Download Transitional Pacing Guide 6th Grade Social

Sixth Grade Social Studies Transition Curriculum Map
2010-2011 Academic Year
Big Ideas/Concepts
Geography (3 weeks)
Geographic tools (globes, GPS,
maps, etc.) can be used to
gather, process, and report data
Latitude/longitude can be used
to identify absolute locations.
Regions can determine, classify
and compare various criteria
for landform, climate,
population, culture, and
economic characteristics.
1st 9 Weeks
Human-environment
interaction causes people,
products, and ideas to move
from location to location.
Sumer/Mesopotamia (4 weeks)
Timelines can be used to
determine chronological events
for B.C. and A.D. or B.C.E.
and C.E.
The growth of Sumerian citystates in the Fertile Crescent
(Tigris and Euphrates river
valleys) were difficult because
of food shortages, uncontrolled
water supply, building and
maintaining irrigation systems,
and attacks by neighbors.
The Sumerian civilization
became more complex (stable
food supply, social structure,
system of government,
religious system, highly
developed way of life such as
arts and technology, and highly
developed written language).
The Sumerian city-states are
conquered and ruled by four
different empires (life of and
rule of).
Content Statements
Economics # 12, 13
Geography # 3, 4, 5, 6, 7
Government # 9, 10
History # 1, 2
Materials To Be Used
 History Alive: The Ancient
World (Chapters 4-6)
 Supplemental Materials
(TBD) for geography unit
2nd 9 Weeks
Egypt (9 weeks)
Timelines can be used to
determine chronological events
for B.C. and A.D. or B.C.E.
and C.E.
Environmental (water,
topography, and vegetation)
factors and physical (Nile,
Mediterranean Sea,
Libyan/Nubian desert) features
influenced early Egyptian
civilizations (Kush and
Canaan).
Egyptian stability and unity
under the rule of four pharaohs
(classified as Old Kingdom,
Middle Kingdom, and New
Kingdom) expanded the role of
government, societal structure
(social classes), religion (role
and afterlife), art, architecture
(pyramids), trade (culture and
territorial expansion), written
language (hieroglyphics), and
military.
The origins and beliefs of
Judaism influenced modern
day practices.
Economics # 11, 12, 13, 14
Geography # 3, ,5, 6, 7, 8
Government # 9, 10
History # 1, 2
 History Alive: The Ancient
World (Chapters 7-9, 11,12)
 Supplemental Materials
(TBD)
India (9 weeks)
Timelines can be used to
determine chronological events
for B.C. and A.D. or B.C.E.
and C.E.
3rd 9 Weeks
The physical features (rivers,
mountains, plains, plateaus,
deserts, and valley) influenced
ancient India’s civilization.
The religion of Hinduism
played an important role
between societal classes.
The origins and beliefs of
Hinduism influenced modern
day practices.
The main beliefs and teachings
of Buddhism influenced
modern day practices.
The role of Buddhist values
unified India.
The “golden age” (literature,
art, mathematics, education)
achievements of the Gupta
Empire impacted ancient and
modern day India
Economics # 11, 12, 13, 14
Geography # 3, 6, 7, 8
Government # 9, 10
History # 1, 2
 History Alive: The Ancient
World (Chapters 13-18)
 Supplemental Materials
(TBD)
China (9 weeks)
Timelines can be used to
determine chronological events
for B.C. and A.D. or B.C.E.
and C.E.
Economics # 12, 13, 14
Geography # 3, 5, 6, 7, 8
Government # 9, 10
History # 1, 2
 History Alive: The Ancient
World (Chapters 19-24, 36
& 37)
 Supplemental Materials
(TBD)
4th 9 Weeks
Physical features, climate, and
vegetation influenced the way
of life for the early people of
China.
The Shang and Han Dynasty
influenced early Chinese
culture, government, and trade.
The influence of ancient
Chinese philosophy can be
used to help understand the
Eastern Hemisphere today.
The Silk Road was the
foundation for globalized trade.
Religion (2 weeks)
Modern belief systems are
influenced by the world’s major
religions (Hinduism,
Buddhism, Islam, Christianity,
and Judaism).
Notes:
Content Statements ECON 15 and 16 will be transitioned into the pacing guide during the 2011-2012
school year. Supplemental resources need to be developed for these content statements.
Most geography and economic strands are woven within each unit of study throughout the entire year.