Download World Civilizations Grade 6

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8.4.6.B-Identify and explain the importance of historical
documents, artifacts, and sites which are critical to world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