Download Curriculum Map - Social Studies

Orland School District 135
April, 2005
Curriculum Map
6th Grade Social Studies
TIME
INTERVALS
ILLINOIS
STANDARDS
(addressed throughout
the year)
15.C.3
15.D.3a
15.D.3b
15.D.3c
15.E.3b
NATIONAL
STANDARDS
(addressed throughout
the year)
1a, 1b, 1c, 1d
3h
5a, 5b, 5c, 5d, 5e,
5f, 5g
6a, 6b, 6c, 6d, 6f,
6g, 6h
8a, 8b, 8c, 8d
9a, 9b, 9c, 9d, 9e,
9f
10a
CONTENT
Major Topics
LEARNING
OBJECTIVES
ELEMENTS OF
CULTURE
Students will:
 identify the basic elements
of culture.
- food supply
- customs
- religion (beliefs)
- government (economy)
- technology
- social divisions

recognize and identify the
elements of culture within
ancient civilizations.
INSTRUCTIONAL
ACTIVITIES & RESOURCES
Chapter 1
Writing Activity
For any given civilization,
remove one aspect of their
culture and write a paper on
how the civilization would be
affected by the loss.
Create a Culture activity
(See Neal Podell)
ASSESSMENTS
Orland School District 135
April, 2005
Curriculum Map
6th Grade Social Studies
TIME
INTERVALS
CONTENT
Major Topics, cont.
LEARNING
OBJECTIVES, cont.
ELEMENTS OF
CULTURE, cont.
The students will:
 locate and understand the
importance of the Tigris
and Euphrates and the
fertile crescent.
 understand how geography
affected this civilization.
MESOPOTAMIA
Geography
Social Structures
The students will:
 explain and describe how
the first civilizations
developed.
- agriculture
- domestication of animals

discuss the roles of
individuals within a family
structure.
2
INSTRUCTIONAL
ACTIVITIES & RESOURCES
Chapter 2 – pg. 32
ASSESSMENTS
Orland School District 135
April, 2005
Curriculum Map
6th Grade Social Studies
TIME
INTERVALS
CONTENT
Major Topics
MESOPOTAMIA,
Continued
Government
LEARNING
OBJECTIVES, Continued
INSTRUCTIONAL
ACTIVITIES & RESOURCES
The students will:
 identify the type of
government.
 identify and explain the
contributions of government.
 explain the significance of the
Code of Hammurabi.
Economy
The students will be able to
show the relationship between
agriculture, surplus and trade.
Religion
The students will:
 understand how religion was
expressed in forces of nature.
- polytheistic
- belief in the after life
- Ziggurats
- Gilgamesh

understand the origins of
Judaism.
3
Teacher's Text – pg. 44
Create a legend
(See Kim DeVries)
Dreidal Game
(See Kim DeVries)
ASSESSMENTS
Orland School District 135
April, 2005
Curriculum Map
6th Grade Social Studies
TIME
INTERVALS
INSTRUCTIONAL
ACTIVITIES &
RESOURCES
CONTENT
Major Topics
LEARNING
OBJECTIVES, Continued
MESOPOTAMIA,
Continued
The students will:
 describe daily life, education, and
customs of the people of Mesopotamia.
 understand the significance of writing as
part of culture.
- cuneiform
Contribution Wheel
(See Carrie Hallman)
The students will identify the significant
contributions of Mesopotamia.
For example:
- Ziggurat
- Wheel
- Time
- Boat
- Math/Geometry
Decision making –
Teachers manual – pg. 50
Language/Customs
Technology
The students will identify and explain the
contribution of significant individuals.
- Hammurabi
- Sargon
- Asurbanipal
The students will identify the expansion
and growth that gave rise to the Assyrian
and Babylonian Empires.
4
Ziggurats
Tombstone activity
(See Carrie Hallman)
ASSESSMENTS
Orland School District 135
April, 2005
Curriculum Map
6th Grade Social Studies
TIME
INTERVALS
CONTENT
Major Topics
ELEMENTS OF
CULTURE
EGYPT
Geography
Social Structures
LEARNING
OBJECTIVES
The students will:
 understand how geography
affected this civilization.
- Nile River and Cataracts
- Upper and Lower Egypt

INSTRUCTIONAL
ACTIVITIES & RESOURCES
Chapter 3 – pg. 76
explain the ways in which the
Nile was both beneficial and
harmful to the civilization.
The students will:
 understand the concept of a
Dynastic Rule (absolute
power)
- Pharaoh
- Visor
- Scribes
 know there is a clearly
defined social structure
Murals of Pharaohs Pyramid
(See Connie Oriente)
Acrostic poems with Pharaohs
(See Connie Oriente)
Mastaba activity (See Mary
Ann Curran)
Field trip project activity
Scavenger Hunt through the
Field Museum (See Mary Ann
Curran)
5
ASSESSMENTS
Orland School District 135
April, 2005
Curriculum Map
6th Grade Social Studies
TIME
INTERVALS
CONTENT
Major Topics
LEARNING
OBJECTIVES, Continued
Egypt, Continued
The students will know that
Pharaoh and his visors were all
law.
Government
Economy
The students will be able to
explain the importance of trade
in Egypt's economy.
Religion
The students will understand
how religion was expressed in
Ancient Egypt.
- mummification
- after life
- Egyptian gods and goddesses
- polytheism
6
INSTRUCTIONAL
ACTIVITIES & RESOURCES
How to wrap a mummy
(Process of mummification) See
Neal Podell
ASSESSMENTS
Orland School District 135
April, 2005
Curriculum Map
6th Grade Social Studies
TIME
INTERVALS
CONTENT
Major Topics
LEARNING
OBJECTIVES, Continued
Egypt, Continued
The students will:
 describe education, daily life
and customs of the people of
Egypt. (murals)
 understand the significance of
writing as part of a culture.
- hieroglyphics
- Rosetta Stone
Rosetta Stone activity (See
Carol Steurer – OJH)
The students will identify the
significant contributions of
Ancient Egypt as:
- construction of the Pyramids
- advances in navigation
- papyrus
- herbal medicines
Story Box pyramids (See Mary
Ann Curran or Carrie Hallman)
Language/Customs
Technology
7
INSTRUCTIONAL
ACTIVITIES & RESOURCES
Build Pyramids in Snow (See
Neal Podell)
ASSESSMENTS
Orland School District 135
April, 2005
Curriculum Map
6th Grade Social Studies
TIME
INTERVALS
CONTENT
Major Topics
LEARNING
OBJECTIVES, Continued
Egypt, Continued
The students will identify and
explain the contributions of
significant individuals in Ancient
Egypt such as:
- Khufu
- Tut
- Cleopatra
- Nefertiti
- Howard Carter
- Champolion
- Hatshepsut
- Thutmoses III
- Ramses II
- Akhenaten
People
The students will identify
expansion and growth that gave
rise to Ancient Egyptians.
8
INSTRUCTIONAL
ACTIVITIES & RESOURCES
ASSESSMENTS
Orland School District 135
April, 2005
Curriculum Map
6th Grade Social Studies
TIME
INTERVALS
CONTENT
Major Topics
LEARNING
OBJECTIVES
CHINA
The students will:
 understand how geography
affected this civilization.
 Yangtze & Huang He River
 explain the warp in which the
rivers were both beneficial and
harmful.
 natural and artificial
boundaries (Mountains –
Himalayas, and the Great
Wall)
Geography
Social Structures




dynasties
emperor-type dynasties
Shang, Zhou, Qin, Han)
philosophies (education
considered key to everything)
Confucius
9
INSTRUCTIONAL
ACTIVITIES & RESOURCES
Chapter 4 – pg. 98
Picture Book – The Great Wall
Literature piece from Message
of Ancient Days textbook.
News – Broadcast Over
Dynasties (See Kim DeVries)
ASSESSMENTS
Orland School District 135
April, 2005
Curriculum Map
6th Grade Social Studies
TIME
INTERVALS
CONTENT
Major Topics,
continued
CHINA, continued
Government
Economy
LEARNING
OBJECTIVES, continued
The students will:
 know that the emperors were
all law and depending on the
philosophy, education was
considered the key to
everything.
- Philosophy
- Confusiousism
- Daoism
The students will be able to
explain the importance of trade
in China's economy.
- Silk road
10
INSTRUCTIONAL
ACTIVITIES & RESOURCES
ASSESSMENTS
Orland School District 135
April, 2005
Curriculum Map
6th Grade Social Studies
TIME
INTERVALS
CONTENT
Major Topics,
continued
CHINA, continued
Religion
Language/Customs
LEARNING
OBJECTIVES, continued
The students will:
 explain Confucianism, Daoism
and other ways of thought
have influenced Chinese
Culture.
nature
harmony
Yin/Yang (good & evil)
virtues
middle way
The students will:
 understand how size and
topography dictated the
diversity in language and
customs in Ancient China.
11
INSTRUCTIONAL
ACTIVITIES & RESOURCES
Translating Confucius quotes
(See Kim DeVries)
Talk about Yin & Yang and find
balance (See Kim DeVries)
ASSESSMENTS
Orland School District 135
April, 2005
Curriculum Map
6th Grade Social Studies
TIME
INTERVALS
CONTENT
Major Topics,
continued
CHINA, continued
Technology
Key People
LEARNING
OBJECTIVES, continued
The students will:
 list and describe some
inventions that were made to
improve daily life in Ancient
China.
porcelain
paper/ink
silk
gunpowder
The students will identify and
explain the contributions of
significant individuals in Ancient
China such as:
Shi Quandi
Gaozi
Confucius
Mensius
Laozi
12
INSTRUCTIONAL
ACTIVITIES & RESOURCES
Write your name in Chinese
(See Kim DeVries)
ASSESSMENTS
Orland School District 135
April, 2005
Curriculum Map
6th Grade Social Studies
TIME
INTERVALS
CONTENT
Major Topics
ANCIENT INDIA
Geography
LEARNING
OBJECTIVES
The students will:
 locate and understand the
importance of the:
- Indus River
- Gangues River
- Himalayas
- Hindu Kush
- Subcontinent
 understand how geography
affected this civilization.
Social Structures
The students will:
 understand the impact of the
caste system on the Indian
Structure.
Government
The students will:
 identify the significance and
contributions of the Mauryan
Empire to the Indian
civilization.
13
INSTRUCTIONAL
ACTIVITIES & RESOURCES
Chapter 5 – pg. 120
Create your own Mohenjo Daro
Blueprint (See Carrie Hallman,
Kim DeVries, Connie Oriente)
ASSESSMENTS
Orland School District 135
April, 2005
Curriculum Map
6th Grade Social Studies
TIME
INTERVALS
CONTENT
Major Topics
LEARNING
OBJECTIVES, Continued
ANCIENT INDIA,
cont.
The students will be able to:
 understand how the geography
dictated that the economy was
subsistent (Trade was within
themselves)
Economy
Religion
The students will be able to:
 list and explain the main
beliefs of Hinduism and
Buddhism.
INSTRUCTIONAL
ACTIVITIES & RESOURCES
Venn Diagram to compare and
contrast Hinduism and
Buddhism.
Eight-fold path activity (See
Connie Oriente)
Language/Customs
The students will be able to:
 describe the daily life and
customs of the people of
Mesopotamia.
 understand the language of
the civilization of Mohenjo
Daro have not been
deciphered.
14
ASSESSMENTS
Orland School District 135
April, 2005
Curriculum Map
6th Grade Social Studies
TIME
INTERVALS
CONTENT
Major Topics,
continued
ANCIENT INDIA,
continued
Technology
LEARNING
OBJECTIVES, continued
The students will be able to:
 identify the significant
contributions of Ancient India.
INSTRUCTIONAL
ACTIVITIES & RESOURCES
Essay on India & China –
Similarities and differences
(See Mary Ann Curran)
or
Venn Diagram (See Connie
Oriente)
People
The students will identify and
explain the contributions of
significant individuals such as:
Chandragupta
Arrayans
Indus River Valley people
Sadarhta Gautama
15
ASSESSMENTS
Orland School District 135
April, 2005
Curriculum Map
6th Grade Social Studies
TIME
INTERVALS
CONTENT
Major Topics
ANCIENT GREECE
Geography
Social Structures
Government
LEARNING
OBJECTIVES
The students will:
 understand how geography
affected this civilization.
 locate and understand the
importance of lack of rivers
and existence of mountainous
terrain and how it created a
diversified and separate
culture within a culture.
The students will:
 explain the beginnings
individual freedom
- Athens
- Sparta
The students will:
 compare and contrast a
democracy and aristocracy.
 city – states.
16
INSTRUCTIONAL
ACTIVITIES & RESOURCES
Chapter 9 – pg. 244
Greek Projects (Festival project
with 40 different choices)
Advertising project – (See Neal
Podell)
Mock Symposium (See Carrie
Hallman or Kim DeVries)
ASSESSMENTS
Orland School District 135
April, 2005
Curriculum Map
6th Grade Social Studies
TIME
INTERVALS
CONTENT
Major Topics, cont.
ANCIENT GREECE,
cont.
Economy
LEARNING
OBJECTIVES, cont.
INSTRUCTIONAL
ACTIVITIES & RESOURCES
The students will be able to
describe the importance of the
sea in the life of Greek people.
Religion
The students will be able to:
 describe the religious beliefs
of the Ancient Greeks
- Gods & Goddesses
- myths
Language/Customs
The students will:
 describe daily life, education,
and customs of people in
Greek city-states.
 understand the importance
of philosophies in the daily
lives of Ancient Greeks.
 Greek alphabet
17
God and Goddess trading cards
(See Carrie Hallman)
ASSESSMENTS
Orland School District 135
April, 2005
Curriculum Map
6th Grade Social Studies
TIME
INTERVALS
CONTENT
Major Topics,
continued
ANCIENT GREECE,
continued
Technology
People
LEARNING OBJECTIVES,
continued
The students will identify the
significant contributions of
Ancient Greece
- Science
- Math
- Architecture (columns)
- Medicine
- Transportation
- Philosophy
The students will identify and
explain the contributions of
significant individuals such as:
Socrates
Hippocrates
Alexander the Great
Aristotle
Plato
Archimedes
Homer
Pythagoras
Pericles
King Minas
18
INSTRUCTIONAL
ACTIVITIES &
RESOURCES
ASSESSMENTS
Orland School District 135
April, 2005
Curriculum Map
6th Grade Social Studies
TIME
INTERVALS
CONTENT
Major Topics
LEARNING
OBJECTIVES
ANCIENT ROME
The students will:
 locate and understand the
importance of Tiber River and
the hills to the development of
the Roman civilization.
 understand how geography
affected this civilization.
Geography
Social Structures
The students will:
 compare and contrast the
powers that the patricians and
plebeians had during the
Roman Republic.
- citizen
 women
 foreigners
19
INSTRUCTIONAL
ACTIVITIES & RESOURCES
Chapter 10 – pg. 274
ASSESSMENTS
Orland School District 135
April, 2005
Curriculum Map
6th Grade Social Studies
TIME
INTERVALS
CONTENT
Major Topics
ANCIENT ROME,
cont.
Government
Economy
LEARNING
OBJECTIVES
The students will:
 describe the system of
government in the Roman
Republic
- senate
- tribunes
- consuls
 explain the impact of Rome's
conquests on the Republic
- dictators
- emperors
 identify the reasons for the
Fall of the Roman Empire.
The students will be able to:
 show the relationship between
Roman roads and the
advanced system of trade.
20
INSTRUCTIONAL
ACTIVITIES & RESOURCES
Letter to Caesar warning him
(with Product Descriptor)
ASSESSMENTS
Orland School District 135
April, 2005
Curriculum Map
6th Grade Social Studies
TIME
INTERVALS
CONTENT
Major Topics
LEARNING
OBJECTIVES
ANCIENT ROME,
cont.
The students will:
 compare and contrast the
Roman gods and goddesses to
the Greek gods and goddesses.
 birth of Christianity
 explain how the Christian
religion spread throughout the
Roman Empire.
 explain why Christianity
became the main religion.
 explain the connections
between Judaism and
Christianity.
Religion
Language/Customs
The students will be able to:
 describe daily life, education,
and customs of the people of
Ancient Rome.
 understand how the life of
everyday people changed as
the empire grew.
 understand how
entertainment was a part of
daily life in Ancient Rome.
 coliseum
21
INSTRUCTIONAL
ACTIVITIES & RESOURCES
ASSESSMENTS
Orland School District 135
April, 2005
Curriculum Map
6th Grade Social Studies
TIME
INTERVALS
CONTENT
Major Topics
LEARNING
OBJECTIVES
ANCIENT ROME,
cont.
The students will identify the
significant contributes of Ancient
Rome.
- science
- math
- architecture (aqueduct)
- medicine
- transportation
- philosophy
Technology
Important People
The students will identify and
explain the contribution of
significant individuals of Ancient
Rome.
- Romulus and Remus
- Caesar
- Hannibal
- Scipio
- good and bad emperors (Nero
and Augustus)
- Jesus and Paul
22
INSTRUCTIONAL
ACTIVITIES & RESOURCES
Storytelling of Romulus and
Remus.
Recreation of the Punic Wars
(See Carrie Hallman or Kim
DeVries)
Caesar skit
ASSESSMENTS
Orland School District 135
April, 2005
Curriculum Map
6th Grade Social Studies
TIME
INTERVALS
CONTENT
Major Topics
LEARNING
OBJECTIVES
INSTRUCTIONAL
ACTIVITIES & RESOURCES
BYZANTINE
EMPIRE
The students will understand:
 the rise of the empire
 the development of Islam.
 Mohammed and his message
 important contributions
- algebra
- medicine
- science
- astronomy
- economy
- engineering
Chapter 11 – pg. 320
MEDIEVAL
EUROPE
The students will:
 understand how geography
affected this civilization (river
systems, mountains, the plains)
Chapter 14 – pg. 390
Geography
23
ASSESSMENTS
Orland School District 135
April, 2005
Curriculum Map
6th Grade Social Studies
TIME
INTERVALS
CONTENT
Major Topics
LEARNING
OBJECTIVES
MEDIEVAL ROME,
cont.
The students will:
 list and describe the different
levels or feudalism.
 describe the role of the church.
 explain how the manor system
led to the growth of town and
cities.
- guilds
- artisans
Social Structures
Government
Economy
The students will:
 describe the system of
government in the Middle
Ages.
- monarchy
 identify the power struggles
between the church and the
king.
The students will:
 identify the development from
agriculture to manufacturing.
- guilds
- feudalism
24
INSTRUCTIONAL
ACTIVITIES & RESOURCES
Feudalism activity (See Kim
DeVries)
Simulation activity
A,B,C of Middle Ages (power
point – Mary Ann Curran)
ASSESSMENTS
Orland School District 135
April, 2005
Curriculum Map
6th Grade Social Studies
TIME
INTERVALS
CONTENT
Major Topics
LEARNING
OBJECTIVES
MEDIEVAL ROME,
cont.
The students will:
 understand the importance of
the Catholic Church in their
daily lives.
- Crusades (Hundred Years
War)
Religion
Language/Customs
Technology
INSTRUCTIONAL
ACTIVITIES & RESOURCES
The students will:
 understand the concept of two
language systems
- vernacular
- Latin
The students will:
 identify what the Dark Ages
were and it's impact on
Medieval Europe
- bubonic plague
25
Black Death activity (See Kim
DeVries)
ASSESSMENTS
Orland School District 135
April, 2005
Curriculum Map
6th Grade Social Studies
TIME
INTERVALS
CONTENT
Major Topics
MEDIEVAL ROME,
cont.
People
Optional
THE
RENAISSANCE
LEARNING
OBJECTIVES
INSTRUCTIONAL
ACTIVITIES & RESOURCES
The students will identify and
explain the contribution of
significant individuals
- Charlemagne
- King John
- Pope Urban the II
- Marco Polo
- King Arthur
The students will:
 describe the great changes that
occurred in Europe during the
Renaissance
 explain how people's thinking
changed during the
Renaissance.
 explain the effects that the
Renaissance continues to have
on the United States today.
26
Chapter 15-1 pg. 428
Fact/Fiction book (See Connie
Oriente)
Stained glass windows (See
Kim DeVries or Mary Ann
Curran)
ASSESSMENTS