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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: 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. 1 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