Download Social Studies 6th Grade - Readington Township Public Schools

Readington Township Public Schools
Grade 6 Social Studies
Authored by: Mindy Bennington
Will Daly
Nicole Maraventano
Lisa Moor
Susan Reardon
Reviewed by: Mary Jean DiRoberto
Board of Education approval/adopted: December 6, 2011
Members of the Board of Education:
Joanne Sekella, President
Rick Finn, Vice President
Janet Cole
Cheryl Finn
William Goodwin
David Livingston
Wayne Doran
Laura Simon
Eric Zwerling
Superintendent:
Dr. Barbara Sargent
Readington Township Public Schools
52 Readington Road, Whitehouse Station NJ 08889
www.readington.k12.nj.us
Readington Township School District
Social Studies Curriculum
Grade 6
I.
OVERVIEW
The Readington Township School district social studies curriculum adheres to the belief
that social studies education should foster, for all students, the ability to understand their
world and to have an appreciation for the heritage of America with a high degree of
literacy in civics, history, economics, and geography. Our curriculum leads students
from an understanding of themselves and the world around them to the greater
community of Readington and New Jersey, and, eventually, to an understanding of
American traditions, democratic values, and our global society.
II.
RATIONALE
The purpose of social studies education is to provide students the opportunity to acquire
the knowledge, skills, and perspectives needed to become active, informed citizens and
contributing members of local, state, national, and global communities in the digital age.
Kindergarten students will focus on home and family as they are introduced to the basic
understandings of good citizenship and learn about American holidays and symbols.
In first grade, students will learn about the rights that responsible Americans enjoy.
Students will also gain knowledge of schools, communities, and transportation, now and
long ago. The different traditions and customs of Americans will also be explored as
students compare people with different backgrounds. They will also review the difference
between needs and wants, and how their needs are met.
In second grade, students will learn how a community, state, and nation are all different
and alike in some ways. Children will learn that people use resources and change their
environments, and will learn that technology can help us conserve our resources.
Children will compare and contrast life today with life long ago. They will see how both
people and places change over a period of time and that certain important people or
events have become part of our heritage. They will review the concepts of wants, needs,
goods and services.
In third grade, students learn about the rights and responsibilities of community members
as they expand their knowledge of local government in Readington Township. They will
examine how communities change over time and recognize the diversity of communities
around the world. Students will explore both physical and human geography, as they
learn the importance of protecting our natural resources.
In fourth grade, the focus is on the history and geography of New Jersey to understand its
unique features and characteristics. Students will learn the story of New Jersey, from its
foundation in colonial America to its cultural and economic significance today. Students
will uncover the heritage of New Jersey by examining the influence immigrants and
native peoples have had on our culture. Students will explore the government of New
Jersey by examining its similarities to both our local and national government. Finally,
students will engage in a celebration of the great figures and accomplishments unique to
New Jersey.
The progression from fifth through eighth grades will expand student engagement in
relevant activities that connect content knowledge to current issues. The goal is to
promote service learning that will empower students to become civic-minded and socially
active in our global society.
In fifth grade, students will explore the early foundations of the United States including
European exploration of the New World, the colonization of North and South America,
and the fight for independence. Students will also develop a strong sense of the role
Geography plays in understanding our nation’s history and place in our global society.
In sixth grade, students engage in an exploration of major ancient civilizations. By
analyzing the geographic themes, growth of culture, and development of societies,
students will gain a deeper understanding of the commonalities and differences among
ancient civilizations. The elements of culture and the four stages of economic
development serve as a lens through which investigative studies of the ancient
civilizations are focused.
In seventh grade, students will study the political, social, economic, geographic and
technological roots of Western Civilization by examining the time period from Ancient
Greece through the Enlightenment.
In eighth grade, the emphasis is on United States history spanning the time period from
colonial times through the Civil War. Students will be actively involved in authentic
learning experiences which require them to synthesize information learned in order to
critically think, problem-solve, analyze, and evaluate contemporary, historical, and global
issues.
III.
STUDENT OUTCOMES (Link to New Jersey Core Curriculum Standards)
Unit 1: Elements of Culture
Standards: 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.
Content Statements: The Beginnings of Human Society: Paleolithic and Neolithic
Ages
Hunter/gatherers adapted to their physical environments using resources, the natural
world, and technological advancements.
The agricultural revolution led to an increase in population, specialization of labor, new
forms of social organization, and the beginning of societies.
Archaeology provides historical and scientific explanations for how ancient people lived.
CPI #
6.2.8D1.b.
Cumulative Progress Indicator (CPI)
Relate the development of language and forms of writing to the expressions of
ideas, creations of cultural identity, and development if more complex social
structures.
Unit 2: Origins of Society
Standards:
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.
Content Statements: The Beginnings of Human Society: Paleolithic and Neolithic
Ages
Hunter/gatherers adapted to their physical environments using resources, the natural
world, and technological advancements.
The agricultural revolution led to an increase in population, specialization of labor, new
forms of social organization, and the beginning of societies.
Archaeology provides historical and scientific explanations for how ancient people lived.
CPI #
6.2.8.A.1.a
6.2.8.B.1.a
6.2.8.B.1.b
6.2.8.C.1.a
Cumulative Progress Indicator (CPI)
Compare and contrast the social organization of early hunters/gatherers and those
who lived in early agrarian societies.
Explain the various migratory patterns of hunters/gatherers who moved from
Africa to Eurasia, Australia, and the Americas, and describe the impact of
migration on their lives and on the shaping of societies.
Compare and contrast how nomadic and agrarian societies used land and natural
resources.
Relate the agricultural revolution (including the impact of food surplus from
farming) to population growth and the subsequent development of civilizations.
6.2.8.C.1.b
6.2.8.D.1.a
6.2.8.D.1.b
6.2.8.D.1.c
Determine the impact of technological advancements on hunter/gatherer and
agrarian societies.
Demonstrate an understanding of pre-agricultural and post-agricultural periods in
terms of relative length of time.
Relate the development of language and forms of writing to the expression of
ideas, creation of cultural identity, and development of more complex social
structures.
Explain how archaeological discoveries are used to develop and enhance
understanding of life prior to written records.
Unit 3: Ancient River Civilizations
Standards:
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.
Content Statements:
Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley
Civilizations
Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern
Pakistan and northwestern India], and, later, Yellow River Valley in China) developed
due to favorable geographic conditions. They created centralized systems of government
and advanced societies.
Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern
Pakistan and northwestern India], and, later, Yellow River Valley in China) developed
due to favorable geographic conditions. They created centralized systems of government
and advanced societies.
CPI #
6.2.8.A.2.a
6.2.8.A.2.b
6.2.8.A.2.c
6.2.8.B.2.a
Cumulative Progress Indicator (CPI)
Explain why different ancient river valley civilizations developed similar
forms of government.
Explain how codifying laws met the needs of ancient river valley societies.
Determine the role of slavery in the economic and social structures of ancient
river valley civilizations.
Determine the extent to which geography influenced settlement, the
development of trade networks, technological innovations, and the
sustainability of ancient river valley civilizations.
6.2.8.B.2.b
6.2.8.C.2.a
6.2.8.D.2.a
6.2.8.D.2.b
6.2.8.D.2.c
6.2.8.D.2.d
Compare and contrast physical and political maps of ancient river valley
civilizations and their modern counterparts (i.e., Mesopotamia and Iraq;
Ancient Egypt and Modern Egypt; Indus River Valley and Modern
Pakistan/India; Ancient China and Modern China), and determine the
geopolitical impact of these civilizations, then and now.
Explain how technological advancements led to greater economic
specialization, improved weaponry, trade, and the development of a class
system in ancient river valley civilizations.
Analyze the impact of religion on daily life, government, and culture in
various ancient river valley civilizations.
Explain how the development of written language transformed all aspects of
life in ancient river valley civilizations.
Analyze the factors that led to the rise and fall of various ancient river valley
civilizations and determine whether there was a common pattern of growth
and decline.
Justify which of the major achievements of the ancient river valley
civilizations represent the most enduring legacies.
Unit 4: Africa
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.
Content Statements: Expanding Exchanges and Encounters
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.
While commercial and agricultural improvements created new wealth and opportunities
for the empires, most people’s daily lives remained unchanged.
Classical civilizations declined as a result of internal weaknesses and external invasions,
but they left lasting legacies for future civilizations.
CPI #
6.2.8.B.4.b
Cumulative Progress Indicator (CPI)
Assess how maritime and overland trade routes (i.e., the African caravan and
Silk Road) impacted urbanization, transportation, communication, and the
development of international trade centers.
6.2.8.B.4.c
6.2.8.B.4.d
6.2.8.B.4.e
6.2.8.C.4.a
6.2.8.C.4.c
6.2.8.C.4.d
Determine how Africa’s physical geography and natural resources posed
challenges and opportunities for trade and development.
Explain why the Arabian Peninsula’s physical features and location made it
the epicenter of Afro-Eurasian trade and fostered the spread of Islam into
Africa, Europe, and Asia.
Analyze the motivations for civilizations to modify the environment,
determine the positive and negative consequences of environmental changes
made during this time period, and relate these changes to current
environmental challenges.
Explain the interrelationships among improved agricultural production,
population growth, urbanization, and commercialization.
Explain how the development of new business practices and banking systems
impacted global trade and the development of a merchant class.
Analyze the relationship between trade routes and the development of
powerful city-states and kingdoms in Africa.
Unit 5: India
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.
Content Statements: The Classical Civilizations of the Mediterranean World, India,
and China
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 diffusion dramatically increased, and enduring world religions
emerged, during the era of classical civilizations.
CPI #
6.2.8.A.3.a
6.2.8.C.3.a
6.2.8.D.3.c
6.2.8.B.2.b
Cumulative Progress Indicator (CPI)
Compare and contrast the methods (i.e., autocratic rule, philosophies, and
bureaucratic structures; communication and transportation systems) used by the
rulers of Rome, China, and India to control and unify their expanding empires.
Analyze the impact of expanding land and sea trade routes through the
Mediterranean Basin, India, and China.
Determine common factors that contributed to the decline and fall of the Roman
Empire, Gupta India, and Han China.
Compare and contrast physical and political maps of ancient river valley
civilizations and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient
Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India;
6.2.8.D.2.b
6.2.8.D.2.c
6.2.8.D.2.d
Ancient China and Modern China), and determine the geopolitical impact of
these civilizations, then and now.
Explain how the development of written language transformed all aspects of life
in ancient river valley civilizations.
Analyze the factors that led to the rise and fall of various ancient river valley
civilizations and determine whether there was a common pattern of growth and
decline.
Justify which of the major achievements of the ancient river valley civilizations
represent the most enduring legacies.
Unit 6: China
Standard:
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.
Content Statements: The Classical Civilizations of the Mediterranean World, India,
and China
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 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.
CPI #
Cumulative Progress Indicator (CPI)
6.2.8.A.3.a
Compare and contrast the methods (i.e., autocratic rule, philosophies, and
bureaucratic structures; communication and transportation systems) used by the
rulers of Rome, China, and India to control and unify their expanding empires.
Analyze the impact of expanding land and sea trade routes through the
Mediterranean Basin, India, and China.
Compare and contrast social hierarchies in classical civilizations as they relate to
power, wealth, and equality.
Relate the Chinese dynastic system to the longevity of authoritarian rule in
China.
6.2.8.C.3.a
6.2.8.D.3.a
6.2.8.D.3.b
6.2.8.D.3.c
6.2.8.B.4.b
6.2.8.D.2.b
6.2.8.D.2.d
IV.
Determine common factors that contributed to the decline and fall of the Roman
Empire, Gupta India, and Han China.
Assess how maritime and overland trade routes (i.e., the African caravan and Silk
Road) impacted urbanization, transportation, communication, and the
development of international trade centers.
Explain how the development of written language transformed all aspects of life
in ancient river valley civilizations.
Justify which of the major achievements of the ancient river valley civilizations
represent the most enduring legacies.
ESSENTIAL QUESTIONS AND ENDURING UNDERSTANDINGS
Essential Questions
Unit 1 Elements of Culture
 How are the seven elements of culture
applied in every culture, both past and
present?
 How does American culture compare
and contrast to other cultures in the
world?
 How does technology help make our
global community more accessible
 What influence does geography have
on a civilization’s culture
Unit 2 Origins of Society
 How has geography impacted the
development of human civilization?
 How did hunter-gatherers live in the
Stone Age?
 How did the first civilizations form and
spread?
Unit 3 Ancient River Civilizations
 What are each civilization’s most
enduring legacies as they relate to
technological advancements, arts and
literature, government, economics,
Enduring Understandings
 All cultures have common components
that make them unique.
 All people’s interests and desires are
shaped by their culture.
 Culture defines an individual and societal
success.
 Certain civilizations advanced
economically, while others did not.
 Technology provides us access to cultural
exchanges.
 The geography of a place helps
archaeologists understand the historic
events that happened there.
 Hunting animals and gathering wild
plants is how people lived during the Old
Stone Age.
 People began to grow their own food in
the New Stone Age. The surplus of food
gave people ample time to begin working
as artisans. This led to the growth of
families and towns.
The earliest cities were formed near rich
soil and a dependable water source.


Geography played a critical role in the
development of city-states in ancient
Mesopotamia.
The needs of the people living at the

beliefs, customs and traditions, and
writing?
How have technology, writing, arts and
literature, government, economics, and
beliefs been adapted to fit the needs of
the people in their time?
Unit 4 Africa
 What affected the development of
African societies?
 What distinguishes Ancient Egypt from
other societies and civilizations?
 What has contributed to the subjugation
of African people?
Unit 5 India
 What are the lasting achievements of the
Golden Age of India?
Unit 6 China
 What are the lasting achievements of the
Golden Age of China?
V.
time influenced technology, writing,
arts and literature and economics.
 African societies were affected by
geography and natural resources.
 Advanced culture and technological
achievements distinguish Ancient
Egypt/Ancient River Civilizations
 The various cultures of Africa are
reflected in their diverse religions, arts,
customs, traditions, and symbols.
 All ancient civilizations had lasting
achievements that made them dominate
other people in surrounding geographic
areas.
 All ancient civilizations had lasting
achievements that made them dominate
other people in surrounding geographic
areas.
 During the Tang Dynasty, China’s
territory increased and trade flourished.
Government and land reform occurred
under the ruling of Tang Taizong and the
philosophy of Confucius.
 During the Song Dynasty, the merit
system was expanded, the arts flourished,
and technology advanced.
 Under Mongol rule, Chinese government
became centralized.
STRATEGIES
Civic involvement and understanding of major world issues are embedded in all
units.
Unit 1: Elements of Culture
Cooperative groups
Independent research and learning
Teacher directed instruction
Technology based-research
Technology based projects
Analysis of various media (Youtube, DVD)
Guest Speakers
Unit 2: Origins of Society
Teacher directed lessons
Guns, Germs and Steel -- DVD, PowerPoint’s
History Alive! Interactive notebooks and activities
Identification and Analysis of pictures
Unit 3: Ancient River Civilizations
Mesopotamia
Outline map, directions, and atlas or online versions
Textbooks History Alive! and World Studies: The Ancient World and related
prepared activities/worksheets
Schlessinger Video: Mesopotamia
Replicated artifacts of scribe tablets—U of Penn Museum of Anthropology
and Archaeology.
Digital images of artifacts
Mesopotamian music CD
Online video and websites related to Mesopotamia.
Teacher created graphic organizers
Publisher Programming for student use
Egypt
Student centered activities based on Ancient Egypt’s culture
Mummification
Pyramids
Writing (Rosetta Stone, Hieroglyphics)
Gods and Goddesses
The Social Pyramid
King Tut
Geography
Textbook
Teacher provided material
Pyramid Video BBC/Nova
Digital/Internet based activities
Discovery Channel video
Scholastic Outlining
Student projects (Social Class Pyramid)
Teacher-led class discussion
Unit 4: Africa
Map analysis
Use of stereotypes and reflective writing
Guest speaker/artist residence
Analysis of proverbs
History Alive! Interactive activities and notebook
Independent topical readings
Kid’s Discover on Africa
Time Newspapers on African civilizations.
Unit 5: India
Guest Speakers
History Alive! Interactive notebook
The Ancient World textbook
Map and Geography analysis
Palm Leaf books
DVD and interactive notes
Teacher created materials
Unit 6: China
Silk Road activities and online website
History Alive! Interactive activities
Research for World’s Fair
DVD interactive notes
Teacher created materials
VI.
EVALUATION
Unit 1: Elements of Culture
Vocabulary quiz
Reading reflection questions/
Inspiration webs
Teacher created worksheets
Student created letters
Maps and Graphs
Discussions
Unit 2: Origins of Society
Vocabulary Quizzes
Short open-ended questions/responses
Teacher led-discussions
Assessment of Interactive Notes
Unit 3: Ancient River Civilizations
Projects with rubrics
Quizzes
Tests
Open-ended responses
Completed contract unit
Completion of interactive student centers
Unit 4: Africa
Cooperative group work
Plays
Independent group research
Writing and performance assessment
Unit 5: India
World’s Fair
Quizzes/tests
Written assessments
Outlines
Performance assessments
Artifact creations
Unit 6: China
World’s Fair
Quizzes/tests
Written assessments
Outlines
Performance assessments
Artifact creations
VII.
INSTRUCTIONAL RESOURCES
Unit 1: Elements of Culture
World Studies: The Ancient World by Prentice Hall
History Alive!
Teacher Created materials
Guns, Germs, and Steel by Jared Diamond
Footsteps of Man by Dr. Spencer Wells
Maps
Unit 2: Origins of Society
World Studies: The Ancient World by Prentice Hall
History Alive!
Teacher Created materials
Guns, Germs, and Steel by Jared Diamond
Footsteps of Man by Dr. Spencer Wells
Maps
Unit 3: Ancient River Civilizations
World Studies: The Ancient World by Prentice Hall
History Alive!
Teacher Created materials
Kids Discover magazines
Maps
Unit 4: Africa
World Studies: Medieval Times to Today by Prentice Hall
History Alive!
Teacher Created materials
Kids Discover magazines
Maps
Unit 5: India
World Studies: The Ancient World by Prentice Hall
History Alive!
Teacher Created materials
Kids Discover magazines
Maps
Unit 6: China
World Studies: The Ancient World by Prentice Hall
History Alive!
Teacher Created materials
Kids Discover magazines
Maps
VIII. SCOPE AND SEQUENCE
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Elements of Culture
Origins of Society
Ancient River Civilizations
Africa
India
China
4-5 weeks
4 weeks
8-10 weeks
4-5 weeks
3-4 weeks
3-4 weeks