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Teacher: CORE Social Studies Grade 6 Course: Social Studies Grade 6 Year: 2014-15 Month: All Months Unit 1 Early Civilizations and Cultures - Digging up the Past Standards Essential Questions Assessments 5.2.6.A-Compare and contrast rights and responsibilities How does Weekly current of citizenship in the community, state, and nation. studying ancient events 9/22/2015 5.3.6.I-Explain what taxes are and why they are cultures affect our necessary. lives today? Teacher 6.4.6.A-Explain why people specialize in the production Generated of goods and services and divide labor. How do we use Assessment 6.4.6.B-Explain how trade affects standards of living. artifacts to learn 9/22/2014 7.1.6.A-Describe how common geographic tools are used about early people to organize and interpret information about people, and cultures? Future World places, and environment. Project 7.1.6.B-Describe and locate places and regions as defined What is culture? 10/19/2014 by physical and human features. 7.2.6.A-Describe the characteristics of places and Where did the first Vocabulary test regions. civilizations arise? 9/21/2014 7.2.6.B-Describe the physical processes that shape patterns on Earth's surface. Write a magazine 8.1.6.A-Explain continuity and change over time using article 9/27/2015 sequential order and context of events. 8.1.6.B-Differentiate between fact and opinion, multiple points of view, and primary and secondary sources to explain historical events. 8.1.6.C-Identify a thesis statement using appropriate primary and secondary sources. (Reference RWSL Standard 1.8.5 Research) 8.4.6.A-Explain the social, political, cultural, and economic contributions of individuals and groups to world history. 8.4.6.B-Identify and explain the importance of historical documents, artifacts, and sites which are critical to world history. RH.6-8.4-Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. Skills Content Lessons Resources Define archaeologist and explain the role Lesson 1 -- nonfiction books of an archaeologist. Lesson 1 - 12,500 Early Gathers leveled readers years ago and Hunters Text book Explain who the Clovis people were and Beringia Atlas how we know about them. Lesson 2 Software Early People Early Farmers Literature Describe how historians and survive as Posters archaeologists use artifacts to study the hunters and Lesson 3 Bulletin board sets past. gathers. Developing Teacher read aloud Cultures Media Explain why we still do not know who Maps the first Americans were. Lesson 2 - about End with Globes 4,000-4,500 Literature Graphic Organizers Lesson 2: years ago -- Skara Webquest Brae Vocabulary cards List the characteristics of the Stone Age? Power Point People begin to CDs Define and explain domestication. form Transparency communities. Study Guides Explain how the domestication of crops Tests and animals changed the way people United Streaming lived. Lesson 3 --32,000 videos - 5,000 year ago Explain how we know what animals ---- Chau vet were domesticated during the Stone Age. Cave paintings newspapers show how Lesson 3: prehistoric Paperback Plus cultures lived. books Describe how complex cultures developed. Weekly the students research current Page | 1 Teacher: CORE Social Studies Grade 6 Course: Social Studies Grade 6 RH.6-8.5-Describe how a text presents information (e.g., sequentially, comparatively, causally). 7.4.6.B-Describe and explain the effects of people on the physical systems within regions. RH.6-8.1-Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.7-Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.9-Analyze the relationship between a primary and secondary source on the same topic. WHST.6-8.2-Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.6-8.2.a-Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. WHST.6-8.2.c-Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. WHST.6-8.2.e-Establish and maintain a formal style and objective tone. WHST.6-8.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.10-Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. Year: 2014-15 Month: All Months events. Define and explain culture. Explain what encouraged the development of cultures in the Americas. Describe the artifacts that tell us the most about the development of culture. The Epic of Gilgamesh: What elements and themes do you find throughout the epics? Explain how landforms and climate influence cultures. Summarize by writing in paragraph form information they read from the newspaper. Write about history: Write a journal entry: You are an archaeologist who has just discovered 15,000-year-old artifacts near the Great Lakes. How will your find compare with the Clovis points of discovery? Write a news bulletin describing farming and what effect it has on prehistoric village life. Write a magazine article telling people about the newest discovery of cave art. Describe the art and any other artifacts that were found in the cave. Explain how you would estimate the age of the art and artifacts. Identify significant examples of literature from various periods in world history. Page | 2 Teacher: CORE Social Studies Grade 6 Course: Social Studies Grade 6 Year: 2014-15 Month: All Months Unit 2 - Early Civilizations and Cultures - Early Civilizations Standards Essential Questions Assessments Skills 8.1.6.A-Explain continuity and change over time using sequential How does Teacher Lesson 1 order and context of events. studying Generated Explain how the Mesopotamia civilization began 8.1.6.B-Differentiate between fact and opinion, multiple points of ancient cultures Assessment and grew. view, and primary and secondary sources to explain historical events. affect our lives 10/26/2015 8.1.6.C-Identify a thesis statement using appropriate primary and today? Explain and describe where one of the first secondary sources. (Reference RWSL Standard 1.8.5 Research) Future World civilizations arose. 8.2.6.A-Explain the social, political, cultural, and economic How do we use Documentary contributions of individuals and groups from Pennsylvania. artifacts to 10/19/2014 Describe the early agricultural techniques people 8.4.6.A-Explain the social, political, cultural, and economic learn about used in Mesopotamia. contributions of individuals and groups to world history. early people Weekly 8.4.6.B-Identify and explain the importance of historical documents, and cultures? Current Explain the significance of economic surplus in the artifacts, and sites which are critical to world history. Event rise of civilization in Mesopotamia. 7.1.6.A-Describe how common geographic tools are used to organize What 9/28/2014 and interpret information about people, places, and environment. characteristics Explain why people in the Fertile Crescent settled 7.1.6.B-Describe and locate places and regions as defined by physical define the Inference in southern Mesopotamia. and human features. Stone Age? Writing 7.2.6.A-Describe the characteristics of places and regions. 10/25/2015 Lesson 2 7.2.6.B-Describe the physical processes that shape patterns on Earth's What is Define Sumerian civilization. surface. culture? 6.4.6.A-Explain why people specialize in the production of goods and Explain the relationship between Sumerian religion services and divide labor. Where did the and government. 6.4.6.B-Explain how trade affects standards of living. first civilizations 5.1.6.E-Summarize individual rights guaranteed by the PA arise? Explain how Sumerian writing changed over time. Constitution and the U.S. Constitution. 5.2.6.A-Compare and contrast rights and responsibilities of citizenship List and explain the significant achievements in in the community, state, and nation. technology and invention in 5.3.6.I-Explain what taxes are and why they are necessary. Early Mesopotamia. 7.3.6.A-Describe the human characteristics of places and regions using the following criteria: • Population • Culture • Settlement • Explain how advances in Sumerian civilizations Economic activities • Political activities occurred over time. 7.4.6.A-Describe and explain the effects of the physical systems on people within regions. Lesson 3 7.4.6.B-Describe and explain the effects of people on the physical Explain who Hammurabi was. systems within regions. 8.4.6.D-Examine patterns of conflict and cooperation among groups Explain the significance of the Code of Hammurabi. and organizations that impacted the development of the history of the world. Content Lessons Resources Lesson 1 Text book Lesson 1 - The Fertile Atlas : c. 3500 Crescent Software B.C. -- Uruk Literature Lesson 2 Bulletin One of the Mesopotamia board sets first Media civilizations Lesson 3 Maps develops. Babylonia Globes and Assyria Graphic Organizers Lesson 2 -- Lesson 4 Web quest c. 2334 B.C. Hebrews, Teacher read -- Sumer Phoenicians, aloud and Lydians Vocabulary Sargon cards forms the Power Point world's first CDs empire. Transparency Study Guides Tests United Lesson 3 --streaming c. 1750 video B.C. ---Babylon Non-fiction books Hammurabi The builds the Sumerians, first by Pamela Babylonian Odijk Empire. Gilgamesh Newspaper Lesson 4 --1000 B.C. -- Jerusalem Paperback Plus books Page | 3 Teacher: CORE Social Studies Grade 6 Course: Social Studies Grade 6 RH.6-8.4-Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5-Describe how a text presents information (e.g., sequentially, comparatively, causally). RH.6-8.7-Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.1-Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.9-Analyze the relationship between a primary and secondary source on the same topic. WHST.6-8.1.a-Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. WHST.6-8.1.b-Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST.6-8.2-Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.6-8.2.a-Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. WHST.6-8.2.b-Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. WHST.6-8.2.c-Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. WHST.6-8.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.6-Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. WHST.6-8.7-Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Year: 2014-15 Month: All Months List and similarities and differences between Assyrian and Babylonian cultures. List and describe the contributions made by the Babylonians to civilization. David establishes a capital at Jerusalem. Lesson 4 Describe the origin of ancient Israel and its civilization. Describe the origin and significance of Judaism as one of the first monotheistic religions. Explain the significance of Solomon's Temple. List and explain the significance of the contributions of the Lydians. Explain how the Phoenicians helped spread ideas. Link to Reading Read up on a Ruler: Which one of the rulers you have read about in this lesson most interests you? (Use the internet to read more) Write about history Write a menu for a meal a Mesopotamian might have eaten. Write a dialogue in which two Mesopotamians complain about the weather Write a riddle about one of the rulers you read about. Literature: The Epic of Gilgamesh Page | 4 Teacher: CORE Social Studies Grade 6 Course: Social Studies Grade 6 Year: 2014-15 Month: All Months Unit 3 - Early Civilizations in Africa and Asia - Ancient Egypt and Nubia Standards Essential Questions Assessments 5.2.6.D-Explain why participation in government and civic life is What are Teacher important. hieroglyphics Generated 5.3.6.I-Explain what taxes are and why they are necessary. and how do Assessment 6.2.6.E-Explain the causes and effects of expansion and we know 11/14/2014 contraction of businesses. what they 6.3.6.C-Explain the cost and benefits of taxation. mean? Weekly Current 6.4.6.B-Explain how trade affects standards of living. Event 11/5/2014 6.4.6.C-Explain how multinational corporations contribute to How does economic interdependence. interaction Poetry Writing 7.1.6.A-Describe how common geographic tools are used to among 11/15/2015 organize and interpret information about people, places, and cultures environment. spread ideas Write a 7.1.6.B-Describe and locate places and regions as defined by and paragraph on physical and human features. inventions? Nubians and 7.3.6.A-Describe the human characteristics of places and regions Egyptians using the following criteria: • Population • Culture • Settlement • 11/27/2015 Economic activities • Political activities 7.4.6.A-Describe and explain the effects of the physical systems on people within regions. 8.1.6.A-Explain continuity and change over time using sequential order and context of events. 8.4.6.A-Explain the social, political, cultural, and economic contributions of individuals and groups to world history. 8.4.6.B-Identify and explain the importance of historical documents, artifacts, and sites which are critical to world history. RH.6-8.1-Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.4-Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5-Describe how a text presents information (e.g., sequentially, comparatively, causally). RH.6-8.7-Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8-Distinguish among fact, opinion, and reasoned judgment in a text. Skills Content Chapter 3 - Ancient Egypt and Nubia Lessons Lesson 1 - Lesson 1 5000 B.C. - Lifeline of the Lesson 1 Nile River Nile Explain how often and when the Nile flooded. Valley Lesson 2 - Life Describe the route of the Nile River. Egyptian in Egypt civilization List some of the technology the Egyptians used emerges in Lesson 3 -to adapt to the annual flooding of the Nile. the Nile Nubia and River Egypt List the ways the Nile was both beneficial and Valley. disastrous to the Egyptian civilization. Explain how understanding the flooding of the Lesson 2 Nile helped Egyptian civilization thrive and last c.2600 B. for thousands of years. C. -- Giza Lesson 2 Describe and explain the importance of pharaohs and pyramid building in ancient Egypt. The Great Pyramid is built Explain who unified Upper and Lower Egypt and when this happened. Lesson 3 - 591 B.C. -Meroe Define hieroglyphics and explain how we decoded them. The Nubians List and explain the similarities and differences build a between Egyptian and Sumerian culture. capital. Resources Textbook Literature Posters Bulletin board sets Media Maps Globes Atlas Graphic organizers Webquest Vocabulary cards CDs power point Teacher read aloud Transparency Study guides Tests United streaming video Newspapers Paperback Plus Books Explain why trade was important to Egypt's economy. Summarize the accomplishments of the tomb builders. Page | 5 Teacher: CORE Social Studies Grade 6 Course: Social Studies Grade 6 Year: 2014-15 Month: All Months RH.6-8.9-Analyze the relationship between a primary and secondary source on the same topic. RH.6-8.10-By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. WHST.6-8.1.c-Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. WHST.6-8.1.d-Establish and maintain a formal style. WHST.6-8.1.e-Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2.c-Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. WHST.6-8.2.d-Use precise language and domain-specific vocabulary to inform about or explain the topic. WHST.6-8.2.e-Establish and maintain a formal style and objective tone. WHST.6-8.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5.2.6.D-Explain why participation in government and civic life is How does important. interaction 5.3.6.I-Explain what taxes are and why they are necessary. among 6.2.6.E-Explain the causes and effects of expansion and cultures contraction of businesses. spread ideas 6.3.6.C-Explain the cost and benefits of taxation. and 6.4.6.B-Explain how trade affects standards of living. inventions? 6.4.6.C-Explain how multinational corporations contribute to economic interdependence. 7.1.6.A-Describe how common geographic tools are used to organize and interpret information about people, places, and environment. 7.1.6.B-Describe and locate places and regions as defined by physical and human features. 7.3.6.A-Describe the human characteristics of places and regions using the following criteria: • Population • Culture • Settlement • Economic activities • Political activities 7.4.6.A-Describe and explain the effects of the physical systems on people within regions. 8.1.6.A-Explain continuity and change over time using sequential Describe the difficulty and danger of the tomb builders' job. Evaluate the loyalty and courage shown by the tomb builders. Lesson 3 Compare and contrast the geography of Egypt and Nubia. Explain how and why the Egyptians interacted with the Nubians. Explain why other groups of peoples invaded Egypt and explain how this affected Nubia. Explain how the relationship between the Egyptians and Nubians changed over time. Teacher Generated Assessment 11/22/2014 Ancient China Lesson 1 Lesson 1 - c. Geography of Lesson 1 3000 B.C. -- China Explain how people living in China control the Huang River Huang River. Valley Lesson 2 Weekly Current China's Past Event Explain how the Huang River is both beneficial Farmers 11/23/2014 and disastrous to the people living by it. plant crops Lesson 3 in terraces. Legacy of Writing an article Explain why the Huang River is also called the Thought 11/29/2015 Yellow River. Lesson 2 Describe how the geography in China makes it 1250 B.C. -a diverse country Anyang Lesson 2 List and describe some of the major achievements of the Han Dynasty. Bones and shells are used in ceremonies. Textbook Literature Posters Bulletin board sets Media Maps Globes Atlas Graphic organizers Webquest Vocabulary cards CDs power point Teacher read aloud Transparency Study guides Tests Page | 6 Teacher: CORE Social Studies Grade 6 Course: Social Studies Grade 6 order and context of events. 8.4.6.A-Explain the social, political, cultural, and economic contributions of individuals and groups to world history. 8.4.6.B-Identify and explain the importance of historical documents, artifacts, and sites which are critical to world history. RH.6-8.1-Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2-Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.4-Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.6-Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). RH.6-8.7-Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8-Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.9-Analyze the relationship between a primary and secondary source on the same topic. WHST.6-8.1-Write arguments focused on discipline-specific content WHST.6-8.1.e-Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2-Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.6-8.2.a-Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. WHST.6-8.7-Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.9-Draw evidence from informational texts to support analysis reflection, and research. Year: 2014-15 Month: All Months Explain how Chinese culture became unified during the Han Dynasty. List and describe some inventions that were made to improve daily life in Ancient China. Explain why Qin Shi Huangdi connected the defensive walls to make the Great Wall. Lesson 3 - 551 B.C. -Lu Province The teacher Confucius is born. United streaming video Newspapers Paperback Plus Books Lesson 3 Explain how Confucianism, Daoism, and other ways of thought have influenced Chinese history and culture. List and explain the main principles of Confucianism. Explain what the Analects are. Explain other ways of thinking, besides Confucianism, that influenced Chinese culture. Page | 7 Teacher: CORE Social Studies Grade 6 Course: Social Studies Grade 6 5.2.6.D-Explain why participation in government and civic life is How does important. interaction 5.3.6.I-Explain what taxes are and why they are necessary. among 6.2.6.E-Explain the causes and effects of expansion and cultures contraction of businesses. spread ideas 6.3.6.C-Explain the cost and benefits of taxation. and 6.4.6.B-Explain how trade affects standards of living. inventions? 6.4.6.C-Explain how multinational corporations contribute to economic interdependence. 7.1.6.A-Describe how common geographic tools are used to organize and interpret information about people, places, and environment. 7.1.6.B-Describe and locate places and regions as defined by physical and human features. 7.3.6.A-Describe the human characteristics of places and regions using the following criteria: • Population • Culture • Settlement • Economic activities • Political activities 7.4.6.A-Describe and explain the effects of the physical systems on people within regions. 8.1.6.A-Explain continuity and change over time using sequential order and context of events. 8.4.6.A-Explain the social, political, cultural, and economic contributions of individuals and groups to world history. 8.4.6.B-Identify and explain the importance of historical documents, artifacts, and sites which are critical to world history. RH.6-8.1-Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.4-Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5-Describe how a text presents information (e.g., sequentially, comparatively, causally). RH.6-8.6-Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). RH.6-8.7-Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8-Distinguish among fact, opinion, and reasoned judgment in a text. Year: 2014-15 Month: All Months Teacher Generated Assessment 11/30/2014 Ancient India and Persia Lesson 1 - Lesson 1 Textbook - Indus Geography of Literature Lesson 1 River Valley South Asia Posters List and describe the main physical features in Bulletin board South Asia. People live Lesson 2 sets Weekly Current and work in India and Media Event Define subcontinent and explain how India farming Persia Maps 11/30/2014 became one. villages. Globes Lesson 3 Atlas Letter Writing Describe how people have farmed on the Indo- Lesson 2 -- Hinduism Graphic 12/2/2015 Ganges Plain. 2500 B.C. organizers Mohenjo- Lesson 4 Webquest Explain how the geography of South Asia is Daro Buddhism Vocabulary cards diverse. CDs Mohenjopower point Describe how the human geography of South Daro was a Teacher read Asia is diverse. wellaloud developed Transparency Lesson 2 city in the Study guides Identify the significance and contributions of Indus River Tests the Mauryan Empire to Indian Civilization. Valley. United streaming video Explain and describe the Aryan migration. Lesson 3 Ganges List and describe some of the ways the Persian River culture influenced Indian culture and civilization. People bathe in the Explain the sequence of events from early Ganges civilizations in India through the growth of the River to Indian Empires. honor the river Explain how the Vedas and other literature left goddess. by the Aryans affected Indian beliefs. Lesson 4 Lesson 3 Bodh Gaya List and explain the main beliefs of Hinduism. Buddhism Explain the roots of Hinduism. takes root in India and Page | 8 Teacher: CORE Social Studies Grade 6 Course: Social Studies Grade 6 Year: 2014-15 Month: All Months RH.6-8.9-Analyze the relationship between a primary and secondary source on the same topic. WHST.6-8.1.e-Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2.a-Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. WHST.6-8.2.b-Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. WHST.6-8.2.c-Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. WHST.6-8.10-Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Describe and explain the significance of Brahman in Hinduism. spreads throughout the world. Explain why the caste system was banned by the Indian government. Lesson 4 List and explain the main beliefs of Buddhism. Identify the significance of the Buddha. Explain the relationship between the Four Noble Truths and the Eightfold Path in Buddhism. Unit 5 - Medieval World - Asian Empire ~ Standards Essential Questions Assessments 5.1.6.B-Compare and contrast a direct democracy with a How does Teacher republican form of government. trade Generated 5.2.6.A-Compare and contrast rights and responsibilities of connect Assessment citizenship in the community, state, and nation. peoples, 1/31/2015 5.2.6.C-Describe the importance of political leadership and public cultures, and service. ideas? 5.2.6.D-Explain why participation in government and civic life is Vocabulary Test important. What are the 1/31/2015 5.3.6.I-Explain what taxes are and why they are necessary. contributions 6.2.6.C-Explain how advertising influences economic decisions. made by the Write a 6.2.6.D-Describe how prices influence both buyers and sellers and medieval biography explain why prices may vary for similar products. Chinese 1/10/2016 6.3.6.B-Describe the impact of government involvement in state dynasties? and national economic activities. 6.3.6.C-Explain the cost and benefits of taxation. How can the 6.5.6.A-Describe how the availability of goods and services is made story of a possible by the work of members of the society. person on 7.1.6.A-Describe how common geographic tools are used to another Skills Content Lessons Resources Construction of Lesson 1 - Text book the Taj Mahal Empires of Literature begins. Asia Posters Bulletin board sets Describe the variety of cultures in Asia. The Ming Media dynasty develops Lesson 2 - Maps Identify who the first ruler of the Mogul into one of Chinese Globes Empire was and explain his China's greatest Dynasties Atlas contributions. dynasties. Graphic organizers Webquest Explain how Akbar's policies were The Khmer build Lesson 3 - Vocabulary cards different from those of past rulers. Angkor Wat. The Khmer Power point Cds Tokugawa Japan Teacher read aloud Explain how cooperation between emerges. Lesson 4 - Transparency Hindus and Muslims led to a unified Japan in Study guides Mogul Empire. Primary sources Isolation Tests Explain the rise and fall of the Mogul Empire. Page | 9 Teacher: CORE Social Studies Grade 6 Course: Social Studies Grade 6 organize and interpret information about people, places, and continent, environment. past or 7.1.6.B-Describe and locate places and regions as defined by present, physical and human features. influence 7.2.6.A-Describe the characteristics of places and regions. your life? 7.2.6.B-Describe the physical processes that shape patterns on Earth's surface. How does 7.3.6.A-Describe the human characteristics of places and regions continuity using the following criteria: • Population • Culture • Settlement • and change Economic activities • Political activities throughout 7.4.6.A-Describe and explain the effects of the physical systems on world history people within regions. influence 7.4.6.B-Describe and explain the effects of people on the physical your systems within regions. community 8.1.6.A-Explain continuity and change over time using sequential today? order and context of events. 8.1.6.B-Differentiate between fact and opinion, multiple points of view, and primary and secondary sources to explain historical events. 8.1.6.C-Identify a thesis statement using appropriate primary and secondary sources. (Reference RWSL Standard 1.8.5 Research) 8.4.6.A-Explain the social, political, cultural, and economic contributions of individuals and groups to world history. 8.4.6.B-Identify and explain the importance of historical documents, artifacts, and sites which are critical to world history. RH.6-8.1-Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2-Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.4-Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.8-Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.9-Analyze the relationship between a primary and secondary source on the same topic. WHST.6-8.1-Write arguments focused on discipline-specific content WHST.6-8.1.e-Provide a concluding statement or section that follows from and supports the argument presented. Year: 2014-15 Month: All Months List some of the major contributions of the Mongol dynasty in China. List and describe some of the major contributions made by the medieval Chinese dynasties. Sequence of events United streaming video Explain what the Forbidden City was and where it was located. Explain the purpose behind Zheng He's expeditions. Explain how civil service exams changed the way government positions were filled in China. Explain how the Khmer kingdom was ruled and thrived. Describe the location of the first Khmer royal city. Describe the role irrigation played in the Khmer economy. Explain why the Khmer were able to dominate Southeast Asia for centuries. Explain what Angkor Wat was and its significance to the Khmer kingdom. Name and explain the location of the shogun's capital. Explain the difference between a shogun and a samurai. Explain how Japan's policy of isolation affected Japanese trade and culture. Page | 10 Teacher: CORE Social Studies Grade 6 Course: Social Studies Grade 6 Year: 2014-15 Month: All Months WHST.6-8.2-Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.6-8.2.b-Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. WHST.6-8.2.d-Use precise language and domain-specific vocabulary to inform about or explain the topic. WHST.6-8.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.10-Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Explain why the shogun allowed some trade with foreigners during the period of isolation. Social Studies Unit 6 ~ Medieval Europe Standards 5.1.6.B-Compare and contrast a direct democracy with a republican form of government. 5.2.6.A-Compare and contrast rights and responsibilities of citizenship in the community, state, and nation. 5.2.6.C-Describe the importance of political leadership and public service. 5.2.6.D-Explain why participation in government and civic life is important. 5.3.6.I-Explain what taxes are and why they are necessary. 6.2.6.C-Explain how advertising influences economic decisions. 6.2.6.D-Describe how prices influence both buyers and sellers and explain why prices may vary for similar products. 6.3.6.B-Describe the impact of government involvement in state and national economic activities. 6.4.6.B-Explain how trade affects standards of living. 6.4.6.C-Explain how multinational corporations contribute to economic interdependence. 6.4.6.D-Explain how transportation, communication networks, and technology contribute to economic Essential Questions How does trade connect peoples, cultures, and ideas? Assessments Weekly Current Event 2/1/2015 Skills Content Lessons Explain how the different regions of Lesson 1 - Europe - Lesson 1 Europe affect how people live and work. Europeans farm on Geography the Northern of Europe Teacher Locate and describe how the Ural European Plain Generated Mountains served as a natural border Lesson 2 How can the story Assessment between Europe and Asia. Lesson 2 - England Rulers and of a person on 2/22/2015 - England develops Invaders another continent, List and describe the major rivers of a document that past or present, Vocabulary Test Europe. limits a ruler's Lesson 3 influence your life? 2/22/2015 powers. Life in the Explain how the landforms of Europe Middle 64,98,827,624,1,0 Create an have influenced the way people live. Lesson 3 - Europe - Ages 1,1,1,1,1,0,0,0 advertisement Feudalism 2/8/2015 List and describe the different climate provides Lesson 4 How does regions of Europe. protection for Crusades, continuity and kings, lords, Trade, and change throughout Interpret the law 2/15/2015 Explain what title Charlemagne was knights and serfs. the Plague world history given by Pope Leo III and why. Stages of influence your Lesson 4 - Rome - Knighthood community today? 4 Land Regions Foldable Book Explain who the Vikings were and what People organize a they did in Europe. Crusade to win Resources Text book Software Literature Posters Bulletin board sets Media Globes Maps Atlas Teacher read aloud United streaming videos CDs Study Guide Test Graphic organizer Web quest Power point Page | 11 Teacher: CORE Social Studies Grade 6 Course: Social Studies Grade 6 interdependence. 6.5.6.A-Describe how the availability of goods and services is made possible by the work of members of the society. 7.1.6.A-Describe how common geographic tools are used to organize and interpret information about people, places, and environment. 7.2.6.A-Describe the characteristics of places and regions. 7.2.6.B-Describe the physical processes that shape patterns on Earth's surface. 7.3.6.A-Describe the human characteristics of places and regions using the following criteria: • Population • Culture • Settlement • Economic activities • Political activities 7.4.6.A-Describe and explain the effects of the physical systems on people within regions. 7.4.6.B-Describe and explain the effects of people on the physical systems within regions. 8.1.6.A-Explain continuity and change over time using sequential order and context of events. 8.1.6.B-Differentiate between fact and opinion, multiple points of view, and primary and secondary sources to explain historical events. 8.1.6.C-Identify a thesis statement using appropriate primary and secondary sources. (Reference RWSL Standard 1.8.5 Research) 8.4.6.A-Explain the social, political, cultural, and economic contributions of individuals and groups to world history. 8.4.6.B-Identify and explain the importance of historical documents, artifacts, and sites which are critical to world history. RH.6-8.1-Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2-Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.4-Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.6-Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Year: 2014-15 Month: All Months 3/4/2015 Feudalism Activity 3/5/2015 Explain how the Magna Carta limited royal power. back control of Palestine. Culminating Activities: KnightsManor system Discuss the project List and describe the different levels of different stages of 3/14/2015 feudalism. becoming a knight. Summarize Make a Guild sign Explain the purpose of craft guilds. what each stage 3/14/2015 Explain how the manor system led to the involves. growth of towns and cities. Stages of Knighthood List and explain some of the major 3/18/2015 events that affected Europe in the late Middle Ages. Create a castle 4/8/2015 Explain who issued the call for the Crusades and why. Design and create a shield List and describe some of the major 4/17/2015 trade goods that traveled over trade routes, such as the Silk Road, in the Middle Ages. Explain the role of serfs in feudalism. Explain how the Bubonic Plague is and how it affects humans. Explain what the different theories are regarding how the Plague reached Europe. Describe and write down the sequence of events it takes to become a knight. Summarize and interpret what life was like for each of the knighthood stages. Page | 12 Teacher: CORE Social Studies Grade 6 Course: Social Studies Grade 6 Year: 2014-15 Month: All Months RH.6-8.7-Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8-Distinguish among fact, opinion, and reasoned judgment in a text. WHST.6-8.2-Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.6-8.2.a-Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. WHST.6-8.10-Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. Unit 7 -Discovery, Expansion and Revolutions Standards 5.1.6.C-Explain how the principles and ideals shape local, state, and national government. • Liberty / Freedom • Democracy • Justice • Equality 5.2.6.A-Compare and contrast rights and responsibilities of citizenship in the community, state, and nation. 5.2.6.C-Describe the importance of political leadership and public service. 5.3.6.I-Explain what taxes are and why they are necessary. 5.4.6.A-Identify how countries have varying interests. 5.4.6.B-Explain the difference between allies and adversaries. 6.1.6.A-Explain how limited resources and unlimited wants cause scarcity. 6.1.6.B-Compare ways that people meet their needs with how they meet their wants. Describe how resources are combined to produce different goods and services. 6.2.6.D-Describe how prices influence both buyers and sellers and explain why prices may vary for similar products. 6.4.6.C-Explain how multinational corporations contribute to economic interdependence. Essential Assessments Questions Skills How do Weekly Current Describe three of the great changes that ideas make Event 3/15/2015 occurred in Europe during the Renaissance. a nation? Teacher Explain the influence Petrarch had on the Why do the Generated Renaissance in Europe. European Assessment imperialists 3/14/2015 Identify the practices within the Roman want Catholic Church that led to the colonies? Reformation. How did the Industrial Revolution affect people and economies? Explain how people's thinking changed during the Renaissance. Explain the effects that the Renaissance continues to have on us today. Explain why Europeans began to make voyages of exploration. Content Lessons Resources Lesson 1: 1400s Florence Lesson 1 Text book The Teacher read aloud Renaissance Software Literature People begin Lesson 2 Posters to look back Trade Routes Bulletin board sets at the and Media ancient Conquests Maps Greek and Atlas Roman Lesson 3 Globes cultures. European Graphic organizers Colonization Webquest Lesson 2: Power point CDs Adventurers, United streaming sailors, and videos explorers Study guide begin to find Test Page | 13 Teacher: CORE Social Studies Grade 6 Course: Social Studies Grade 6 6.5.6.A-Describe how the availability of goods and services is made possible by the work of members of the society. 6.5.6.B-Explain the concept of labor productivity. 6.5.6.D-Explain how profits and losses serve as incentives. 6.5.6.E-Describe how people accumulate tangible and intangible assets. 7.1.6.A-Describe how common geographic tools are used to organize and interpret information about people, places, and environment. 7.1.6.B-Describe and locate places and regions as defined by physical and human features. 7.2.6.A-Describe the characteristics of places and regions. 7.3.6.A-Describe the human characteristics of places and regions using the following criteria: • Population • Culture • Settlement • Economic activities • Political activities 7.4.6.B-Describe and explain the effects of people on the physical systems within regions. 8.1.6.A-Explain continuity and change over time using sequential order and context of events. 8.1.6.B-Differentiate between fact and opinion, multiple points of view, and primary and secondary sources to explain historical events. 8.1.6.C-Identify a thesis statement using appropriate primary and secondary sources. (Reference RWSL Standard 1.8.5 Research) 8.4.6.A-Explain the social, political, cultural, and economic contributions of individuals and groups to world history. 8.4.6.B-Identify and explain the importance of historical documents, artifacts, and sites which are critical to world history. RH.6-8.1-Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2-Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.4-Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.7-Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8-Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.9-Analyze the relationship between a primary and secondary source on the same topic. Year: 2014-15 Month: All Months Explain the reasons why Europeans were so new trade interested in exploring Africa. routes. Identify the location of the Cape of Good Hope. Describe how the European exploration of the Americas would have been different if the Spanish had been convinced that there was little or no gold to be found in the Americas. Lesson 3: England establishes its first permanent colony in North America. Explain how the economic system of mercantilism works. Describe what a colony is and explain why colonies enabled European countries to grow more wealthy and powerful. Explain how the system of encomienda worked. Identify some of the reasons that Europe started founding colonies. Describe ways that Europe could have created colonies without forcing the native peoples who lived there to work for them. Interpret the message of a political cartoon. Page | 14 Teacher: CORE Social Studies Grade 6 Course: Social Studies Grade 6 Year: 2014-15 Month: All Months RH.6-8.10-By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. WHST.6-8.1-Write arguments focused on discipline-specific content WHST.6-8.2.b-Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. WHST.6-8.2.c-Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. WHST.6-8.10-Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Unit 8 - Ideas and Movements Standards 5.1.6.C-Explain how the principles and ideals shape local, state, and national government. • Liberty / Freedom • Democracy • Justice • Equality 5.1.6.E-Summarize individual rights guaranteed by the PA Constitution and the U.S. Constitution. 5.2.6.A-Compare and contrast rights and responsibilities of citizenship in the community, state, and nation. 5.2.6.C-Describe the importance of political leadership and public service. 5.3.6.I-Explain what taxes are and why they are necessary. 5.4.6.A-Identify how countries have varying interests. 5.4.6.B-Explain the difference between allies and adversaries. 6.1.6.A-Explain how limited resources and unlimited wants cause scarcity. 6.1.6.B-Compare ways that people meet their needs with how they meet their wants. Describe how resources are combined to produce different goods and services. 6.2.6.D-Describe how prices influence both buyers and sellers and explain why prices may vary for similar products. 6.4.6.C-Explain how multinational corporations contribute to economic interdependence. 6.5.6.A-Describe how the availability of goods and services is made possible by the work of members of the society. 6.5.6.B-Explain the concept of labor productivity. Essential Assessments Questions Skills Content How do Teacher ideas make Generated a nation? Assessment 3/28/2015 Why do the European Weekly Current imperialists Event want 3/29/2015 colonies? Describe the similarities and differences Lesson between the revolutions in North America 1- 1773 and those in South America. Boston How did the Industrial Revolution affect people and economies? Identify the restrictions that the Spanish government put on the people of Latin America. Lesson 2 1789 - Paris Explain the reasons why the fight for independence in South America took so many years. An angry mob storms the Bastille. Explain why the North American colonists wanted independence from British rule. Explain the significance of Father Miguel Hidalgo to the revolution in Mexico. Identify the main causes of the French Revolution. Explain what the three estates were and who belonged to each of them. New nations emerge in the Americas. Lessons Resources Lesson 1 Revolutions in the Americas Text book Software Literature Poster Bulletin board sets Lesson 2 Media The French Maps Revolution Atlas Globes Lesson 3 Graphic organizers The Webquest Industrial Teacher read aloud Revolution CDs Power point Lesson 4 Study guide The Second Test Industrial United Revolution steaming videos Lesson 3 After 1750 Great Britain Page | 15 Teacher: CORE Social Studies Grade 6 Course: Social Studies Grade 6 6.5.6.D-Explain how profits and losses serve as incentives. 6.5.6.E-Describe how people accumulate tangible and intangible assets. 7.1.6.A-Describe how common geographic tools are used to organize and interpret information about people, places, and environment. 7.1.6.B-Describe and locate places and regions as defined by physical and human features. 7.2.6.A-Describe the characteristics of places and regions. 7.3.6.A-Describe the human characteristics of places and regions using the following criteria: • Population • Culture • Settlement • Economic activities • Political activities 7.4.6.B-Describe and explain the effects of people on the physical systems within regions. 8.1.6.A-Explain continuity and change over time using sequential order and context of events. 8.1.6.B-Differentiate between fact and opinion, multiple points of view, and primary and secondary sources to explain historical events. 8.1.6.C-Identify a thesis statement using appropriate primary and secondary sources. (Reference RWSL Standard 1.8.5 Research) 8.4.6.A-Explain the social, political, cultural, and economic contributions of individuals and groups to world history. RH.6-8.2-Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.4-Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.7-Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8-Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.9-Analyze the relationship between a primary and secondary source on the same topic. RH.6-8.10-By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. WHST.6-8.10-Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Year: 2014-15 Month: All Months Explain who Robespierre was and his role in The the French Revolution. Industrial Revolution Identify the accomplishments of the French begins in Republic. Great Britain. Explain why other European countries banded together to defeat Napoleon. Lesson 4 Describe how goods were produced 1876 Menlo differently as a result of the Industrial Park Revolution. Thomas Describe the contributions of James Watt. Edison's laboratory Identify the factors that allowed Great becomes a Britain to get a head start in the Industrial center of Revolution. invention. Explain why so many people moved from the country to the city between 1800 and 1850 in Great Britain. Explain what made conditions so bad in London factories and London slums. List some of the machines we use today that were invented during the Second Industrial Revolution. Explain what a corporation is and how it differs from other types of companies. Explain why reformers wanted to improve working conditions. Explain who Karl Marx was and describe his ideas about socialism and capitalism. Explain why Thomas Edison's inventions did or did not improve people's lives. Page | 16 Teacher: CORE Social Studies Grade 6 Course: Social Studies Grade 6 Year: 2014-15 Month: All Months Unit 8 -Ideas and Movements Continued Standards 5.1.6.C-Explain how the principles and ideals shape local, state, and national government. • Liberty / Freedom • Democracy • Justice • Equality 5.1.6.E-Summarize individual rights guaranteed by the PA Constitution and the U.S. Constitution. 5.2.6.A-Compare and contrast rights and responsibilities of citizenship in the community, state, and nation. 5.2.6.C-Describe the importance of political leadership and public service. 5.3.6.I-Explain what taxes are and why they are necessary. 5.4.6.A-Identify how countries have varying interests. 5.4.6.B-Explain the difference between allies and adversaries. 6.1.6.A-Explain how limited resources and unlimited wants cause scarcity. 6.1.6.B-Compare ways that people meet their needs with how they meet their wants. Describe how resources are combined to produce different goods and services. 6.2.6.D-Describe how prices influence both buyers and sellers and explain why prices may vary for similar products. 6.4.6.C-Explain how multinational corporations contribute to economic interdependence. 6.5.6.A-Describe how the availability of goods and services is made possible by the work of members of the society. 6.5.6.B-Explain the concept of labor productivity. 6.5.6.D-Explain how profits and losses serve as incentives. 6.5.6.E-Describe how people accumulate tangible and intangible assets. 7.1.6.A-Describe how common geographic tools are used to organize and interpret information about people, places, and environment. 7.1.6.B-Describe and locate places and regions as defined by physical and human features. 7.2.6.A-Describe the characteristics of places and regions. 7.3.6.A-Describe the human characteristics of places and regions using the following criteria: • Population • Culture • Settlement • Economic activities • Political activities 7.4.6.B-Describe and explain the effects of people on the physical systems within regions. 8.1.6.A-Explain continuity and change over time using sequential order Essential Assessments Skills Questions How do \Weekly ideas make Current a nation? Event 4/19/2015 Why do the European Teacher imperialists Generated want Assessment colonies? 4/30/2015 How did the Industrial Revolution affect people and economies? Content Lessons Resources Describe the similarities and differences Lesson 1 Text book between the revolutions in North Lesson 1- 1773 Revolutions Software America and those in South America. - Boston in the Literature Americas Poster Explain why the North American New nations Bulletin board sets colonists wanted independence from emerge in the Lesson 2 Media British rule. Americas. The French Maps Revolution Atlas Explain the significance of Father Miguel Globes Hidalgo to the revolution in Mexico. Lesson 2 - 1789 Lesson 3 Graphic organizers - Paris The Industrial Webquest Identify the restrictions that the Spanish Revolution Teacher read aloud government put on the people of Latin An angry mob CDs America. storms the Lesson 4 Power point Bastille. The Second Study guide Explain the reasons why the fight for Industrial Test independence in South America took so Revolution United many years. Lesson 3 - After steaming videos 1750 - Great Identify the main causes of the French Britain Revolution. The Industrial Explain what the three estates were and Revolution who belonged to each of them. begins in Great Britain. Explain who Robespierre was and his role in the French Revolution. Lesson 4 Identify the accomplishments of the 1876 Menlo French Republic. Park Explain why other European countries banded together to defeat Napoleon. Describe how goods were produced differently as a result of the Industrial Thomas Edison's laboratory becomes a center of invention. Page | 17 Teacher: CORE Social Studies Grade 6 Course: Social Studies Grade 6 and context of events. 8.1.6.B-Differentiate between fact and opinion, multiple points of view, and primary and secondary sources to explain historical events. 8.1.6.C-Identify a thesis statement using appropriate primary and secondary sources. (Reference RWSL Standard 1.8.5 Research) 8.4.6.A-Explain the social, political, cultural, and economic contributions of individuals and groups to world history. RH.6-8.1-Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2-Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3-Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). RH.6-8.4-Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5-Describe how a text presents information (e.g., sequentially, comparatively, causally). RH.6-8.6-Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). RH.6-8.7-Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8-Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.9-Analyze the relationship between a primary and secondary source on the same topic. WHST.6-8.1.b-Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST.6-8.1.e-Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2.b-Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. WHST.6-8.2.c-Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. WHST.6-8.7-Conduct short research projects to answer a question Year: 2014-15 Month: All Months Revolution. Describe the contributions of James Watt. Identify the factors that allowed Great Britain to get a head start in the Industrial Revolution. Explain why so many people moved from the country to the city between 1800 and 1850 in Great Britain. Explain what made conditions so bad in London factories and London slums. List some of the machines we use today that were invented during the Second Industrial Revolution. Explain what a corporation is and how it differs from other types of companies. Explain why reformers wanted to improve working conditions. Explain who Karl Marx was and describe his ideas about socialism and capitalism. Explain why Thomas Edison's inventions did or did not improve people's lives. Page | 18 Teacher: CORE Social Studies Grade 6 Course: Social Studies Grade 6 Year: 2014-15 Month: All Months (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Unit 9 - Imperialism, Nationalism, and Unification Standards 5.1.6.C-Explain how the principles and ideals shape local, state, and national government. • Liberty / Freedom • Democracy • Justice • Equality 5.2.6.A-Compare and contrast rights and responsibilities of citizenship in the community, state, and nation. 5.2.6.C-Describe the importance of political leadership and public service. 5.3.6.I-Explain what taxes are and why they are necessary. 5.4.6.A-Identify how countries have varying interests. 5.4.6.B-Explain the difference between allies and adversaries. 6.1.6.A-Explain how limited resources and unlimited wants cause scarcity. 6.1.6.B-Compare ways that people meet their needs with how they meet their wants. Describe how resources are combined to produce different goods and services. 6.2.6.D-Describe how prices influence both buyers and sellers and explain why prices may vary for similar products. 6.4.6.C-Explain how multinational corporations contribute to economic interdependence. 6.5.6.A-Describe how the availability of goods and services is made possible by the work of members of the society. 6.5.6.B-Explain the concept of labor productivity. 6.5.6.D-Explain how profits and losses serve as incentives. 6.5.6.E-Describe how people accumulate tangible and intangible assets. 7.1.6.A-Describe how common geographic tools are used to organize and interpret information about people, places, and environment. 7.1.6.B-Describe and locate places and regions as defined by physical and human features. 7.2.6.A-Describe the characteristics of places and regions. 7.3.6.A-Describe the human characteristics of places and regions using the following criteria: • Population • Culture • Settlement • Economic activities • Political activities Essential Assessments Skills Questions Content How do Weekly List ways in which nationalism and ideas make Current Event imperialism led European nations to form Lesson 1 - late a nation? 5/31/2015 empires in the 1800s. 1800s - South Africa Why did Teacher Explain why some Europeans believed the Generated that imperialism would benefit people in European European Assessment their colonies. countries divide imperialists 1/24/2015 up Africa into want Identify ways in which King Leopold's rule colonies. colonies? in the Congo was harsh. How did the Industrial Revolution affect people and economies? Lessons Resources Lesson 1 Expanding Empires Text book Software Literature Posters Lesson 2 Bulletin board sets Imperialism in Media East Asia Maps Globes Lesson 3 - New Atlas Nations Graphic organizers Webquest Locate the parts of the world where Lesson 2 - 1900 Study guides European countries built empires in the China Tests 1800s. Teacher read aloud China is forced to Power point Explain why Cecil Rhodes' ideas did or did open its doors to CDs not have solid evidence to support them. all trading United streaming nations. videos Describe how the Western nations affected China and Japan in the 1800s. Lesson 3 - 1867 Describe the belief behind China's Canada reference to itself as the "Middle Kingdom". Canada becomes the first Describe the ways in which Japan dominion of changed after Meiji came to power in Great Britain. 1868. Discuss and show Describe the relationships that China and the 7 ancient Japan had with Western countries before Wonders of the the 1800s. World Page | 19 Teacher: CORE Social Studies Grade 6 Course: Social Studies Grade 6 7.4.6.B-Describe and explain the effects of people on the physical systems within regions. 8.1.6.A-Explain continuity and change over time using sequential order and context of events. 8.1.6.B-Differentiate between fact and opinion, multiple points of view, and primary and secondary sources to explain historical events. 8.1.6.C-Identify a thesis statement using appropriate primary and secondary sources. (Reference RWSL Standard 1.8.5 Research) 8.4.6.A-Explain the social, political, cultural, and economic contributions of individuals and groups to world history. 8.4.6.B-Identify and explain the importance of historical documents, artifacts, and sites which are critical to world history. RH.6-8.1-Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2-Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3-Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). RH.6-8.4-Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5-Describe how a text presents information (e.g., sequentially, comparatively, causally). RH.6-8.6-Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). RH.6-8.7-Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8-Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.9-Analyze the relationship between a primary and secondary source on the same topic. WHST.6-8.1.a-Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. WHST.6-8.1.b-Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an Year: 2014-15 Month: All Months Explain why the Qing Dynasty did or did not provide leadership necessary to modernize China. List these important events in chronological order: Australia and Canada become dominions, Garibaldi liberates southern Italy, Germany becomes an empire, and Greece becomes independent Describe the influence Greece had on Germany and Italy. Identify Prussia's most important contribution to the German Empire. Explain the importance of nationalism in the formation of a unified Italy and a unified Germany. Explain whether or not the British dominions were truly independent. Page | 20 Teacher: CORE Social Studies Grade 6 Course: Social Studies Grade 6 Year: 2014-15 Month: All Months understanding of the topic or text, using credible sources. WHST.6-8.1.e-Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2.a-Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. WHST.6-8.2.b-Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. WHST.6-8.2.d-Use precise language and domain-specific vocabulary to inform about or explain the topic. WHST.6-8.2.f-Provide a concluding statement or section that follows from and supports the information or explanation presented. WHST.6-8.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5-With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.6-Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. WHST.6-8.7-Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.8-Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Page | 21