
supply
demand
griot
granary
dhow
feudalism
manor
vassal
serf
guild
monastery
convent
cathedral
Crusade
Renaissance
humanism
Inquisition
Essential Questions
How do cultures influence
each other?
What makes civilizations
change?
Notes
Manhattan-Ogden USD 383 – HGSS Curriculum Design Map – Grade 6
Unit/Lesson
Lesson 3 – Renaissance and
Reformation
ONLINE ONLY – NO PRINT
RESOURCES
Unit 4 – Cultures and Change,
Lesson 4 – China’s Tang to Ming
Dynasties
ONLINE ONLY – NO PRINT
RESOURCES
Unit 4 – Cultures and Change,
Lesson 5 – The Indian Empire
ONLINE ONLY – NO PRINT
RESOURCES
Unit 4 – Cultures and Change,
Lesson 6 – Feudal Japan
Standards Connection
How did trade change China?
Mogul
shah
How did the feudal period affect
Japan’s culture?
Shinto
shogun
shogunate
daimyo
samurai
strait
Wat
complex
How did the rise and fall of kingdoms
affect life in Southeast Asia?
ONLINE ONLY – NO PRINT
RESOURCES
Unit 5 – Changing Ideas,
Lesson 2 – Exploring the World
ONLINE ONLY – NO PRINT
RESOURCES
Unit 5 – Changing Ideas,
Lesson 3 – Europeans in the
Americas
How did Europe’s sea explorations
change the world?
How did scientific discoveries change
how Europeans looked at the world?
How did European settlement change
the Americas?
Essential Questions
Reformation
annul
porcelain
abacus
Forbidden City
How did Mogul rule change India?
ONLINE ONLY – NO PRINT
RESOURCES
Unit 4 – Cultures and Change,
Lesson 7 – Southeast Asian
Kingdoms
ONLINE ONLY – NO PRINT
RESOURCES
Unit 5 – Changing Ideas,
Lesson 1 – The Age of Ideas
4
Vocab
theory
geocentric
heliocentric
vaccine
Enlightenment
caravel
circumnavigate
Northwest Passage
conquistador
immunity
triangular trade
Middle Passage
How do new ideas change
people’s lives?
Notes
Manhattan-Ogden USD 383 – HGSS Curriculum Design Map – Grade 6
Unit/Lesson
Standards Connection
Vocab
ONLINE ONLY – NO PRINT
RESOURCES
Unit 5 – Changing Ideas,
Lesson 4 – The First
Revolutions
ONLINE ONLY – NO PRINT
RESOURCES
Unit 5 – Changing Ideas,
Lesson 5 – Independence
Spreads
ONLINE ONLY – NO PRINT
RESOURCES
Unit 5 – Changing Ideas,
Lesson 6 – The Industrial
Revolution
ONLINE ONLY – NO PRINT
RESOURCES
Unit 5 – Changing Ideas,
Lesson 7 – The Age of
Imperialism
ONLINE ONLY – NO PRINT
RESOURCES
Unit 6 – A Century of Challenge,
Lesson 1 – War and Revolution
How did new ideas lead to changes in
government?
divine right
boycott
Bastille
How did the idea of independence
affect the Americas?
mestizo
confederation
How did the Industrial Revolution
change how people lived and worked?
Industrial Revolution
factory
union
strike
How did imperialism change the
world?
imperialism
nationalism
spheres of influence
How did political and economic
change lead to conflict in Europe?
ONLINE ONLY – NO PRINT
RESOURCES
Unit 6 – A Century of Challenge,
Lesson 2 – World War II
How did World War II affect the
world?
ONLINE ONLY – NO PRINT
RESOURCES
Unit 6 – A Century of Challenge,
Lesson 3 – Modern China
What effect did communism have on
China?
alliance
armistice
communism
command economy
totalitarian
depression
propaganda
fascist
concentration camps
genocide
Great Leap Forward
commune
Cultural Revolution
5
Essential Questions
What causes conflict among
people?
Notes
Manhattan-Ogden USD 383 – HGSS Curriculum Design Map – Grade 6
Unit/Lesson
Standards Connection
ONLINE ONLY – NO PRINT
RESOURCES
Unit 6 – A Century of Challenge,
Lesson 4 – The Cold War
How did the Cold War change the
world?
ONLINE ONLY – NO PRINT
RESOURCES
Unit 6 – A Century of Challenge,
Lesson 5 – Struggles in India
ONLINE ONLY – NO PRINT
RESOURCES
Unit 6 – A Century of Challenge,
Lesson 6 – Searching for Peace
ONLINE ONLY – NO PRINT
RESOURCES
Unit 6 – A Century of Challenge,
Lesson 7 – Independence in
Africa
ONLINE ONLY – NO PRINT
RESOURCES
Unit 6 – A Century of Challenge,
Lesson 8 – Southeast Asia and
the Pacific
ONLINE ONLY – NO PRINT
RESOURCES
Unit 6 – A Century of Challenge,
Lesson 9 – Global Challenges
How did conflicts affect the
development of modern South Asia?
6
Vocab
NATO
Warsaw Pact
Cold War
arms race
space race
civil disobedience
Green Revolution
Why did conflict break out in
Southwest Asia?
anti-Semitism
sharia
terrorist
How have modern Africans dealt with
conflicts and challenges?
apartheid
sanctions
refugee
What is life like in modern Southeast
Asia?
archipelago
coup
guerrilla
martial law
What are some of the challenges facing
the nations of the world today?
global economy
globalization
Essential Questions
Notes
Manhattan-Ogden USD 383 – HGSS Curriculum Design Map – Grade 6
History
Grade
By the end of
6-8
the student
should be
able to:
Ask historic questions
Analyze and interpret a
variety of texts and media
Describe what sourcing a
document is and
communicate its importance
in historical terms
Describe and communicate
what context is and its
importance in understanding
history
Demonstrate historical
knowledge about a time
period or era by
demonstrating significance
and/or recounting the
narrative
Discuss specific instances of
continuity and change over
time
Demonstrate their
understanding of history by
7
Civics/Government
Demonstrate the connection to
personal interest, civic virtue, and
democratic principles in their own
lives
Examine the powers and limits of
the three branches of government
at federal, state and local levels
Explain the origins and structures
defined by the U.S. Constitution
and compare those structures to
those of other political systems
Describe and discuss the powers
and responsibilities of citizens,
political parties, media, and
interest groups if creating public
policy
Use standards and/or a criteria to
make judgments about positions
on a particular issue and to take a
position on a particular issue
Describe and discuss how public
policy is made and what forces
sway the civic outcome
Geography
Ask geographic questions
about spatial distributions,
place, location scale and
perspective, patters and
other geographic concepts
Gather and organize
geographic information from
a variety of sources
Economics
General Skills
Ask economic questions
about choices, cost/benefit,
how people respond to
incentives, opportunity cost
analysis, voluntary
exchange and other
economic concepts
Read closely and comprehend,
analyze and interpret discipline
specific text
Gather and organize
economic information from
a variety of sources
Analyze and interpret
geographic information
Analyze and interpret
economic information
Draw conclusions and
answer geographic questions
Construct maps to describe
spatial and cultural patterns
Use technology and other
representations to explain
relationships between
geographic and/or political
areas
Discuss possible reasons for
differences between areas
with similar environments
Make reasoned judgments
and analysis to solve
authentic real life economic
problems
Draw conclusions and
answer economic questions
Evaluate alternative
approaches to solving
economic problems
identifying the benefits and
costs to different
Use corroboration to support or
defend a particular position or
claim
Discuss how choices affect the
well-being of individuals,
businesses, and society
Engage effectively in a range of
collaborative discussions with
diverse partners, building on
others ideas and expressing
their own clearly
Answer questions and
construct knowledge in order
to make connection to the real
world
Discuss how perspectives shape
the world they live in
Manhattan-Ogden USD 383 – HGSS Curriculum Design Map – Grade 6
categorizing the causes and
impact of significant events
Identify the relevance of
particular sources to a
particular inquiry
yet distinctly different
cultures
Clearly articulate their position on
an issue and communicate that
position, with argument, to policy
makers
Work cooperatively to build
coalitions, negotiate, compromise,
and build consensus
Identify possible methods to move
work forward and the obstacles
preventing progress
8
Demonstrate understanding
of the relationship between
local environment, and
human political and
economic activity
individuals, groups and
society as a whole
Make a claim and support it
with evidence and argument