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Social Studies Pacing Guide
Grade 6
To successfully complete sixth grade Social Studies the learner will
Week Essential Outcome/Concept/General
Overview
1-3
Map Skills
Geography
Planet Earth
4-6
Early History Europe
7-9
Early History of the Americas
1st Quarter Overview
*Core Standards
Indiana Standards
6.1.17 Technological societies
6.3.2 Latitude and Longitude *
6.3.3 Physical Characteristics of
Regions *
6.3.5 Rivers, mountains, and
bodies of water
6.1.1 Rise and decline of ancient
civilizations*
6.1.2 Religions *
6.1.3 Contributions of Roman
Empire*
6.1.4 Political, cultural, social, and
economic systems*
6.1.5 Crusades*
6.1.7 Black Death*
6.1.19 Historical periods and eras
6.1.20 Historical perspectives
6.2.3 English monarchy, Magna
Carta/Bill of Rights*
6.2.4 Nation-state*
6.1.1 Rise and decline of
civilizations*
6.1.2 Religions*
Resources used (textbook pages,
charts, assessments, etc.)
Chapter 1-2
(H pages) Map Skills
Chapter 13
Chapter 5
MCAS Sixth Grade Social Studies Pacing Guide
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6.1.4 Political, social, and economic
systems*
6.1.6 Trade routes and cultural
centers*
6.1.19 Historical periods and eras
On-going standards
6.1.6 Trade Routes*
6.1.15 Industrialization and
urbanization*
6.1.18 Timelines*
6.1.21 Cause and effect*
6.1.23 Research*
6.1.24 Issues and perspectives*
6.2.1 Governments*
6.2.7 Citizenship*
6.3.1 Map*s
6.3.2 Latitude and longitude*
6.3.7 Climate regions*
6.3.10 Culture*
6.3.11 Anthropology and archeology
6.4.1 Trade*
6.4.6 Standards of living*
6.4.7 Economic issues*
6.4.8 Economic connections*
6.4.9 Consumers and producer*s
Summative Questions
Chapter
Chapter
Chapter
Chapter
Chapter
1: 1, 2, 3 page 23
2: 1-6 page 47
11: 2,4, 5,6, 7 page 273
12: 1, 3, 5, 6 page 295
5: 3, 5 page 139
MCAS Sixth Grade Social Studies Pacing Guide
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2nd Quarter Overview
Week
10-11
Essential
Outcomes/Concepts/General
Overview
History of Early, Modern Europe
12-13
Modern European History
14-15
Southern Europe
Indiana Standards
Resource
used
(textbook
charts, assessments, etc.)
pages,
6.1.2 Religions *
Chapter 14
6.1.8 Renaissance*
6.1.9 Renaissance and scientific
revolution*
6.1.11 Spanish and Portuguese
colonies
6.1.12 Reformation*
6.1.13 Age of Enlightenment*
6.1.14 Industrial Revolution*
6.1.17 Technology societies
6.1.19 Historical periods and
eras
6.2.3 English monarchy, Magna
Carta/Bill of Rights*
6.2.4 Nation-States */
6.1.16 Political ideologies*
Chapter 15
6.1.18 Timelines*
6.1.19 Historical periods and
eras
6.1.20 Historical perspectives
6.2.6 Political organizations*
6.1.2 Religions *
Chapter 16
6.1.22 Historical accounts and
passages
6,3.3 Physical characteristics
of regions *
6.3.4 Cultural characteristics
of regions*
6.3.14 Physical environment and
MCAS Sixth Grade Social Studies Pacing Guide
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16-18
West-Central Europe
On-going standards
Summative Questions
human populations
6.1.2 Religions *
6.2..6 Political organizations*
6.3.3 Physical characteristics*
6.3.4 Cultural characteristics*
6.4.2 Trade*
6.4.3 Currency exchange
6.1.6 Trade Routes*
6.1.15 Industrialization and
urbanization*
6.1.18 Timelines*
6.1.21 Cause and effect*
6.1.23 Research*
6.1.24 Issues and perspectives*
6.2.1 Governments*
6.2.7 Citizenship*
6.3.1 Map*s
6.3.2 Latitude and longitude*
6.3.7 Climate regions*
6.3.10 Culture*
6.3.11 Anthropology and
archeology
6.4.1 Trade*
6.4.6 Standards of living*
6.4.7 Economic issues*
6.4.8 Economic connections*
6.4.9 Consumers and
producer*s
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter 17
6: 1,2 4, 6 page 159
7: 1, 3, 5, 6, 7 page 183
8: 1, 4, 5, 6 page 203
9: 1,2, 6, 7 page 225
10: 1,2, 3, 6 page 245
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3rd Quarter Overview
Week
19-20
Essential outcome/Concept/General
Overview
Northern Europe
21-22
Eastern Europe
23-24
Russia and the Caucasus
Indiana Standards
6.2.4 Nation-states*
6.2.5 Major forms of
government*
6.3.3 Physical characteristics
of regions*
6.3.4 Cultural characteristics
of regions*
6.3.6 Climate differences
6.1.2 Religions *
6.1.20 Historical perspectives
6.1.23 Research questions and
resources*
6.2.1 Historical and
contemporary governments*
6.3.3 Physical characteristics
of regions*
6.3.4 Cultural characteristics
of regions*
6.4.9 Consumers and
producers*
6.1.2 Religions *
6.1.20Historical perspectives
6.2.1 Historical and
contemporary governments*
6.2.7 Citizenship and citizen’s
role*
6.3.3 Physical characteristics
of regions*
6.3.4 Cultural characteristics
Resources used (textbook pages,
charts, assessments)
Chapter 18
Chapter 19
Chapter 20
MCAS Sixth Grade Social Studies Pacing Guide
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25-26
Mexico
27
Central America
On-going standards
of regions*
6.3.5 Rivers, mountains, and
bodies of water
6.3.9 Population distribution
and growth*
6.1.2 Religions*
Chapter 6
6.1.11 Spanish and Portuguese
colonies
6.3.3 Physical characteristics
of regions*
6.3.4
characteristics
of
regions*
6.3.5 Rivers, mountains, and
bodies of water
6.3.9 Population distribution
and growth*
6.3.12 Distribution of natural
resources*
6.3.13 Human interaction with
environments
6.4.4 Economic systems
6.1.2 Religions *
Chapter 7
6.3.3 Physical characteristics
of regions*
6.3.4 Cultural Characteristics
of regions*
6.3.12 Distribution of natural
resources*
6.4.4 Economic systems
6.1.6 Trade Routes*
6.1.15 Industrialization and
urbanization*
6.1.18 Timelines*
MCAS Sixth Grade Social Studies Pacing Guide
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6.1.21 Cause and effect*
6.1.23 Research*
6.1.24 Issues and perspectives*
6.2.1 Governments*
6.2.7 Citizenship*
6.3.1 Map*s
6.3.2 Latitude and longitude*
6.3.7 Climate regions*
6.3.10 Culture*
6.3.11 Anthropology and
archeology
6.4.1 Trade*
6.4.6 Standards of living*
6.4.7 Economic issues*
6.4.8 Economic connections*
6.4.9 Consumers and
producer*s
Summative Questions
Chapter
341
Chapter
373
Chapter
397
Chapter
13: 1,2, 3, 5, 6, 7 page
14: 2,3,5, 6, 7 page
15: 1, 2, 3, 6, 7 page
16: 2, 4, 6, 7 page 421
MCAS Sixth Grade Social Studies Pacing Guide
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4th Quarter Overview
Week
2830
Essential outcome/Concept/ General
Overview
South America
31-33
Canada
3436
Unites States
Indiana Standards
Resources used (textbook pages,
charts, assessments, etc.)
Chapters 8-10
6.1.2 Religions *
6.1.10 Colonization*
6.1.11 Spanish and Portuguese
colonies
6.1.20 Historical perspectives
6.2.1
Historical
and
contemporary governments*
6.2.7 Citizenship and citizen’s
role*
6.3.3 Physical characteristics
of region*s
6.3.4 Cultural characteristics
of regions*
6.3.7 Climate regions*
6.3.8 Biomes
6.3.12 Distribution of natural
resources*
6.4.2 Trade*
6.1.17 Technological societies
Chapter 12
6.1.23 Research and resources*
6.2.7 Citizenship and citizen’s
role*
6.3.3 Physical characteristics*
6.3.4 Cultural characteristics*
6.3.5 Rivers, mountains, and
bodies of water
6.1.2 Religions *
Chapter 11
6.1.11 Spanish and Portuguese
colonies
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On-going standards
Summative Questions
6.1.17 Technological societies
6.1.20 Historical perspectives
in literature
6.2.1 Governments *
6.2.2 Systems of government
6.2.5 Citizens and human
rights*
6.3.3 Physical characteristics
of regions *
6.4.1 Trade *
6.1.6 Trade Routes*
6.1.15 Industrialization and
urbanization*
6.1.18 Timelines*
6.1.21 Cause and effect*
6.1.23 Research*
6.1.24 Issues and perspectives*
6.2.1 Governments*
6.2.7 Citizenship*
6.3.1 Map*s
6.3.2 Latitude and longitude*
6.3.7 Climate regions*
6.3.10 Culture*
6.3.11 Anthropology and
archeology
6.4.1 Trade*
6.4.6 Standards of living*
6.4.7 Economic issues*
6.4.8 Economic connections*
6.4.9 Consumers and
producer*s
Chapter 17: 1,2, 4, 5, 6 page
445
MCAS Sixth Grade Social Studies Pacing Guide
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Chapter 18: 1,2, 3, 6, 7 page
465
Chapter 19: 1,3,4,5,6, 7 page
489
Chapter 20: 1,2,3, 6 page 513
Revised 1.4.13
MCAS Sixth Grade Social Studies Pacing Guide
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Standards and Assessment Vocabulary
Social Studies
The purpose of the Standards and Assessment Vocabulary is to highlight words or phrases contained in the Indiana
Academic Standards that may appear on ISTEP+ and to develop an awareness of connections between the standards
and assessment.
Key Word or Phrase
Describe
Example
Explain
Explain the significance
Identify
Using what you have
learned
Notes
 Which best describes
Examples
 Describe two ways international trade benefits individual living in different countries.
 Describe one similarity and one difference between the beliefs of Christianity and Islam.
 Give examples to support a statement presented
An example
 Explain the affects of cultural religious interactions between civilizations.
 Of an event or person
An example
 Describe and explain the significance of ancient Egyptian achievements in two of the
following areas: Art, Architecture, Government, Religion
 Identify locations on maps
 Identify characteristics
 Often a map, information or a short excerpt is presented to stimulate student thinking.
Students should use this stimulus but also reflect on their own knowledge before answering
the question.
MCAS Sixth Grade Social Studies Pacing Guide
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Core Standard 1: History
 Key historic movements
 Key historic events
 Key historic figures
 Contributions to the development of modern European and American nations from early civilizations to modern times.
6.1.1
Early and Classical Civilizations: 1900 B.C. /B.C.E to 700 A.D. /C.E. Describe the rise; the political, technological and cultural achievements;
and the decline of ancient civilizations in Europe and Mesoamerica.
6.1.2 Early and Classical Civilizations: 1900 B.C. /B.C.E to 700 A.D. /C.E. Describe and compare the beliefs, the spread and the influence of
religions throughout Europe and Mesoamerica.
6.1.3 Medieval Period: 400 A.D. /C.E. - 1500 A.D./C.E. Explain the continuation and contributions of the Eastern Roman Empire after the fall of the
Western Roman Empire.
Learning Targets/Outcomes



Evaluate the cause and effect of ancient Aegean civilizations and the Greek city-based republics.
Evaluate the major developments and achievements of the Roman Republic and analyze the effects on the rise and expansion of the Roman Empire.
Summarize the migration of the Jews and the spread of Christianity.
Key Vocabulary






I.
Republic
Civilization
Trade route
Technology
Culture
Citizenship
•
•
•
•
•
Migration
Expansion
Religion
Parliament
Citizen
Early Civilizations and Societies of 700 A.D./C.E.
A. Achievements in Culture (including religion) and Government:
1. Europe
2. Mesoamerica
3. Eastern Roman Empire
B. Effects of the influences and interactions between these civilizations due to the achievements in culture and
MCAS Sixth Grade Social Studies Pacing Guide
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Government:
1. Europe
2. Mesoamerica
3. Eastern Roman Empire
6.1.5 Medieval Period: 400 A.D./C.E. - 1500 A.D./C.E. Analyze the diverse points of view and interests of those involved in the Crusades and give
examples of the changes brought about by the Crusades.
6.1.6 Medieval Period: 400 A.D./C.E. - 1500 A.D./C.E. Examine the importance of trade routes and trace the rise of cultural centers and trade
cities in Europe and Mesoamerica.
6.1.7 Medieval Period: 400 A.D./C.E. - 1500 A.D./C.E. Explain the effects of the Black Death, or bubonic plague, along with economic, environmental
and social factors that led to the decline of medieval society.
6.1.8 Medieval Period: 400 A.D./C.E. - 1500 A.D./C.E. Compare the diverse perspectives, ideas, interests and people that brought about the
Renaissance in Europe.
6.1.9 Medieval Period: 400 A.D./C.E. - 1500 A.D./C.E. Analyze the interconnections of people, places and events in the economic, scientific and
cultural exchanges of the European Renaissance that led to the Scientific Revolution, voyages of discovery and imperial conquest.
6.4.1 Give examples of how trade related to key developments in the history of Europe and the Americas.
Learning Targets/Outcomes






Analyze the reasons for the rise and fall of the Roman Empire.
Investigate the contributions of the eastern Roman Empire and their continuation.
Organize the feudal system by political, social, and economic factors.
Analyze the diverse points of view and interests of those involved in the Crusades.
Interpret the effects of the Black Death, economic, environmental, and social factors that led to the decline of medieval monarchies.
Critique the importance of Asian trade routes as they relate to the rise of cultural centers and trading cities.





Decline
Medieval
Feudal
Political
Reformation
Key Vocabulary
II.
•
•
•
•
•
Industrialization
Urbanization
Mesoamerica
Social
Economic
Medieval and Renaissance in the 16th Century
A. Effects on medieval society:
1. Feudal System
3. Science
2. Religion
4. Arts
•
•
•
Crusades
Columbian Exchange
Monarchies
5. Literature
6. Trade
MCAS Sixth Grade Social Studies Pacing Guide
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6.1.10 Early Modern Era: 1500 to 1800. Examine and explain the outcomes of European colonization on the Americas and the rest of the world.
6.1.12 Early Modern Era: 1500 to 1800. Describe the Reformations and their effects on European and American society.
6.1.13 Early Modern Era: 1500 to 1800. Explain the origin and spread of scientific, political, and social ideals associated with the Age of
Enlightenment.
6.1.14 Early Modern Era: 1500 to 1800. Describe the origins, developments and innovations of the Industrial Revolution and explain the changes it
brought about.
6.2.4 Foundations of Government: Define the term nation-state and describe the rise of nation-states headed by monarchs in Europe from 1500 to
1700.
6.4.1 Give examples of how trade related to key developments in the history of Europe and the Americas.
6.4.2 Analyze how countries of Europe and the Americas have been influenced by trade in different historical periods.
Learning Targets/Outcomes





Summarize the influences that brought about the Renaissance.
Analyze the development of Spain through 1492.
Describe the development of Mesoamerican civilizations prior to contact with Europeans.
Investigate the causes and outcomes of the defeat of the Aztec and Incan empires by the Spanish.
Analyze how countries of Europe and the Americas have benefited from trade in different historical periods.









Anthropology
Renaissance
Aztecs
Archaeology
Innovation
Latitude
Longitude
GDP
Cultural diffusion
Key Vocabulary
III.
•
•
•
Mayas
Incas
Trade
Exploration and Colonization and Post-Colonialism to the 19th Century
A. Outcomes of European colonization on the Americas.
B. Impact of Age of Enlightenment in Europe and Americas:
1. Political
2. Scientific thoughts
C. Effect of trade:
1. Economic
2. Exploration
MCAS Sixth Grade Social Studies Pacing Guide
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6.1.14 Early Modern Era: 1500 to 1800. Describe the origins, developments and innovations of the Industrial Revolution and explain the changes it
brought about.
6.1.15 Modern Era: 1700 to the present. Describe the impact of industrialization and urbanization on the lives of individuals and on trade and
cultural exchange between Europe and the Americas and the rest of the world.
6.1.16 Modern Era: 1700 to the present. Trace the individuals, beliefs and events that represent various political ideologies during the nineteenth
and twentieth centuries.
Learning Targets/Outcomes


Compare Spanish colonies in Mexico and South America with French and British colonies in Canada.
Analyze timelines that identify major people, events, and developments in the history of individual civilizations and/or countries that comprise Europe and
the Americas.
Key Vocabulary



Colonies
Industrialization
Political ideologies
•
•
Social ideologies
Independence
Europe and the Americas in the 19th – 21st Century
A. Impact of industrializations:
1. On individuals
2. On nations
3. On relations between Europe and America
B. Governments of Europe and the Americas:
1. Influenced by political ideologies
2. Influenced by social ideologies
C. Independent movements in Eastern Europe
IV.
6.1.18 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Create and compare timelines that identify major
people, events and developments in the history of individual civilizations and/or countries that comprise Europe and the Americas.
6.1.21 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Analyze cause-and-effect relationships, keeping in
mind multiple causations, including the importance of individuals, ideas, human interests, beliefs and chance in history.
6.1.23 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Form research questions and use a variety of
information resources to obtain, evaluate and present data on people, cultures and developments in Europe and the Americas.
6.1.24 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Identify issues related to an historical event in
Europe or the Americas and give basic arguments for and against that issue utilizing the perspectives, interests and values of those involved.
Learning Targets/Outcomes


Identify people and events and history.
Analyze historical events, differentiating between fact and interpretation, and explaining the meaning of historical passages.
MCAS Sixth Grade Social Studies Pacing Guide
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V.
Chronology, Analysis, and Interpretation
Core Standard 2: Civics and Government
 Forms of government.
 Political structures of Europe and Americas.
 Rights and responsibilities of individuals of political systems.
6.1.1
Early and Classical Civilizations: 1900 B.C. /B.C.E to 700 A.D. /C.E. Describe the rise; the political, technological and cultural achievements;
and the decline of ancient civilizations in Europe and Mesoamerica.
6.1.3 Medieval Period: 400 A.D./C.E. - 1500 A.D./C.E. Explain the continuation and contributions of the Eastern Roman Empire after the fall of the
Western Roman Empire.
6.2.1 Foundations of Government: Identify and compare major forms of historical and contemporary governments in Europe and the Americas.
6.2.3 Foundations of Government: Examine key ideas of Magna Carta (1215), the Petition of Right (1628), and the English Bill of Rights (1689) as
documents to place limits on the English monarchy.
6.2.4 Foundations of Government: Define the term nation-state and describe the rise of nation-states headed by monarchs in Europe from 1500 to
1700.
Learning Targets/Outcomes



Compare governments developed by ancient European civilizations with governments of today.
Identify the rise of nation-states headed by monarchs in Europe from 1500 to 1700.
Identify major forms of government in Europe and the Americas and compare them with that of the United States.
Key Vocabulary



I.
Nation-state
Monarch
Democracies
•
Republics
Foundations of Government in Europe and the Americas
A. Greek and Roman forms of government:
1. Nation states
2. Impacted by Enlightenment ideas
6.1.4
Medieval Period: 400 A.D./C.E. - 1500 A.D./C.E. Describe and explain the development and organization of political, cultural, social and economic systems in
Europe and the Americas.
6.2.1
Foundations of Government: Identify and compare major forms of historical and contemporary governments in Europe and the Americas.
MCAS Sixth Grade Social Studies Pacing Guide
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6.2.5
Functions of Government: Describe how major forms of government in Europe and the Americas protect or protected citizens and their civil and human
rights.
6.2.6
Functions of Government: Identify the functions of international political organizations in the world today.
6.2.7
Roles of Citizens: Define and compare citizenship and the citizen's role in selected countries of Europe and the Americas.
Learning Targets/Outcomes



Describe the European Union (EU) and its relationship to the governments of the other members of the EU.
Examine the roles of citizens in Europe and the Americas.
Identify the functions of governmental international organizations in the world today.
Key Vocabulary



II.
European Union (EU)
Sovereign
Citizenship
•
•
National
International
Functions of Government in Europe and the Americas
A. European and American Governments:
1. Socialists
2. Communist
3. Democratic
4. Roles of Citizens
B. Functions of international organizations
Core Standard 3: Geography
 Climate regions
 Physical features
 Countries and cities
6.3.1
The World in Spatial Terms: Identify and locate on maps the countries and capitals of Europe and the Americas such as Great Britain, Russia, Mexico,
Canada and Brazil.
6.3.2
The World in Spatial Terms: Use latitude and longitude to locate the capital cities of Europe and the Americas and describe the uses of locational
technology, such as Global Positioning Systems (GPS) to distinguish absolute and relative location and to describe Earth's surfaces.
6.3.3
Places and Regions: Describe and compare major physical characteristics of regions in Europe and the Americas.
6.3.7
Physical Systems : Locate and describe the climate regions of Europe and the Americas and explain how and why they differ.
Learning Targets/Outcomes



Explain map components.
Compare map types and explain appropriate use of each.
Use latitude and longitude to locate places on Earth.
MCAS Sixth Grade Social Studies Pacing Guide
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



Describe the uses of locational technology.
Identify and locate countries and major cities in Europe and the Western Hemisphere.
Locate and map the climate regions of Europe and the Western Hemisphere.
Describe and compare the climate regions of Europe and the Western Hemisphere.
Key Vocabulary



I.
Latitude
Longitude
Topographical
Maps and Globes
A. Latitude and longitude
B. Major physical features/areas
C. Climate regions
6.3.4
Places and Regions: Describe and compare major cultural characteristics of regions in Europe and the Western Hemisphere.
6.3.9
Human Systems: Identify current patterns of population distribution and growth in Europe and the Americas using a variety of geographic representations
such as maps, charts, graphs, and satellite images and aerial photography.
6.3.10 Human Systems: Explain that cultures change in three ways: cultural diffusion, invention and innovation.
6.3.12 Environment and Society: Compare the distribution of natural gas, oil, forests, uranium, minerals, coal, seafood and water in countries such as Brazil, Mexico,
Canada, Great Britain and Russia.
Learning Targets/Outcomes




Describe major physical characteristics of regions in Europe and the Americas.
Identify and explain patterns and changes in population distribution and growth in Europe and Americas.
Compare and contrast cultural patterns in Europe and the Western Hemisphere.
Analyze the distribution of natural resources in Europe and the Western Hemisphere.



Physical characteristics
Regions
Population distribution
Key Vocabulary
II.
•
•
Cultural patterns
Natural resources
Human and Physical Systems
A. Distribution:
1. Natural resources
2. People
3. Languages
MCAS Sixth Grade Social Studies Pacing Guide
18
4. Major religions
B. How cultures changes
Core Standard 4: Economics
 Influence of physical and cultural factors on economics systems in Europe and the Americas.
6.4.1
Give examples of how trade related to key developments in the history of Europe and the Americas.
6.4.2
Analyze how countries of Europe and the Americas have been influenced by trade in different historical periods.
6.4.7
Analyze current economic issues in the countries of Europe or the Americas using a variety of information resources.
6.4.8
Identify economic connections between the local community and the countries of Europe or the Americas and identify job skills needed to be successful in
the workplace.
Learning Targets/Outcomes



Analyze how countries of Europe and the Americas have benefited from trade in different historical periods.
Compare the standard of living of various countries of Europe and the Americas today.
Analyze current economic issues of Europe or the Americas.


Standard of living
Gross Domestic Product (GDP)
Key Vocabulary
II.
International Trade
A. History and development of countries
B. Indiana’s global economic connections
6.4.6 Compare the standard of living of various countries of Europe and the Americas today using Gross Domestic Product (GDP) per capita as an
indicator.
6.4.7 Analyze current economic issues in the countries of Europe or the Americas using a variety of information resources.
6.4.9 Identify situations in which the actions of consumers and producers in Europe or the Americas create helpful spillovers or harmful spillovers
to people inside a country who are not directly involved in the consumption or production of a product.
Learning Targets/Outcomes


Explain how financial institutions operate.
Identify economic connections between the local communities and of Europe and the Americas.


Financial institution
Savers
Key Vocabulary
MCAS Sixth Grade Social Studies Pacing Guide
19


III.
Borrowers
Investors
Standard of Living
A. Influenced by data such as GNP.
B. Channeling funds from savers, borrowers, and investors.
MCAS Sixth Grade Social Studies Pacing Guide
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Essential Outcomes
6th Grade Social Studies Pacing Guide
1.
Many civilizations influenced the development of Europe from early societies through modern times (Standard 1)
Learning Goals:
a. Students will investigate religious institutions(6.1.2, 6.1.3, 6.1.12)
b. Students will analyze the cause and effect of trade and cultural interactions (6.1.1 ,6.1.4, 6.1.6, 6.1.7 ,6.1.9, 6.1.10, 6.1.15, 6.1.21,
6.3.4)
c. Students will recognize and classify political institutions (6.1.10, 6.1.13, 6.1.16 6.2.6)
d. Students will recognize and analyze technological developments (6.1.10, 6.1.13, 6.1.14, 6.1.21)
2. Many civilizations influenced the development of Mesoamerica from early societies through modern times (Standard 1)
Learning Goals:
a. Students will analyze the cause and effect of trade and cultural interactions (6.1.1, 6.1.2, 6.1.12)
b. Students will investigate religious institutions (6.1.6, 6.1.10, 6.1.15, 6.1.21, 6.3.4)
c. Students will recognize and classify political institutions (6.1.10, 6.1.13, 6.1.16 6.2.6)
d. Students will recognize and analyze technological developments (6.1.10, 6.1.13, 6.1.14, 6.1.21)
3. Various forms of Government existed in Historical and Contemporary Europe (Standard 2)
Learning Goals:
a. Students will investigate the differences between historical forms of government (6.2.1, 6.2.3, 6.2.4)
b. Students will investigate the difference between contemporary forms of government (6.2.1)
c. Students will match historical and contemporary forms of government (6.2.3, 6.2.4, 6.2.5)
d. Students will evaluate citizenship as it relates to the role of being a citizen (6.2.5, 6.2.7)
4. Various forms of Governments existed in Historical and Contemporary Mesoamerica (Standard 2)
Learning Goals:
a. Students will investigate the difference between historical forms for government (6.1.18, 6.2.1)
b. Students will investigate the difference between contemporary forms of government (6.2.1)
c. Students will match historical and contemporary forms of government (6.2.5)
d. Students will evaluate citizenship as it relates to the role of being a citizen (6.2.5, 6.2.7)
5. Numerous geographical regions exist in Europe (Standard 3)
Learning Goals:
a. Students will recall and classify the characteristics of climate regions (6.3.3, 6.3.7)
MCAS Sixth Grade Social Studies Pacing Guide
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b. Students will investigate major physical features of countries and cities (6.3.3, 6.3.11)
c. Students will analyze the location of cities based on geographic and historical factors (6.3.1, 6.3.2, 6.3.9, 6.3.10)
6. Numerous geographical regions exist in Mesoamerica (Standard 3)
Learning goals:
a. Students will recall and classify the characteristics of climate regions (6.3.3, 6.3.7)
b. Students will investigate major physical features of countries and cities (6.3.3, 6.3.11)
c. Students will analyze the location of cities based on geographic and historical factors (6.3.1, 6.3.2, 6.3.9, 6.3.10)
7. Multiple factors affect the development of economic systems in European countries (Standard 4)
Learning goals:
a. Students will investigate and analyze the influence of physical factors (6.4.1, 6.4. 2, 6.4.7, 6.4.9)
b. Students will investigate and analyze the influence of cultural factors (6.4.1, 6.4.2, 6.4.6, 6.4.7, 6.4.8)
8. Multiple factors affect the development of economic systems in Mesoamerican countries (Standard 4)
Learning goals
a. Students will investigate and analyze the influence of physical factors (6.4.1, 6.4.2, 6.4.7, 6.4.9)
b. Students will investigate and analyze the influence of cultural factors (6.4.1, 6.4.2, 6.4.6, 6.4.7, 6.4.8)
MCAS Sixth Grade Social Studies Pacing Guide
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6th Grade Social Studies Quarter 1
Standard Indicator 1: Development of Europe from early civilizations through modern times
6.1.1 Describe the rise; the political, technological and cultural achievements; and the decline of ancient civilizations in Europe and Mesoamerica.
6.1.2 Describe and compare the beliefs, the spread and the influence of religions throughout Europe and Mesoamerica.
6.1.3 Explain the continuation and contributions of the Eastern Roman Empire after the fall of the Western Roman Empire.
6.1.4 Describe and explain the development and organization of political, cultural, social and economic systems in Europe and the Americas.
6.1.5 Analyze the diverse points of view and interests of those involved in the Crusades and give examples of the changes brought about by the Crusades.
6.1.6 Examine the importance of trade routes and trace the rise of cultural centers and trade cities in Europe and Mesoamerica.
6.1.7 Explain the effects of the Black Death, or bubonic plague, along with economic, environmental and social factors that led to the decline of medieval society.
6.1.8 Compare the diverse perspectives, ideas, interests and people that brought about the Renaissance in Europe.
6.1.9 Analyze the interconnections of people, places and events in the economic, scientific and cultural exchanges of the European Renaissance that led to the Scientific Revolution, voyages
of discovery and imperial conquest.
6.1.11 Early Modern Era: 1500 to 1800 Compare Spanish and Portuguese colonies in Mexico and South America with French and British colonies in North America
6.1.12 Describe the Reformations and their effects on European and American society.
6.1.13 Explain the origin and spread of scientific, political and social ideas associated with the Age of Enlightenment.
6.1.15 Describe the impact of industrialization and urbanization on the lives of individuals and on trade and cultural exchange between Europe and the Americas and the rest of the world.
6.1.17 Compare the opportunities and dangers related to the development of a highly technological society.
6.1.18 Create and compare timelines that identify major people, events and developments in the history of individual civilizations and/or countries that comprise Europe and the Americas.
6.1.19 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Define and use the terms decade, century and millennium, and compare alternative ways that
historical periods and eras are designated by identifying the organizing principles upon which each is based.
6.1.20 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Recognize historical perspectives in fiction and nonfiction by identifying the historical context
in which events unfolded and by avoiding evaluation of the past solely in terms of present-day norms.
6.1.21 Analyze cause-and-effect relationships, keeping in mind multiple causations, including the importance of individuals, ideas, human interests, beliefs and chance in history.
6.1.23 Form research questions and use a variety of information resources to obtain, evaluate and present data on people, cultures and developments in Europe and the Americas.
6.1.24 Identify issues related to an historical event in Europe or the Americas and give basic arguments for and against that issue utilizing the perspectives, interests and values of those
involved.
6.2.1 Identify and compare major forms of historical and contemporary governments in Europe and the Americas.
6.2.7 Define and compare citizenship and the citizen’s role in selected countries of Europe and the Americans.
6.3.1 Identify and locate on maps the countries and capital of Europe and the Americas such as Great Britain, Russia, Mexico, Canada and Brazil.
6.3.2 Use latitude and longitude to locate the capital cities of Europe and the Americas and Describer the use of locational technology, such as Global Positioning Systems (GPS) to
distinguish absolute and relative location and to describe Earth’s surfaces.
6.3.3 Places and Regions: Describe and compare major physical characteristics of regions in Europe and the Americas.
6.3.4 Describe and compare major cultural characteristics of regions in Europe and the Western Hemisphere.
6.3.7 Physical Systems: Locate and describe the climate regions of Europe and the Americas and explain how and why they differ.
6.3.10 Explain that cultures change in three ways: cultural diffusion, invention and innovation.
6.3.11 Human Systems: Define the terms anthropology and archeology and explain how these fields contribute to our understanding of societies in the present and the past.
6.3.14 Explain and give examples of how nature has impacted the physical environment and human populations in specific areas of Europe and the Americas.
6.4.1 Give examples of how trade related to key developments in the history of Europe and the Americas
6.4.2 Analyze how countries of Europe and the Americas have been influenced by trade in different historical periods.
6.4.7 Analyze current economic issues in the countries of Europe or the Americas using a variety of information resources.
6.4.9 Identify situations in which the actions of consumers and producers in Europe or the Americas create helpful spillovers or harmful spillovers to people inside a country who are not
directly involved in the consumption or production of a product.
6.4.6 Compare the standard of living of various countries of Europe and the Americas today using Gross Domestic Product (GDP) per capita as an indicator.
6.4.8 Identify economic connections between the local community and the countries of Europe or the Americas and identify job skills needed to be successful in the workplace.
MCAS Sixth Grade Social Studies Pacing Guide
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6.4.9 Identify situations in which the actions of consumers and producers in Europe or the Americas create helpful spillovers or harmful spillovers to people inside a country who are not
directly involved in the consumption or production of a produce.
Declarative Knowledge
Procedural Knowledge
Concepts
Processes


Skills

Organizing
Ideas
Details
Vocabulary
Numerous geographical regions exist in Europe.
Multiple factors affect the development of economic systems in European
countries.
1.
Students will recall and classify the characteristics of climate regions.
2.
Students will investigate major physical features of countries and cities.
3.
Students will analyze the location of cities based on geographic and
historical factors.
4.
Students will investigate and analyze the influence of physical factors.
5.
Students will investigate and analyze the influence of cultural factors.
1. Geography
a. Physical characteristics of regions
b. Climate regions
c. Physical location-countries and capitals
d. Population distribution
2. Cultural Relationships
a. Understanding societies in the present and the past
b. Cultural change
3. Trade
a. Relationship to historical development
4. Economics
a. Current economic issues
b. Roles of consumer and producer
c. Standard of living
d. Country and continental connections
e. Workplace skills
Nation-State
Renaissance
Standard of Living
Feudal System
City-State
Circumnavigate
Reformation
Medieval





Writing Process
Reading Process
Using and creating maps, charts, and
graphs
Interpret satellite images and aerial
photographs
Analyze and interpret informational
resources
Using graphic organizers
Compare and contrast major physical
characteristics of regions, climate
regions, cultural characteristics,
population distribution
Evaluate impact of trade on the
development of Europe’s economics
Aqueduct
Crusades
Magna Carta
Cold War
Communism
Dictator
Capitalism
Industrial Revolution
MCAS Sixth Grade Social Studies Pacing Guide
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6th Grade Social Studies Quarter 2
Standard Indicator 1: Development of Mesoamerica from early civilizations through modern times
6.1.2 Early and Classical Civilizations: 1900 B.C. /B.C.E to 700 A.D. /C.E. Describe and compare the beliefs, the spread and the influence of religions throughout Europe
and Mesoamerica.
6.1.6 medieval Period; 400 A.D./C.E.-1500 A.D./C.E. Examine the importance of trade routes and trace the rise of cultural centers and trade cities in Europe and
Mesoamerica.
6.1.10 Early Modern Era: 1500-1800 Examine and explain the outcomes of European colonization on the Americas and the rest of the world
6.1.11 Early Modern Era: 1500 to 1800 Compare Spanish and Portuguese colonies in Mexico and South America with French and British colonies in North America
6.1.15 Modern Era: 1700 to the present Describe the impact of industrialization and urbanization on the lives of individuals and on trade and cultural exchange between
Europe and the Americas and the rest of the world.
6.1.18 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Create and compare timelines that identify major people, events and
developments in the history of individual civilizations and/or countries that comprise Europe and the Americas.
6.1.20 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Recognize historical perspectives in fiction and nonfiction by identifying
the historical context in which events unfolded and by avoiding evaluation of the past solely in terms of present-day norms.
6.1.21 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Analyze cause-and-effect relationships, keeping in mind multiple
causations, including the importance of individuals, ideas, human interests, beliefs and chance in history.
6.1.23 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Form research questions and use a variety of information resources to
obtain, evaluate and present data on people, cultures and developments in Europe and the Americas.
6.1.24 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Identify issues related to an historical event in Europe or the Americas
and give basic arguments for and against that issue utilizing the perspectives, interests and values of those involved.
6.3.4 Places and Regions: Describe and compare major cultural characteristics of regions in Europe and the Western Hemisphere.
6.2.1 Foundations of Government: Identify and compare major forms of historical and contemporary governments in Europe and the Americas.
6.2.7 Roles of Citizens: Define and compare citizenship and the citizen's role in selected countries of Europe and the Americas.
6.3.2 Use latitude and longitude to locate the capital cities of Europe and the Americas and describe the uses of locational technology, such as Global Positioning
Systems (GPS) to distinguish absolute and relative location and to describe Earth’s surfaces.
6.3.3 Describe and compare major physical characteristics of regions in Europe and the Americas.
6.3.5 Give examples and describe the formation of important river deltas, mountains and bodies of water in Europe and the Americas.
6.3.7 Locate and describe the climate regions of Europe and the Americas and explain how and why they differ.
6.3.8 Identify major biomes of Europe and the Americas and explain how these are influenced by climate.
6.3.9 Identify current patterns of population distribution and growth in Europe and the Americas using a variety of geographic representations such as maps, charts,
graphs, and satellite images and aerial photography
6.3.10 Explain That cultures change in three ways: cultural diffusion, invention and innovation.
6.3.11 Define the terms and anthropology and archeology and explain how these fields contribute to our understanding of societies in the present and the past.
6.1.4 Describe and explain the development and organization of political, cultural, social and economic systems in Europe and the Americas.
6.1.6 Examine the importance of trade routes and trace the rise of cultural centers and trade cities in Europe and Mesoamerica.
6.1.15 Describe the impact of industrialization and urbanization on the lives of individuals and on trade and cultural exchange between Europe and the Americas and the
rest of the world.
6.2.2 Explain how elements of Greek direct democracy and Roman representative democracy are present in modern systems of government.
6.2.5 Describe how major forms of government in Europe and the Americas protect or protected citizens and their civil and human rights..
6.3.1 Identify and locate on maps the countries and capitals of Europe and the Americas such as Great Britain, Russia, Mexico, Canada and Brazil.
MCAS Sixth Grade Social Studies Pacing Guide
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6.4.1 Give examples of how trade related to key developments in the history of Europe and the Americas.
6.4.6 Compare the standard of living of various countries of Europe and the Americas today using Gross Domestic Product (GDP) per capita as an indicator.
6.4.7 Analyze current economic issues in the Countries of Europe or the Americas using a variety of information resources.
6.4.8 Identify economic connections between the local community and the countries of Europe or the Americas and identify job skills needed to be successful in the
workplace.
6.4.9 Identify situations in which the actions of consumers and producers in Europe or the Americas create helpful spillovers or harmful spillovers to people inside a
country who are not directly involved in the consumption or production of a product.
Declarative Knowledge
Procedural Knowledge
Concepts
Processes


Writing Process
Reading Process
Skills




Reading thematic maps
Reading charts and graphs
Create charts and graphs
Analyze religions, trade and cultural
interactions, political, and technological
development
Categorize religions and political ideologies
Investigate the various levels of citizenship in a
diverse multicultural society
Many civilizations influenced the development of Europe from
early societies through modern times.
Various forms of Government existed in Historical and
Contemporary Europe.
Organizing
Ideas
Details
1. Students will investigate religious institutions
2. Students will analyze the cause and effect of trade and
cultural interactions
3. Students will recognize and classify political institutions
4. Students will recognize and analyze technological
developments
5. Students will investigate the differences between
historical forms of government
6. Students will investigate the difference between
contemporary forms of government
7. Students will match historical and contemporary forms
of government
8. Students will evaluate citizenship as it relates to the
role of being a citizen
1.
2.
Religious beliefs
o
Judaism
o
Christianity
o
Islam
o
Native practices
Trade and cultural interactions
o
Trade routes (land/water)
o
Rise of cultural center/cities
o
Scientific Revolution
o
Colonization
o
Industrialization and urbanization


MCAS Sixth Grade Social Studies Pacing Guide
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3.
Political institutions
o
Imperial Conquest
o
Political Ideologies (Liberalism, conservatism,
nationalism, socialism, communism, fascism, city-states,
democracies, popular sovereignty), Parliamentary
government, nation-state
4.
Vocabulary
Technological developments
o
Crusades
o
Scientific Inquiry
o
Warfare and weapons
o
Architecture
o
Medical
o
Industrial Revolution
5. Citizenship

Methods of voting

Participation in civil society

Participation in government
Anthropology
Aztecs
Archaeology
Innovation
GDP
Cultural diffusion
Physical characteristics
Democracies
Standard of living
Sovereign
Mayas
Expansion
Incas
Causeway
Conquistador
Colonies
Provinces
Cartography
Constitutional monarchy
Absolute location
Relative location
Republic
Civilization
Trade route
Religion
Parliament
Citizenship
MCAS Sixth Grade Social Studies Pacing Guide
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6th Grade Social Studies Quarter 3
Standard Indicator 1: Development of Mesoamerica from early civilizations through modern times
6.1.1 Early and Classical Civilizations: 1900 B.C. /B.C.E to 700 A.D. /C.E. Describe the rise; the political, technological and cultural achievements; and the decline of
ancient civilizations in Europe and Mesoamerica.
6.1.2 Early and Classical Civilizations: 1900 B.C. /B.C.E to 700 A.D. /C.E. Describe and compare the beliefs, the spread and the influence of religions throughout
Europe and Mesoamerica.
6.1.6 Medieval Period: 400 A.D./C.E. - 1500 A.D./C.E. Examine the importance of trade routes and trace the rise of cultural centers and trade cities in Europe and
Mesoamerica.
6.1.11 Early Modern Era: 1500 to 1800 Compare Spanish and Portuguese colonies in Mexico and South America with French and British colonies in North America
6.1.14 Early Modern Era: 1500 to 1800 Describe the origins, developments and innovations of the Industrial Revolution and explain the changes it brought about
6.1.15 Modern Era: 1700 to the present. Describe the impact of industrialization and urbanization on the lives of individuals and on trade and cultural exchange
between Europe and the Americas and the rest of the world.
6.1.16 Modern Era: 1700 to the present Trace the individual, beliefs and events that represent various political ideologies during the nineteenth and twentieth
centuries.
6.1.18 Create and compare timelines that identify major people, events and developments in the history of individual civilizations and/or countries that comprise
Europe and the Americas.
6.1.19 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Define and use the terms decade, century and millennium, and compare
alternative ways that historical periods and eras are designated by identifying the organizing principles upon which each is based.
6.1.20 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Recognize historical perspectives in fiction and nonfiction by
identifying the historical context in which events unfolded and by avoiding evaluation of the past solely in terms of present-day norms
6.1.21 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Analyze cause-and-effect relationships, keeping in mind multiple
causations, including the importance of individuals, ideas, human interests, beliefs and chance in history.
6.1.22 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Differentiate between fact and interpretation in historical accounts
and explain the meaning of historical passages by identifying who was involved, what happened, where it happened, and relating them to outcomes that followed the
gaps in the historical record.
6.1.23 Form research questions and use a variety of information resources to obtain, evaluate and present data on people, cultures and developments in Europe and
the Americas.
6.1.24 Identify issues related to an historical event in Europe or the Americas and give basic arguments for and against that issue utilizing the perspectives, interests
and values of those involved.
6.2.1 Identify and compare major forms of historical and contemporary governments in Europe and the Americas.
6.2.3 Foundations of Government Examine key ideas of Magna Carta (1215), the Petition of Right (1628), and the English Bill of Rights (1689) as documents to place
limits on the English monarchy.
6.2.4 Foundations of Government Define the term nation-state and describe the rise of nation-states headed by monarchs in Europe from 1500 to 1700
6.2.6 Functions of Government: Identify the functions of international political organizations in the world today.
6.2.7 Define and compare citizenship and the citizen’s role in selected countries of Europe and the Americas.
6.3.1 Identify and locate on maps the countries and capitals of Europe and the Americas such as Great Britain, Russia, Mexico, Canada and Brazil.
6.3.2 Use latitude and longitude to locate the capital cities of Europe and the Americas and describe the uses of locational technology, such as Global Positioning
Systems (GPS) to distinguish absolute and relative location and to describe Earth’s surfaces.
6.3.3 Describe and compare major physical characteristics of regions in Europe and the Americas.
6.3.4 Places and Regions: Describe and compare major cultural characteristics of regions in Europe and the Western Hemisphere.
6.3.5 Give examples and describe the formation of important river deltas, mountains and bodies of water in Europe and the Americas.
MCAS Sixth Grade Social Studies Pacing Guide
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6.3.7 Locate and describe the climate regions of Europe and the Americas and explain how and why they differ.
6.3.8 Identify major biomes of Europe and the Americas and explain how these are influenced by climate.
6.3.9 Identify current patterns of population distribution and growth in Europe and the Americas using a variety of geographic representations such as maps, charts,
graphs, and satellite images and aerial photography.
6.3.10 Explain that cultures change in three ways: cultural diffusion, invention and innovation.
6.3.11 Define the terms anthropology and archeology and explain how these fields contribute to our understanding of societies in the present and the past.
6.3.12 Compare the distribution of natural gas, oil, forests, uranium, minerals, coal, seafood and water in countries such as Brazil, Mexico, Canada, Great Britain and
Russia.
6.3.13 Explain the impact of humans on the physical environment in Europe and the Americas.
6.4.1 Give examples of how trade related to key developments in the history of Europe and the Americas.
6.4.4 Describe how different economic systems (traditional, command, market and mixed) in Europe and the Americas answer the basic economic questions of what to
produce, how to produce and for whom to produce.
6.4.6 Compare the standard of living various countries of Europe and the Americas today using Gross Domestic Product (GDP) per capita as an indicator.
6.4.7 Analyze current economic issues in the countries of Europe or the Americas using a variety of information resources.
6.4.8 Identify economic connections between the local community and the countries of Europe or the Americas and identify job skills needed to be successful in the
workplace.
6.4.9 Identify situations in which the actions of consumers and producers in Europe or the Americas create helpful spillovers or harmful spillovers to people inside a
country who are not directly involved in the consumption of production of a product.
Declarative Knowledge
Procedural Knowledge
Concepts
Processes


Writing Process
Reading Process
Skills





Using maps
Reading charts and graphs
Create charts and graphs
Using graphic organizers
Compare and contrast religions,
trade and cultural interactions,
political, and technological
Organizing
Ideas
Details
Many civilizations influenced the development of Mesoamerica from early societies
through modern times.
Various forms of Governments existed in Historical and Contemporary Mesoamerica.
1. Students will analyze the cause and effect of trade and cultural interactions
2. Students will investigate religious institutions
3. Students will recognize and classify political institutions
4. Students will recognize and analyze technological developments
5. Students will investigate the difference between historical forms for
government
6. Students will investigate the difference between contemporary forms of
government
7. Students will match historical and contemporary forms of government
8. Students will evaluate citizenship as it relates to the role of being a citizen
1. Religious beliefs
a.
Aztec
b. Mayan
c. Inca
d. Olmec
e. Christianity
2. Trade and cultural interactions
MCAS Sixth Grade Social Studies Pacing Guide
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3.
4.
5.
Vocabulary
a. Trade routes (land/water)
b. Rise of cultural centers and cities
c. Scientific Achievement
d. Outcomes of European colonization
e. Impact of industrialization and urbanization
Political institutions
a. Imperial inquest
b. Political ideologies (Liberalism, conservatism, nationalism, socialism,
communism, fascism, popular sovereignty, democracies,
totalitarianism, republics)
Technological developments
a. Scientific Inquiry
b. Warfare and Weapons
c. Architecture
d. Medical
e. Industrial Revolution
Citizenship
a. Methods of voting
b. Participation in civil society
c. Participation in government


development
Categorize religions and political
ideologies
Evaluate impact of religion, trace and
cultural interactions, political and
technological advances on the
development of Europe
Decline
Political
Industrialization
Urbanization
Mesoamerica
Social
Economic
Columbian Exchange
MCAS Sixth Grade Social Studies Pacing Guide
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6th Grade Social Studies Quarter 4
Standard Indicator 1: Development of Europe from early civilizations through modern times
6.1.2 Historical Knowledge Describe and compare the beliefs, the spread and the influence of religions throughout Europe and Mesoamerica
6.1.6 Examine the importance of trade routes and trace the rise of cultural centers and trade cities in Europe and Mesoamerica.
6.1.15 Describe the impact of industrialization and urbanization on the lives of individuals and on trade and cultural exchange between Europe and the Americas and the rest of the world.
6.1.18 Compare the diverse perspectives, ideas, interests and people that brought about the Renaissance in Europe.
6.1.20 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Recognize historical perspectives in fiction and nonfiction by identifying the historical context
in which events unfolded and by avoiding evaluation of the past solely in terms of present-day norms
6.1.21 Analyze cause-and effect relationships, keeping in mind multiple causations, including the importance of individuals, ideas, human interests, beliefs and chance in history.
6.1.23 Form research questions and use a variety of information resources to obtain, evaluate and present data on people, cultures and developments in Europe and the Americas.
6.1.24 Identify issues related to an historical event in Europe or the Americas and give basic arguments for and against that issue utilizing the perspectives, interests and values of those
involved.
6.2.1 Identify and compare major forms of historical and contemporary government in Europe and the Americas.
6.2.4 Foundations of Government Define the term nation-state and describe the rise of nation-states headed by monarchs in Europe from 1500 to 1700
6.2.5 Describe how major forms of government in Europe and the Americas protect or protected citizens and their civil and human rights.
6.2.6 Functions of Government Identify the functions of international political organizations in the world today.
6.2.7 Define and compare citizenship and the citizen’s role in selected countries of Europe and the Americas.
6.3.1 Identify and locate on maps the countries and capitals of Europe and the Americas such as Great Britain, Russia, Mexico, Canada and Brazil.
6.3.2 Use latitude and longitude to locate the capital cities of Europe and the Americas and describe the uses of locational technology, such as Global Positioning Systems (GPS)_ to
distinguish absolute and relative location and to describe Earth’s surfaces.
6.3.3 Places and Regions: Describe and compare major physical characteristics of regions in Europe and the Americas.
6.3.4 Describe and compare major cultural characteristics of regions in Europe and the Western Hemisphere.
6.3.5 Give examples and describe the formation of important river deltas, mountains and bodies of water in Europe and the Americas.
6.3.6 Explain how ocean currents and winds influence climate differences on Europe and the Americas.
6.3.7 Physical Systems: Locate and describe the climate regions of Europe and the Americas and explain how and why they differ.
6.3.11 Human Systems: Define the terms anthropology and archeology and explain how these fields contribute to our understanding of societies in the present and the past.
6.3.9 Human Systems: Identify current patterns of population distribution and growth in Europe and the Americas using a variety of geographic representations such as maps, charts, graphs,
and satellite images and aerial photography.
6.3.10 Human Systems: Explain that cultures change in three ways: cultural diffusion, invention and innovation.
6.4.1 Give examples of how trade related to key developments in the history of Europe and the Americas.
6.4.2 Analyze how countries of Europe and the Americas have been influenced by trade in different historical periods.
6.4.3 Explain why international trade requires a system for exchanging currency between various countries
6.4.6 Compare the standard of living of various countries of Europe and the Americas today using Gross Domestic Product (GDP) per capita as an indicator.
6.4.7 Analyze current economic issues in the countries of Europe or the Americas using a variety of information resources.
6.4.8 Identify economic connections between the local community and the countries of Europe or the Americas and identify job skills needed to be successful in the workplace.
6.4.9 Identify situations in which the actions of consumers and producers in Europe or the Americas create helpful spillovers or harmful spillovers to people inside a country who are not
directly involved in the consumption or production of a product.
Declarative Knowledge
Procedural Knowledge
Concepts
Processes
Numerous geographical regions exist in Mesoamerica.


Writing Process
Reading Process
Multiple factors affect the development of economic systems in Mesoamerican
countries.
MCAS Sixth Grade Social Studies Pacing Guide
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Organizing
Ideas
Details
Vocabulary
1.
2.
3.
Students will recall and classify the characteristics of climate regions
Students will investigate major physical features of countries and cities
Students will analyze the location of cities based on geographic and
historical factors
4. Students will investigate and analyze the influence of physical factors
5. Students will investigate and analyze the influence of cultural factors
1. Geography
a. Physical characteristics of regions
b. Climate regions
c. Physical location-countries and capitals
d. Population distribution
2. Cultural Relationships
a. Understanding societies in the present and the past
b. Cultural change
3. Trade
a. Relationship to historical development
4. Economics
a. Current economic issues
b. Roles of consumer and producer
c. Standard of living
d. Country and continental connections
e. Workplace skills
Navigable
English channel
Balkan peninsula
Commonwealth Independent
Skills






Using and creating maps,
charts, and graphs
Interpret satellite images
and aerial photographs
Analyze and interpret
informational resources
Using graphic organizers
Compare and contrast
major physical
characteristics of regions,
climate regions, cultural
characteristics, population
distribution
Evaluate impact of trade
on the development of
Europe’s economics
Neutral
Fjord
Ethnic cleansing
Chancellor
MCAS Sixth Grade Social Studies Pacing Guide
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Ongoing/All Year
1st Quarter
2nd Quarter
3rd Quarter
4th Quarter
Course Title
Assessment
Assessment
Assessment
Assessment
Standard
Bundle#/Standard
Benchmark #1
6.1.1, 6.1.2, 6.1.4, 6.1.6,
6.1.11, 6.1.15, 6.1.17,
6.1.18, 6.1.19, 6.1.20,
6.1.21, 6.1.23, 6.1.24, 6.2.1,
6.2.2, 6.2.5, 6.2.7, 6.3.1,
6.3.2,6.3.3,6.3.4, 6.3.5,
6.3.7, 6.3.10, 6.3.11, 6.4.1,
6.4.6, 6.4.7, 6.4.8, 6.4.9
Bundle#/Standard
Benchmark #2
6.1.2, 6.1.6, 6.1.10,
6.1.11, 6.1.15, 6.1.18,
6.1.20, 6.1.21, 6.1.23,
6.1.24, 6.2.1, 6.2.7, 6.2.8,
6.3.1, 6.3.2, 6.3.3, 6.3.4,
6.3.5, 6.3.7, 6.3.9, 6.3.10,
6.3.11, 6.3.12, 6.3.13,
6.4.1, 6.4.2, 6.4.4, 6.4.6,
6.4.7, 6.4.8, 6.4.9
Bundle#/Standard
Benchmark #3
6.1.1, 6.1.2, 6.1.3, 6.1.4, 6.1.5,
6.1.6, 6.1.7, 6.1.8, 6.1.9,
6.1.11, 6.1.12, 6.1.13, 6.1.14,
6.1.15, 6.1.16, 6.1.17, 6.1.18,
6.1.19, 6.1.20, 6.1.21, 6.1.22,
6.1.23, 6.1.24, 6.2.1, 6.2.3,
6.2.4, 6.2.6, 6.2.7, 6.3.1, 6.3.2,
6.3.3,6.3.4, 6.3.7, 6.3.10,
6.3.11,6.3.14, 6.4.1, 6.4.6,
6.4.7, 6.4.8, 6.4.9
Bundle#/Standard
Benchmark #4
6.1.2, 6.1.6, 6.1.15, 6.1.18,
6.1.20, 6.1.21, 6.1.23, 6.1.24,
6.2.1, 6.2.4, 6.2.5, 6.2.6, 6.2.7,
6.3.1, 6.3.2, 6.3.3,6.3.4, 6.3.6,
6.3.7, 6.3.9, 6.3.10, 6.3.11,
6.4.1, 6.4.2, 6.4.3, 6.4.6, 6.4.7,
6.4.8, 6.4.9
Instructional Strategies
Instructional Strategies
Instructional Strategies
Instructional Strategies
MCAS Sixth Grade Social Studies Pacing Guide
33
Essential Outcome: Numerous geographical regions exist in Europe.
Standard: 3 and 4
Summative Assessment: Geographical regions – true/false, multiple choice, matching, and fill-in questions
Describe
Assessment &
Timeline
Method
Formative 1: Recall Create a map and/or
and classify
table
characteristics of
climate regions
Testing
Knowledge
Testing
Reasoning/
Analysis
Testing
Performance
Skill
Testing
Product
X
X
X
X
X
X
Timeline:
1 week
Formative 2:
Investigate physical
features of countries
and cities.
Fill-in and label
physical map that
includes a map key,
compass rose, title
Timeline :
1 ½ – 2 weeks
MCAS Sixth Grade Social Studies Pacing Guide
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Essential Outcome: Numerous geographical regions exist in Mesoamerica.
Standard: 3 and 4
Summative Assessment: Geographical regions – true/false, multiple choice, matching, and fill-in questions
Formative 1: Recall Create a map and/or
and classify
table
characteristics of
climate regions
X
X
X
X
X
X
Timeline:
1 week
Formative 2:
Investigate physical
features of countries
and cities.
Fill-in and label
physical map that
includes a map key,
compass rose, title
Timeline :
1 ½ – 2 weeks
MCAS Sixth Grade Social Studies Pacing Guide
35
Essential Outcome: Many civilizations influenced the development of Europe from early societies through modern times.
Standard: 1 and 2
Summative Assessment: Civilizations – short answer fill-in
Trade and cultural interactions – open response
Technological developments – true/false
Describe
Assessment &
Timeline
Method
Formative 1:
Civilizations
Civilizations and
their influence
Timeline 2 weeks
1-2 matching
question each
Formative 2: Trade
and cultural
interactions
Trade routes, rise of
cultural centers,
Scientific
Revolution,
colonization,
industrialization and
urbanization
Timeline 1 week
Testing
Knowledge
Testing
Reasoning/
Analysis
Testing
Performance
Skill
Testing
Product
X
X
X
X
X
1-2 fill in question
each
Formative 3:
technological
developments
Crusades, Scientific
Inquiry, warfare and
weapons,
architecture,
medical, Industrial
Revolution
Timeline 1 week
1 open-ended
question each
MCAS Sixth Grade Social Studies Pacing Guide
36
Essential Outcome: Many civilizations influenced the development of Mesoamerica from early societies through modern times.
Standard: 1 and 2
Summative Assessment: Civilizations – short answer fill-in
Trade and cultural interactions – open response
Technological developments – true/false
Describe
Assessment &
Timeline
Method
Formative 1:
Civilizations
Civilizations and their
influences
Timeline 2 weeks
1-2 matching question
each
Formative 2: Trade
and cultural
interactions
Trade routes, rise of
cultural centers,
Scientific Achievement,
outcomes of European
colonization, impact
industrialization and
urbanization
Timeline
1-1 ½ week
Testing
Knowledge
Testing
Reasoning/
Analysis
Testing
Performance
Skill
Testing
Product
X
X
X
X
X
1-2 fill in question each
Formative 3:
technological
developments
Timeline 1 week
Scientific Inquiry,
warfare and weapons,
architecture, medical,
Industrial Revolution
1 open-ended question
each
MCAS Sixth Grade Social Studies Pacing Guide
37
Essential Outcome: Various forms of government existed in historical and contemporary Europe.
Standard: 1 and 2
Summative Assessment: Historical and contemporary forms of government – matching and fill-in
Citizenship – essay
Describe
Assessment &
Timeline
Method
Formative 1:
Create a table/chart
Recognize and
classify political
institutions as they
relate to differences
between historical
and contemporary
forms of government
Testing
Knowledge
Testing
Reasoning/
Analysis
Testing
Performance
Skill
Testing
Product
X
X
X
X
X
X
X
X
Timeline: 3 weeks
Formative 2:
Citizenship as it
relates to the role of
being a citizen
Timeline : 1 week
Create a
 poster
 infomercial
 essay
 poem
 song
 brochure
 etc.
MCAS Sixth Grade Social Studies Pacing Guide
38
Essential Outcome: Various forms of government existed in historical and contemporary Mesoamerica
Standard: 1 and 2
Summative Assessment: Historical and contemporary forms of government – matching and fill-in
Citizenship – essay
Describe
Assessment &
Timeline
Method
Formative 1:
Create a table/chart
Recognize and
classify political
institutions as they
relate to differences
between historical
and contemporary
forms of government
Testing
Knowledge
Testing
Reasoning/
Analysis
Testing
Performance
Skill
Testing
Product
X
X
X
X
X
X
X
X
Timeline: 3 weeks
Formative 2:
Citizenship as it
relates to the role of
being a citizen
Timeline : 1 week
Create a
 poster
 infomercial
 essay
 poem
 song
 brochure
 etc.
MCAS Sixth Grade Social Studies Pacing Guide
39
Essential Outcome: Multiple factors affect the development of European economic systems.
Standard: 3 and 4
Summative Assessment: Factors affecting economic systems – label and fill-in map, essay, multiple choice
Describe
Assessment &
Timeline
Formative 1:
Analyze city
location based on
geographic,
historical, physical,
population, and
cultural factors
Method
Testing
Knowledge
Testing
Reasoning/
Analysis
X
X
X
X
Testing
Performance
Skill
Testing
Product
City location due to
geographic and
physical factors
10 matching/multiple
choice questions
Timeline : 2 – 3
weeks
Formative 2: Factors
that influenced
economic
development in
Europe
Current issues and
roles that relate to
economic
development
10 matching questions
Timeline :
1 -2 weeks
MCAS Sixth Grade Social Studies Pacing Guide
40
Essential Outcome: Multiple factors affect the development of Mesoamerican economic systems.
Standard: 3 and 4
Summative Assessment: Factors affecting economic systems – label and fill-in map, essay, multiple choice
Formative 1:
Analyze city
location based on
geographic,
historical, physical,
population, and
cultural factors
City location due to
geographic and
physical factors
10 matching/multiple
choice questions
X
X
X
X
Timeline : 2 – 3
weeks
Formative 2: Factors
that influenced
economic
development in
Europe
Current issues and
roles that relate to
economic
development
10 matching questions
Timeline :
1 -2 weeks
7/12/10
MCAS Sixth Grade Social Studies Pacing Guide
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