Download Time - maineindianeducation

Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
Ongoing
Grade Level Sixth
Content Standard
Learning Expectations
Skills
A. Applications of
Social Studies
Processes, Knowledge
and Skills: Students
apply critical thinking,
the research process,
and discipline-based
processes and
knowledge from
civic/government,
economics, geography,
and history in authentic
contexts.
A1. Researching and Developing
Positions on Current Social
Studies Issues
A1.Students research, select, and
present a position on a current
social studies issue by proposing
and revising research questions, and
locating and selecting information
from multiple and varied sources
a. Formulate research questions
related to a current social studies
issue
b. Suggest appropriate sources to
use when investigating a
particular topic
c. Understands the value of
including multiple perspectives
from varied sources
d. Practice taking notes and use
strategies to organize
information
e. Defines primary and
secondary sources
f. Evaluate the credibility of
information found in print and
non-print sources
Activities/Resources
Current social studies news
projects
End of Unit
Assessment(s)
Quarterly research
projects and presentations
Classroom note-taking
Trophies text-research
activities-ongoing
1
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
Ongoing
Ongoing
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
g. Recognizes contradictory information
in sources and continues to gather
information to explore these
discrepancies.
h. Summarize information from varied
sources and/or from fieldwork and
interviews.
i. Recognize a clear position.
j. Present a position supported with facts
and details to a variety of audiences.
k. Identify appropriate tools and sources
from social studies related fields.
l. Understands the legal ramifications of
plagiarism.
Current social studies news
projects
End of Unit
Assessment(s)
Quarterly research
projects and
presentations
Scholastic News/ Scope
Magazine
www.teacherpathrinder.org/sc
hool/subjects/socstud/news.ht
ml
MIE
1. Discuss competing interpretations Class discussions
of current and historical events.
Note-taking
2. Use critical thinking skills to
Current social studies news
interpret events, recognize bias,
point of view, and context.
3. Write a bibliography using a
model (MLA format will be used
while students will be made aware
that other formats are used at
times).
Quarterly research
reports and
presentations
2
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
Ongoing
Ongoing
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
4. Summarize central concepts from Class discussions
oral presentations, class discussions,
Note-taking
and content-related reading by
taking notes and identifying the
Current social studies news
main idea.
A2. Making Decisions Using Social
Studies Knowledge and Skills
A2. Students make individual and
collaborative decisions on matters related to
social studies using relevant information and
research and discussion skills.
a. Contribute equitably to collaborative
discussions, seek and examine
alternative ideas, consider the pros and
cons of each.
b. Make a real or simulated decision
related to the classroom, school,
community, or civic organization by
applying appropriate and relevant social
studies knowledge and skills.
http://www.civiced.org/index.php
?page=introduction
End of Unit
Assessment(s)
Quarterly research
projects and
presentations
Teacher observation
Class discussions/debates
Role-playing
3
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
Ongoing
Ongoing
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
A3. Taking Action Using Social Studies
Knowledge and Skills
A3. Students select and implement a civic
action or service-learning project based
on a school or community asset or need,
and analyze the project’s effectiveness
and civic contribution.
B. Civics and
(Because the 6th grade curriculum
Government: Students
includes world history through 1800A.D.
draw on concepts from
it is not expected that students will
civics and government to develop skills/knowledge in the State
understand political
MLR’s for Civics and Government.
systems, power,
These performance indicators will be
authority, governance,
addressed in grades 7 and 8. MIE
civic ideals and
Benchmarks will be expected as they are
practices, and the role of connected to global topics. )
citizens in the
community, Maine,
United States, and
world.
B1. Knowledge, Concepts, Themes and
Patterns of Civics/Government
B1. Students understand the basic ideals,
purposes, principles, structures, and
processes of constitutional government in
Maine and the United States as well as
examples of other forms of government in
the world.
http://www.civiced.org/index.php?pa
ge=introduction
End of Unit
Assessment(s)
Project rubric
Data Collection
Community interviews
Develop action plan
Implement and evaluate plan
Class discussions
Note-taking
Independent research on specific
countries
 Type of government
 How it works
Writing activitiesCompare/contrast 2 forms
of government
Research projects
Writing assessment
4
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
Ongoing
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
a. Understand that the study of
government includes the structures
and functions of government.
b. Recognize examples of democratic
ideals including rule of law, legitimate
power, and common good.
c. Identify the structures and processes
of the United States government and
understand how the United States
Constitution and other primary sources
have framed our government.
d. Identify the concepts of federalism
and checks and balances and the role
they play in the governments of Maine
and the United States.
e. Recognize how laws are made in
Maine and how they are made at the
federal level in the United States.
f. Understand the structures of the
United States government.
End of Unit
Assessment(s)
Class discussions
Research projects
Note-taking
Writing assessment
Independent research on
specific countries
 Type of government
 How it works
Writing activitiesCompare/contrast 2 forms of
government
5
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
Ongoing
Ongoing
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
MIE
1. Examine major government
structures and functions outside
the United States.
 Explain the purpose of
government and analyze
how government powers
are acquired, used, and
justified
 Describe the underlying
values and principles of
democracy and distinguish
these from other forms of
government (e.g.
dictatorship, democracy,
theocracy, monarchy,
totalitarianism)
B2. Rights, Duties, Responsibilities,
and Citizen Participation in
Government
B2. Students understand constitutional
and legal rights, civic duties and
responsibilities, and roles of citizens in
a constitutional democracy.
End of Unit Assessment(s)
Class discussions
End of unit exams
Note-taking
Teacher observation
Independent research on
specific countries
 Type of government
 How it works
Writing activitiesCompare/contrast 2 forms
of government
Direct instruction
Research activities
Biographical studies
Research projects
Writing assessment
6
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
Ongoing
Ongoing
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
a. Understand the legal status of
“citizen,” and provide examples of
rights, duties, and responsibilities of
citizens.
b. Recognize that the powers of
government are limited to protect
individual rights and minority rights as
described in the United States
Constitution and the Bill of Rights.
c. Recognize examples of the protection
of rights in court cases or examples
from current events.
d. Recognize that people influence
government and work for the common
good including voting, writing to
legislators, performing community
service, and engaging in civil
disobedience.
B3. Individual, Cultural,
International, and Global Connections
in Civics and
Government
B3. Students understand political and
civic aspects of unity and diversity in
Maine, the United States, and various
world cultures including Maine Native
Americans.
End of Unit Assessment(s)
Direct instruction
Research projects
Research activities
involving court cases
Writing assessment
Biographical studies
of individuals who have
influenced the government
in productive ways and
those who have worked
for the common good
Direct instruction
Research projects
Note taking
Writing assessment
Independent research
7
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
Ongoing
Ongoing
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
a. Recognize basic constitutional and
political aspects of historic or current
issues that involve unity and diversity
in Maine, the United States, and other
nations.
b. Recognize the political structures
and civic responsibilities within diverse
cultures, including Maine Native
Americans, various historical and
recent immigrant groups in the United
States, and various cultures in the
world.
MIE
1. Analyze ways in which nationstates interact with one another
through trade, diplomacy, cultural
exchanges, treaties or agreements,
humanitarian aid, economic
incentives and sanctions, and the
use or threat of military force.
End of Unit Assessment(s)
Direct instruction
Research projects
Note taking
Writing assessment
Independent research
Direct instruction
Unit tests
Note-taking
Research projects
Practice book work
Small group work
8
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
Ongoing
Ongoing
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
2. Discuss factors that lead to a
breakdown of order among nationstates (e.g. conflicts about national
interests, ethnicity, and religion;
competition for territory or
resources; absence of effective
means to enforce international
law) and describe the
consequences of the breakdown of
order.
3. Explain the purposes and
functions of major international
organizations (e.g. United Nations,
World Health Organization,
International Red Cross, and
Amnesty International) and the
role of the United Sates within
each.
4. Understand the relationship
between the United States and
major international organizations.
End of Unit Assessment(s)
Direct Instruction
Unit tests
Small group reading &
discussions
Research projects
Note-taking
Independent research
Research projects
Direct instruction
http://cyberschoolbus.un.org
http://www.un.org/en/globaliss
ues/
9
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
Grade Level Sixth
Content Standard
Learning Expectations
C. Economics:
Students draw on
concepts and processes
from economics to
understand issues of
personal finance and
issues of production,
distribution, and
consumption in the
community, Maine, the
United States, and
world.
Skills
Activities/Resources
End of Unit Assessment(s)
Grade 7
C1. Economic Knowledge, Concepts,
Themes, and Patterns
C1. Students understand principles and
processes of personal economics, the
influence of economics on personal life
and business, and the economic systems of
Maine, the United States, and various
regions of the world.
a. Recognize that economics is the study
of how scarcity requires choices about
what, how, for whom, and in what
quantity to produce, and how scarcity
relates to market economy, and supply
and demand.
b. Recognize the function of economic
institutions including financial
institutions, businesses, government,
taxing, and trade.
c. Recognize that many factors
contribute to personal spending and
savings decisions.
C2. Individual, Cultural, International,
and Global Connections in Economics
C2. Students understand economic aspects
of unity and diversity in Maine, the United
States, and various world cultures,
including Maine Native Americans.
10
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
Grade Level Sixth
Content Standard
Learning Expectations
Skills
Activities/Resources
End of Unit
Assessment(s)
a. Recognize factors in economic development,
economic unity and interdependence.
b. Recognize economic aspects of diverse
cultures, including Maine Native Americans,
various historical and recent immigrant groups in
the United States, and various cultures in the
world.
Ongoing
Ongoing
D. Geography:
Students draw on
concepts and
processes from
geography to
understand issues
involving people,
places, and
environments in the
community, Maine,
the United States,
and world.
Grade 6
D1. Geographic Knowledge, Concepts,
Themes, and Patterns
D1. Students understand the geography of the
community, Maine, the United States, and various
regions of the world and geographic influences on
life in the past, present, and future.
a. Explain that geography includes the study of
physical, environmental, and cultural features
of the State, nation and various regions of the
world to identify consequences of geographic
influences and make predictions.
b. Use the geographic grid and a variety of
types of maps to gather geographic
information.
c. Identify the major regions of the Earth and
their major physical features and political
boundaries using a variety of geographic tools.
Map and globe skills in text
Map tests
Class discussions using
classroom maps
Geographic terms
glossary
http://www.eduref.org/cgibin/lessons.cgi/Social_Studie
s/Geography
Map and globe skills
Map tests
Small group work
http://www.eduref.org/cgibin/lessons.cgi/Social_Studie
s/Geography
Geographic terms
glossary
11
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
Ongoing
Ongoing
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
d. Describe the impact of change, including
technological change, on the physical and
cultural environment.
MIE
1. Distinguish among the distinct
characteristics of maps, globes, graphs,
charts, diagrams, and other geographical
representations, and the utility of each
in solving problems.
2. Estimate distances between two
places on a map using a scale of miles,
and use cardinal and intermediate
directions when referring to a relative
location.
3. Use geographic tools and technologies
to pose and answer questions about
spatial distributions and patterns on
Earth.
4. Distinguish among the major map
types including: physical, political,
topographic, and demographic.
End of Unit
Assessment(s)
Direct instruction
Writing assessment
Direct instruction
Unit exams
www.kidsolr.com/geography
Geographic terms
glossary
http://www.eduref.org/cgibin/lessons.cgi/Social_Studies/
Geography
Cross-curricula connections
with math and science
Math unit: “Models You Can
Count On”
12
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
Ongoing
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
5. Read, predict, and understand
how to construct geographic
representations to analyze
information, understand spatial
relationships, and compare places.
6. Describe location technologies,
such as Geographic Information
Systems (GIS) and Global Positioning
Systems (GPS).
7. Describe the significance of the
major cities of Maine, the United
States, and the world.
8. Compare the various types of
natural characteristics used to
define a region.
9. Explain how regional systems are
interconnected (e.g. watersheds,
trade, transportation systems).
10. Discuss how the geography of
Maine impacts transportation,
industry, and community
development.
End of Unit Assessment(s)
Direct instruction
Unit exams
Harcourt social studies
text, Ancient Civilizations,
geographic mapping
connections in every unit
Geographic terms glossary
Small group work
Practice book work
http://classroom.jcschools.net/SSunits/his.htm
13
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
Ongoing
Ongoing
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
11. Discuss the similarities and
differences among rural, suburban,
and urban communities.
12. Locate the regions where
Wabanaki Indians live in Maine and
New Brunswick.
D2. Individual, Cultural, International,
and Global Connections in Geography
D2. Students understand geographic
United States, and various world cultures,
including Maine Native Americans.
a. Explain geographic features that have
impacted unity and diversity in Maine,
the United States, and other nations.
b. Describe the dynamic relationship
between geographic features and various
cultures, including the cultures of Maine
Native Americans, various historical and
recent immigrant groups in the United
States, and other cultures in the world.
“Time map – creating a
timeline of Wabanaki
History in Maine” –
Teaching unit
www.pbs.org
“People of the Dawn”
End of Unit Assessment(s)
Timeline of Wabanaki
history
www.abbemuseum.org
Direct instruction
Unit tests
Notes
Research projects
Class discussions
Mini-research projects
14
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
September
Ongoing
Content Standard
Learning
Expectations
Grade Level Sixth
Skills
Activities/Resources
1. Describe how one’s heritage includes
personal history and experiences,
culture, customs, and family
background.
2. Identify Native American land areas
in Maine and reservation lands across
the country.
3. Discuss how and why reservations
were created.
4. Analyze how the life, culture,
economics, politics, and the media of
the United Sates impact the rest of the
world.
5. Discuss how cultures may change
and that individuals may identify with
more than one culture.
6. Engage in activities that foster
understanding of various cultures (e.g.
clubs, dance groups, sports, travel, and
community celebrations).
End of Unit
Assessment(s)
“Time Map…” unit
Unit tests
Class discussions
Research projects
Research activities
www.abbemuseum.org
http://windowsonmaine.library.umaine.e
du/results_list.aspx?subject=Maliseet%2
0Tribe
http://windowsonmaine.library.umaine.e
du/results_list.aspx?subject=Micmac%2
0Tribe
http://windowsonmaine.library.umaine.e
du/results_list.aspx?subject=Passamaqu
oddy%20Tribe
http://windowsonmaine.library.umaine.e
du/results_list.aspx?subject=Penobscot
%20Tribe
Note-taking
National Indian Day activities
Classroom Olympics
15
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
Ongoing
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
7. Describe the types of regions and
the influence and effects of region
labels including:
 Formal regions;
 Functional regions;
marketing area of a
newspaper, fan base of a
sport team; and
 Perceptual regions; the
Bible Belt, the Riviera in
southern France.
8. Analyze demographic characteristics
to explain reasons for variations
between populations.
9. Compare and contrast the primary
End of Unit
Assessment(s)
Direct instruction
Unit tests
Small group readings & discussions
Research projects
Practice work book
Harcourt social studies text, Ancient
Civilizations, Unit 1, Chapter 2
“Trade Begins”
http://www.internet4classrooms.com/s
kills_8th_social.htm#geo
geographic causes for world trade.
10. Analyze the patterns of settlement
in different urban regions of the world.
11. Compare the patterns and
processes of past and present human
migration.
16
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
Ongoing
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
12 Explain and identify examples of
global interdependence.
13. Describe how physical and human
characteristics of regions change over
time.
14. Identify the location of major
mountain ranges, deserts, rivers, and
cultural regions and countries in the
world.
15. Identify economic, cultural, and
environmental factors that affect
population, and predict how the
population would change as a result.
16. Explain how changes in the
physical environment can increase or
diminish capacity to support human
activity.
Cross-curricula connections in science
End of Unit
Assessment(s)
Unit tests
Direct instruction
Harcourt social studies text, Ancient
Civilizations, Chapter 1, “Moving
Across Continents”
Small group map study
Journal writing
Note taking
http://www.nationalgeographic.com/re
sources/ngo/education/themes.html
17
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
Ongoing
Grade Level Sixth
Content Standard
Learning Expectations
Skills
E. History:
Students draw on
concepts and
processes from
history to develop
historical
perspective and
understand issues of
continuity and
change in the
community, Maine,
the United States,
and world.
E1. Historical Knowledge, Concepts,
Themes, and Patterns
E1. Students understand major eras, major
enduring themes, and historic influences in
the history of Maine, the United States and
various regions of the world.
a. Recognize that history includes the
study of past human experience based on
available evidence from a variety of
sources and recognize that it is useful in
helping one better understand and make
informed decisions about the present and
future.
b. Identify major historical eras, turning
points, events, consequences, and people
in the history of Maine, the United States
and various regions of the world.
c. Trace the history of democratic ideals
and their importance in the history of the
United States and the world.
d. Understand interpretations of historical
events that are based on different
perspectives and evidence.
Activities/Resources
End of Unit
Assessment(s)
Direct Instruction
Unit tests
Note-taking
Research projects
Small group discussions
Harcourt virtual field trips
http://www.besthistorysites.net/PreHist
ory_GeneralResources.shtml
http://www.vosuesb.edu/
18
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
Ongoing
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
MIE
1. Develop skills in historical
research and geographical analysis
by:
a. Identifying, analyzing, and
interpreting primary and
secondary sources to make
generalizations about events
and life in world history to
1800 A.D.;
b. Using maps, globes,
artifacts, and pictures to
analyze the physical and
cultural landscapes of the
world and interpret the past to
1800 A.D.;
c. Identifying major geographic
features important to the
study of world history to 1800
A.D.;
End of Unit
Assessment(s)
Direct Instruction
Unit tests
Note-taking
Research projects
Small group discussions
Harcourt virtual field trips
Map and Globe skills
19
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
Ongoing
September
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
d. Identifying and comparing
political boundaries with the
location of civilizations, empires,
and kingdoms from 4000 B.C. to
1800 A.D.; and
e. Analyzing trends in human
migration and cultural
interaction from prehistory to
1800 A.D.
Era I: Human Origins and Early
Civilizations, Prehistory to 1000 B.C.
2. Demonstrate knowledge of early
development of humankind from the
Paleolithic Era to the agricultural
revolution by:
a. Explaining the impact of
geographic environment on
hunter-gatherer societies;
b. Listing characteristics of
hunter-gatherer societies,
including their use of tools
and fire;
End of Unit Assessment(s)
Direct instruction
Unit tests
Note-taking
Research projects
Practice book
www.nationalgeographic.com/g
eography-action/migration.html
Unit 1: Early Humankind
Unit test
Study skills question and
answer relationships
Make a timeline
using a map of early migrations
“Analyze artifacts” on Harcourt
website
20
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
September
October
through
November
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
c. Describing technological
and social advancements that
gave rise to stable
communities; and
d. Explaining how
archaeological discoveries
are changing present-day
knowledge of early peoples.
3. Demonstrate knowledge of
ancient river valley civilizations,
including Egypt, Mesopotamia, the
Indus River Valley, and China and
the civilizations of the Hebrews,
Phoenicians, and Kush, by:
a. Locating these civilizations
in time and place;
b. Describing the
development of social,
political, and economic
patterns, including slavery;
“The Stone Age News” in Harcourt
social studies text and in Trophies
End of Unit
Assessment(s)
Unit test
“Analyze Artifacts” on Harcourt
website
Direct instruction
Unit test
Small group practice with notetaking
Independent practice with notetaking
Chart and graph skills pages
Practice book
http://eawc.evansville.edu/www/egpa
ge.htm
http://www.dia.org/education/egyptteachers/index.html
21
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
October
through
November
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
c. Explaining the development
of religious traditions;
d. Describing the origins,
beliefs, traditions, customs, and
spread of Judaism; and
e. Explaining the development
of language and writing.
Harcourt social studies text,
Ancient Civilizations, Unite 3: The
Ancient Hebrews
End of Unit
Assessment(s)
Unit test
Virtual Field Trip: Time Museum –
Ancient Hebrew Exhibit
http://www.besthistorysites.net/PreHistor
y_GeneralResources.shtml
http://www.uen.org/themepark/exploratio
n/history.shtml
November
Era II: Classical Civilizations and Rise
of Religious Traditions, 1000 B.C. to
500 A.D.
4. Demonstrate knowledge of the
civilizations of Persia, India, and China
in terms of chronology, geography,
social structures, government,
economy, religion, and contributions
to later civilizations by:
a. Describing Persia, with emphasis on
the development of an imperial
bureaucracy;
Direct instruction
Unit tests
Note-taking
Readings and workbook pages
Class discussions
Harcourt social studies text, Ancient
Civilizations, Unit 5: Early
Civilizations of India and China
http://www.uen.org/themepark/explor
ation/history.shtml
22
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
November
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
b. Describing India, with
emphasis on the Aryan
migrations and the caste
system;
c. Describing the origins,
beliefs, traditions, customs,
and spread of Hinduism;
d. Describing the origins,
beliefs, traditions, customs,
and spread of Buddhism;
e. Describing China, with
emphasis on the
development of an empire
and the construction of the
Great Wall; and
f. Describing the impact of
Confucianism, Taoism, and
Buddhism.
5. Demonstrate knowledge of
ancient Greece in terms of its
impact on Western civilization by:
Harcourt text, Ancient Civilizations,
Chapter 10
End of Unit
Assessment(s)
Unit tests
Practice book
Ancient China in Trophies reading text
http://www.ncusd203.org/washington/
6th%20Grade/Ancient%20China%20
Web%20Quest.htm
http://ancienthistory.pppst.com/china.
html
23
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
December
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
a. Assessing the influence of
geography on Greek
economic, social, and
political development,
including the impact of
Greek commerce and
colonies;
b. Describing Greek
mythology and religion;
c. Identifying the social
structure and role of slavery,
explaining the significance of
citizenship and the
development of democracy,
and comparing the citystates of Athens and Sparta;
d. Evaluating the significance
of the Persian and
Peloponnesian Wars;
e. Characterizing life in
Athens during the Golden
Age of Pericles;
Harcourt social studies text, Ancient
Civilizations, Unit 4: Chapters 8 and 9
“The Ancient Greeks,” also chapter 8,
lesson 4 “Sparta and Athens,” and
“Analyze Points of View,” page 305
End of Unit
Assessment(s)
Unit test
Greek god/goddess mini-reports
http://www.besthistorysites.net/AncientBib
lical.shtml
24
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
December
January through
February
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
f. Citing contributions in
drama, poetry, history,
sculpture, architecture,
science, mathematics, and
philosophy, with emphasis
on Socrates, Plato, and
Aristotle; and
g. Explaining the conquest of
Greece by Macedonia and
the spread of Hellenistic
culture by Alexander the
Great.
6. Demonstrate knowledge of
ancient Rome from about 700 B.C.
to 500 A.D. in terms of its impact
on Western civilization by:
a. Assessing the influence of
geography on Roman
economic, social, and
political development;
“The Skill of Pericles,” a play in
Trophies
End of Unit
Assessment(s)
Unit tests
K-W-L Chart
Independent research
www.historyforkids.org
Harcourt social studies text, Ancient
Civilizations, Unit 6: “The
Development of Rome”
Unit tests
http://www.romanempire.net/index.html
25
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
January through
February
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
b. Describing Roman
mythology and religion;
c. Explaining the social
structure and role of
slavery, significance of
citizenship, and the
development of democratic
features in the government
of the Roman Republic;
d. Sequencing events
leading to Roman military
domination of the
Mediterranean basin and
Western Europe and the
spread of Roman culture in
these areas;
e. Assessing the impact of
military conquests on the
army, economy, and social
structure of Rome;
Direct instruction
End of Unit
Assessment(s)
Unit tests
Research activities
www.historyforkids.org/learn/rom
ans
www.rome.mrdown.org
www.socialstudiesforkids.com/sub
jects/ancientrome.htm
26
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
January through
February
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
f. Assessing the roles of
Julius and Augustus Caesar
in the collapse of the
Republic and the rise of
imperial monarchs;
g. Explaining the economic,
social, and political impact
of the Pax Romana;
h. Describing the origin,
beliefs, traditions, customs,
and spread of Christianity;
i. Explaining the development
Harcourt social studies text,
Ancient Civilizations, Unit 6:
“The Development of Rome”
and chapter 14, “Christianity
and the Legacies of Rome”
End of Unit Assessment(s)
Unit tests
www.teachnology.com/themes/social/ro
me/
http://www.romanempire.net/index.html
http://www.besthistorysites.ne
and significance of the Church t/AncientBiblical.shtml
in the late Roman Empire;
j. Listing contributions in art
and architecture,
technology and science,
medicine, literature and
history, language, religious
institutions, and law; and
k. Citing the reasons for the
decline and fall of the
Western Roman Empire.
27
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
February through
March
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
Era III: Postclassical Civilizations,
500 to 1000 A.D.
7. Demonstrate knowledge of the
Byzantine Empire and Russia from
about 300 to 1000 A.D. by:
a. Explaining the
establishment of
Constantinople as the
capital of the Eastern
Roman Empire;
b. Identifying Justinian and
his contributions, including
the codification of Roman
law, and describing the
expansion of the Byzantine
Empire and economy;
c. Characterizing Byzantine
art and architecture and
the preservation of Greek
and Roman traditions;
Direct instruction
End of Unit
Assessment(s)
Research project
Research activities
www.kidspast.com/worldhistory/0142-byzantine-empire.php
www.cybersleuthkids.com/sleuth/history/medieval/byz
antine_empire/index.htm
www.historyforkids.org/learn/mediev
al/art/byzantine.html
28
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
February
through March
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
d. Explaining disputes that led
to the split between the Roman
Catholic Church and the Greek
Orthodox Church; and
e. Assessing the impact of
Byzantine influence and trade
on Russia and Eastern Europe.
8. Demonstrate knowledge of Islamic
civilization from about 600 to 1000
A.D. by:
a. Describing the origin, beliefs,
traditions, customs, and spread
of Islam;
b. Assessing the influence of
End of Unit
Assessment(s)
Research project
Direct instruction
Research activities
www.kidspast.com/worldhistory/0171-islam.php
www.school.discoveryeducation/
com/lessonplans/programs/islam
/history
http://www.besthistorysites.net/
AncientBiblical.shtml
geography on Islamic economic,
social, and political development,
including the impact of conquest
and trade;
c. Identifying historical turning
points that affected the spread
and influence of Islamic
civilization, with emphasis on the
Sunni-Shi’a division and the Battle
of Tours; and
29
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
February through
March
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
End of Unit
Assessment(s)
d. Citing cultural and scientific
Unit test
contributions and
achievements of Islamic
Independent research
Research projects
civilization.
www.medievaleurope/mrdo
9. Demonstrate knowledge of
nn.org
Western Europe during the Middle
Ages from about 500 to 1000 A.D. in
www.historyforkids.org/learn/
medieval
terms of its impact on Western
civilization by:
www.kathimitchell.middleages
a. Sequencing events related to .htm
the spread and influence of
Christianity and the Catholic
Church throughout Europe;
b. Explaining the structure of
feudal society and its economic,
social, and political effects;
c. Explaining the rise of Frankish
kings, the Age of Charlemagne,
and the revival of the idea of
the Roman Empire; and
30
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
February through
March
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
d. Sequencing events related to Independent research
the invasions, settlements, and www.medievaleurope/mrdonn.or
g
influence of migratory groups,
www.historyforkids.org/learn/medie
including Angles, Saxons,
val
Magyars, and Vikings.
End of Unit
Assessment(s)
Unit test
Research projects
www.kathimitchell.middleages.htm
March through
April
Era IV: Regional Interactions, 1000 to
1500 A.D.
10. Demonstrate knowledge of
civilizations and empires of the
Eastern Hemisphere and their
interactions through regional trade
patterns by:
a. Locating major trade routes;
b. Identifying technological
advances and transfers,
networks of economic
interdependence, and cultural
interactions;
c. Describing Japan, with
emphasis on the impact of
Shinto and Buddhist traditions
and the influence of Chinese
culture; and
Direct instruction
Research projects
Independent research
http://sd71.bc.ca/Sd71/Edulinks/I
CT6_9/finning/qualolif/#resource
http://archaeology.about.com/od/a
ncientcivilizations/Ancient_Civili
zations.htm
31
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
March through
April
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
End of Unit
Assessment(s)
d. Describing east African
Research projects
kingdoms of Axum and
Zimbabwe and West
African civilizations of
Ghana, Mali, and Songhai
Direct instruction
in terms of geography,
society, economy, and
Independent research
religion.
www.mayankids.com/index.html
11. Demonstrate knowledge of
major civilizations of the Western www.cumbavac.org/aztecs_lncas_maya.h
Hemisphere, including the
tm
Mayan, Aztec, Anasazi, and
Incan, by:
a. Describing geographic
relationship, with
emphasis on patterns of
development in terms of
climate and physical
features; and
b. Describing cultural
patterns and political and
economic structures.
32
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
March through
April
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
12. Demonstrate knowledge of social,
economic, and political changes and
cultural achievements in the late
medieval period by:
a. Describing the emergence of
nation-states (England, France,
Spain, and Russia) and distinctive
political developments in each;
b. Explaining conflicts among
Eurasian powers, including the
Crusades, the Mongol conquests,
and the fall of Constantinople;
c. Identifying patterns of crisis and
recovery related to the Black
Death; and
d. Explaining the preservation and
transfer to Western Europe of
Greek, Roman, and Arabic
philosophy, medicine, and
science.
End of Unit Assessment(s)
Research projects
Direct instruction
Independent research
www.cybersleuthkids.com
www.historyforkids.org
33
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
March through
April
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
13. Demonstrate knowledge of
developments leading to the
Renaissance in Europe in terms of its
impact on Western civilization by:
a. Identifying the economic
foundations of the
Renaissance;
b. Sequencing events related to
the rise of Italian city-states and
their political development,
including Machiavelli’s theory of
governing as described in The
Prince;
End of Unit Assessment(s)
Research projects
www.kidskonnect.com/conte
nt/view/278/27/
www.kidspast.com
Independent research
Biographical research on
individual artists
c. Citing artistic, literary, and
philosophical creativity, as
contrasted with the medieval
period, including Leonardo da
Vinci, Michelangelo, and
Petrarch; and
d. Comparing the Italian and
the Northern Renaissance,
and citing the contributions of
writers.
34
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
April through
May
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
Era V: Emergence of a Global Age,
1500 to 1650 A.D.
14. Demonstrate knowledge of the
Reformation in terms of its impact
on Western civilization by:
a. Explaining the effects of the
theological, political, and
economic differences that
emerged including the views
and actions of Martin Luther,
John Calvin, and Henry VIII;
b. Describing the impact of
religious conflicts, including
the Inquisition, on society and
government actions; and
c. Describing changing cultural
values, traditions, and
philosophies, and assessing
the role of the printing press.
15. Demonstrate knowledge of the
impact of the European Age of
Discovery and expansion into the
Americas, Africa, and Asia by:
End of Unit Assessment(s)
Research projects
www.askkids.com
www.kidspast.com
www.dmoz.org
http://www.uen.org/themepar
k/exploration/renaissance.sht
ml
Biographical research
Direct instruction
35
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
April through
May
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
a. Explaining the roles of
explorers and conquistadors;
www.askkids.com
b. Describing the influence of
religion;
www.kidspast.com
c. Explaining migration,
settlement patterns, cultural
diffusion, and social classes in
www.dmoz.org
the colonized areas;
Direct instruction
d. Defining the Columbian
Exchange;
Note-taking
e. Explaining the triangular
trade; and
f. Describing the impact of
precious metal exports from
the Americas.
16. Demonstrate knowledge of the
status and impact of global trade on
regional civilizations of the world after
1500 A.D. by:
a. Describing the location and
development of the Ottoman
Empire;
End of Unit
Assessment(s)
Unit test
Research projects
36
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
April through
May
May through
June
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
b. Describing India, including
the Mughal Empire and coastal
trade;
c. Describing East Asia,
including China and the
Japanese shogunate;
d. Describing Africa and its
increasing involvement in
global trade; and
e. Describing the growth of
European nations, including the
Commercial Revolution and
mercantilism.
Era VI: Age of Revolutions, 1650 to
1800A.D.
17. Demonstrate knowledge of
scientific, political, economic, and
religious changes during the
sixteenth, seventeenth, and
eighteenth centuries by:
a. Describing the Scientific
Revolution and its effects;
Direct instruction
End of Unit
Assessment(s)
Unit test
Note-taking
Small group work
http://www.uen.org/themepark/e
xploration/renaissance.shtml
http://www.archives.gov/educati
on/lessons/index.html
Independent research of
scientific advances
Research projects
Direct instruction
Note-taking
http://www.archives.gov/educati
on/lessons/index.html
37
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
May through
June
Ongoing
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
b. Describing the Age of
Absolutism, including the
monarchies of Louis XIV, Frederick
the Great, and Peter the Great;
c. Assessing the impacts of the
English Civil War and the Glorious
Revolution on democracy;
d. Explaining the political,
religious, and social ideas of the
Enlightenment and the ways in
which they influenced the
founders of the United States; and
e. Describing the French
Revolution.
E2. Individual, Cultural, International,
and Global Connections in History
E2. Students understand historical aspects
of unity and diversity in Maine, the United
States, and various world cultures, including
Maine Native Americans.
Independent research
End of Unit Assessment(s)
Research projects
Direct instruction
Note-taking
http://www.archives.gov/e
ducation/lessons/index.htm
l
“Time Map Creating a
timeline of Wabanaki
History in Maine” –
Teaching Unit
www.pbs.org
Research projects
www.mainememory.net
www.windowsonmaine.org
www.abbemuseum.org
http://www.vosuesb.edu/
38
6/28/17
Social Studies Curriculum Map
School Beatrice Rafferty
Time
Line
Ongoing
Content Standard
Learning Expectations
Grade Level Sixth
Skills
Activities/Resources
a. Recognize that both unity and
diversity have had important roles
in the history of Maine, the United
States, and other nations.
b. Recognize a variety of cultures
through time.
c. Recognize major turning points
and events in the history of Maine
Native Americans, various
historical and recent immigrant
groups in Maine and in the United
States.
“Time Map Creating a
timeline of Wabanaki
History in Maine” –
Teaching Unit
www.pbs.org
End of Unit Assessment(s)
Research projects
www.mainememory.net
www.windowsonmaine.org
www.abbemuseum.org
http://www.vosuesb.edu/
(Grade 6 will embed global
connections between various world
cultures, including Maine Native
Americans, and the United States
through its studies of geography and
history.)
39
6/28/17