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Readington Township Public Schools Grade 6 Social Studies Authored by: Mindy Bennington Will Daly Nicole Maraventano Lisa Moor Susan Reardon Reviewed by: Mary Jean DiRoberto Board of Education approval/adopted: December 6, 2011 Members of the Board of Education: Joanne Sekella, President Rick Finn, Vice President Janet Cole Cheryl Finn William Goodwin David Livingston Wayne Doran Laura Simon Eric Zwerling Superintendent: Dr. Barbara Sargent Readington Township Public Schools 52 Readington Road, Whitehouse Station NJ 08889 www.readington.k12.nj.us Readington Township School District Social Studies Curriculum Grade 6 I. OVERVIEW The Readington Township School district social studies curriculum adheres to the belief that social studies education should foster, for all students, the ability to understand their world and to have an appreciation for the heritage of America with a high degree of literacy in civics, history, economics, and geography. Our curriculum leads students from an understanding of themselves and the world around them to the greater community of Readington and New Jersey, and, eventually, to an understanding of American traditions, democratic values, and our global society. II. RATIONALE The purpose of social studies education is to provide students the opportunity to acquire the knowledge, skills, and perspectives needed to become active, informed citizens and contributing members of local, state, national, and global communities in the digital age. Kindergarten students will focus on home and family as they are introduced to the basic understandings of good citizenship and learn about American holidays and symbols. In first grade, students will learn about the rights that responsible Americans enjoy. Students will also gain knowledge of schools, communities, and transportation, now and long ago. The different traditions and customs of Americans will also be explored as students compare people with different backgrounds. They will also review the difference between needs and wants, and how their needs are met. In second grade, students will learn how a community, state, and nation are all different and alike in some ways. Children will learn that people use resources and change their environments, and will learn that technology can help us conserve our resources. Children will compare and contrast life today with life long ago. They will see how both people and places change over a period of time and that certain important people or events have become part of our heritage. They will review the concepts of wants, needs, goods and services. In third grade, students learn about the rights and responsibilities of community members as they expand their knowledge of local government in Readington Township. They will examine how communities change over time and recognize the diversity of communities around the world. Students will explore both physical and human geography, as they learn the importance of protecting our natural resources. In fourth grade, the focus is on the history and geography of New Jersey to understand its unique features and characteristics. Students will learn the story of New Jersey, from its foundation in colonial America to its cultural and economic significance today. Students will uncover the heritage of New Jersey by examining the influence immigrants and native peoples have had on our culture. Students will explore the government of New Jersey by examining its similarities to both our local and national government. Finally, students will engage in a celebration of the great figures and accomplishments unique to New Jersey. The progression from fifth through eighth grades will expand student engagement in relevant activities that connect content knowledge to current issues. The goal is to promote service learning that will empower students to become civic-minded and socially active in our global society. In fifth grade, students will explore the early foundations of the United States including European exploration of the New World, the colonization of North and South America, and the fight for independence. Students will also develop a strong sense of the role Geography plays in understanding our nation’s history and place in our global society. In sixth grade, students engage in an exploration of major ancient civilizations. By analyzing the geographic themes, growth of culture, and development of societies, students will gain a deeper understanding of the commonalities and differences among ancient civilizations. The elements of culture and the four stages of economic development serve as a lens through which investigative studies of the ancient civilizations are focused. In seventh grade, students will study the political, social, economic, geographic and technological roots of Western Civilization by examining the time period from Ancient Greece through the Enlightenment. In eighth grade, the emphasis is on United States history spanning the time period from colonial times through the Civil War. Students will be actively involved in authentic learning experiences which require them to synthesize information learned in order to critically think, problem-solve, analyze, and evaluate contemporary, historical, and global issues. III. STUDENT OUTCOMES (Link to New Jersey Core Curriculum Standards) Unit 1: Elements of Culture Standards: 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Content Statements: The Beginnings of Human Society: Paleolithic and Neolithic Ages Hunter/gatherers adapted to their physical environments using resources, the natural world, and technological advancements. The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies. Archaeology provides historical and scientific explanations for how ancient people lived. CPI # 6.2.8D1.b. Cumulative Progress Indicator (CPI) Relate the development of language and forms of writing to the expressions of ideas, creations of cultural identity, and development if more complex social structures. Unit 2: Origins of Society Standards: 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Content Statements: The Beginnings of Human Society: Paleolithic and Neolithic Ages Hunter/gatherers adapted to their physical environments using resources, the natural world, and technological advancements. The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies. Archaeology provides historical and scientific explanations for how ancient people lived. CPI # 6.2.8.A.1.a 6.2.8.B.1.a 6.2.8.B.1.b 6.2.8.C.1.a Cumulative Progress Indicator (CPI) Compare and contrast the social organization of early hunters/gatherers and those who lived in early agrarian societies. Explain the various migratory patterns of hunters/gatherers who moved from Africa to Eurasia, Australia, and the Americas, and describe the impact of migration on their lives and on the shaping of societies. Compare and contrast how nomadic and agrarian societies used land and natural resources. Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and the subsequent development of civilizations. 6.2.8.C.1.b 6.2.8.D.1.a 6.2.8.D.1.b 6.2.8.D.1.c Determine the impact of technological advancements on hunter/gatherer and agrarian societies. Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of relative length of time. Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity, and development of more complex social structures. Explain how archaeological discoveries are used to develop and enhance understanding of life prior to written records. Unit 3: Ancient River Civilizations Standards: 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Content Statements: Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley Civilizations Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic conditions. They created centralized systems of government and advanced societies. Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic conditions. They created centralized systems of government and advanced societies. CPI # 6.2.8.A.2.a 6.2.8.A.2.b 6.2.8.A.2.c 6.2.8.B.2.a Cumulative Progress Indicator (CPI) Explain why different ancient river valley civilizations developed similar forms of government. Explain how codifying laws met the needs of ancient river valley societies. Determine the role of slavery in the economic and social structures of ancient river valley civilizations. Determine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of ancient river valley civilizations. 6.2.8.B.2.b 6.2.8.C.2.a 6.2.8.D.2.a 6.2.8.D.2.b 6.2.8.D.2.c 6.2.8.D.2.d Compare and contrast physical and political maps of ancient river valley civilizations and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations, then and now. Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and the development of a class system in ancient river valley civilizations. Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations. Explain how the development of written language transformed all aspects of life in ancient river valley civilizations. Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether there was a common pattern of growth and decline. Justify which of the major achievements of the ancient river valley civilizations represent the most enduring legacies. Unit 4: Africa 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Content Statements: Expanding Exchanges and Encounters The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted from the promotion of interregional trade, cultural exchanges, new technologies, urbanization, and centralized political organization. The rise and spread of new belief systems unified societies, but they also became a major source of tension and conflict. While commercial and agricultural improvements created new wealth and opportunities for the empires, most people’s daily lives remained unchanged. Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations. CPI # 6.2.8.B.4.b Cumulative Progress Indicator (CPI) Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road) impacted urbanization, transportation, communication, and the development of international trade centers. 6.2.8.B.4.c 6.2.8.B.4.d 6.2.8.B.4.e 6.2.8.C.4.a 6.2.8.C.4.c 6.2.8.C.4.d Determine how Africa’s physical geography and natural resources posed challenges and opportunities for trade and development. Explain why the Arabian Peninsula’s physical features and location made it the epicenter of Afro-Eurasian trade and fostered the spread of Islam into Africa, Europe, and Asia. Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges. Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization. Explain how the development of new business practices and banking systems impacted global trade and the development of a merchant class. Analyze the relationship between trade routes and the development of powerful city-states and kingdoms in Africa. Unit 5: India 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Content Statements: The Classical Civilizations of the Mediterranean World, India, and China Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of unprecedented size and diversity by creating centralized governments and promoting commerce, a common culture, and social values. Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of classical civilizations. CPI # 6.2.8.A.3.a 6.2.8.C.3.a 6.2.8.D.3.c 6.2.8.B.2.b Cumulative Progress Indicator (CPI) Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures; communication and transportation systems) used by the rulers of Rome, China, and India to control and unify their expanding empires. Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China. Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han China. Compare and contrast physical and political maps of ancient river valley civilizations and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; 6.2.8.D.2.b 6.2.8.D.2.c 6.2.8.D.2.d Ancient China and Modern China), and determine the geopolitical impact of these civilizations, then and now. Explain how the development of written language transformed all aspects of life in ancient river valley civilizations. Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether there was a common pattern of growth and decline. Justify which of the major achievements of the ancient river valley civilizations represent the most enduring legacies. Unit 6: China Standard: 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Content Statements: The Classical Civilizations of the Mediterranean World, India, and China Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of unprecedented size and diversity by creating centralized governments and promoting commerce, a common culture, and social values. Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of classical civilizations. Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations. CPI # Cumulative Progress Indicator (CPI) 6.2.8.A.3.a Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures; communication and transportation systems) used by the rulers of Rome, China, and India to control and unify their expanding empires. Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China. Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality. Relate the Chinese dynastic system to the longevity of authoritarian rule in China. 6.2.8.C.3.a 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.B.4.b 6.2.8.D.2.b 6.2.8.D.2.d IV. Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han China. Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road) impacted urbanization, transportation, communication, and the development of international trade centers. Explain how the development of written language transformed all aspects of life in ancient river valley civilizations. Justify which of the major achievements of the ancient river valley civilizations represent the most enduring legacies. ESSENTIAL QUESTIONS AND ENDURING UNDERSTANDINGS Essential Questions Unit 1 Elements of Culture How are the seven elements of culture applied in every culture, both past and present? How does American culture compare and contrast to other cultures in the world? How does technology help make our global community more accessible What influence does geography have on a civilization’s culture Unit 2 Origins of Society How has geography impacted the development of human civilization? How did hunter-gatherers live in the Stone Age? How did the first civilizations form and spread? Unit 3 Ancient River Civilizations What are each civilization’s most enduring legacies as they relate to technological advancements, arts and literature, government, economics, Enduring Understandings All cultures have common components that make them unique. All people’s interests and desires are shaped by their culture. Culture defines an individual and societal success. Certain civilizations advanced economically, while others did not. Technology provides us access to cultural exchanges. The geography of a place helps archaeologists understand the historic events that happened there. Hunting animals and gathering wild plants is how people lived during the Old Stone Age. People began to grow their own food in the New Stone Age. The surplus of food gave people ample time to begin working as artisans. This led to the growth of families and towns. The earliest cities were formed near rich soil and a dependable water source. Geography played a critical role in the development of city-states in ancient Mesopotamia. The needs of the people living at the beliefs, customs and traditions, and writing? How have technology, writing, arts and literature, government, economics, and beliefs been adapted to fit the needs of the people in their time? Unit 4 Africa What affected the development of African societies? What distinguishes Ancient Egypt from other societies and civilizations? What has contributed to the subjugation of African people? Unit 5 India What are the lasting achievements of the Golden Age of India? Unit 6 China What are the lasting achievements of the Golden Age of China? V. time influenced technology, writing, arts and literature and economics. African societies were affected by geography and natural resources. Advanced culture and technological achievements distinguish Ancient Egypt/Ancient River Civilizations The various cultures of Africa are reflected in their diverse religions, arts, customs, traditions, and symbols. All ancient civilizations had lasting achievements that made them dominate other people in surrounding geographic areas. All ancient civilizations had lasting achievements that made them dominate other people in surrounding geographic areas. During the Tang Dynasty, China’s territory increased and trade flourished. Government and land reform occurred under the ruling of Tang Taizong and the philosophy of Confucius. During the Song Dynasty, the merit system was expanded, the arts flourished, and technology advanced. Under Mongol rule, Chinese government became centralized. STRATEGIES Civic involvement and understanding of major world issues are embedded in all units. Unit 1: Elements of Culture Cooperative groups Independent research and learning Teacher directed instruction Technology based-research Technology based projects Analysis of various media (Youtube, DVD) Guest Speakers Unit 2: Origins of Society Teacher directed lessons Guns, Germs and Steel -- DVD, PowerPoint’s History Alive! Interactive notebooks and activities Identification and Analysis of pictures Unit 3: Ancient River Civilizations Mesopotamia Outline map, directions, and atlas or online versions Textbooks History Alive! and World Studies: The Ancient World and related prepared activities/worksheets Schlessinger Video: Mesopotamia Replicated artifacts of scribe tablets—U of Penn Museum of Anthropology and Archaeology. Digital images of artifacts Mesopotamian music CD Online video and websites related to Mesopotamia. Teacher created graphic organizers Publisher Programming for student use Egypt Student centered activities based on Ancient Egypt’s culture Mummification Pyramids Writing (Rosetta Stone, Hieroglyphics) Gods and Goddesses The Social Pyramid King Tut Geography Textbook Teacher provided material Pyramid Video BBC/Nova Digital/Internet based activities Discovery Channel video Scholastic Outlining Student projects (Social Class Pyramid) Teacher-led class discussion Unit 4: Africa Map analysis Use of stereotypes and reflective writing Guest speaker/artist residence Analysis of proverbs History Alive! Interactive activities and notebook Independent topical readings Kid’s Discover on Africa Time Newspapers on African civilizations. Unit 5: India Guest Speakers History Alive! Interactive notebook The Ancient World textbook Map and Geography analysis Palm Leaf books DVD and interactive notes Teacher created materials Unit 6: China Silk Road activities and online website History Alive! Interactive activities Research for World’s Fair DVD interactive notes Teacher created materials VI. EVALUATION Unit 1: Elements of Culture Vocabulary quiz Reading reflection questions/ Inspiration webs Teacher created worksheets Student created letters Maps and Graphs Discussions Unit 2: Origins of Society Vocabulary Quizzes Short open-ended questions/responses Teacher led-discussions Assessment of Interactive Notes Unit 3: Ancient River Civilizations Projects with rubrics Quizzes Tests Open-ended responses Completed contract unit Completion of interactive student centers Unit 4: Africa Cooperative group work Plays Independent group research Writing and performance assessment Unit 5: India World’s Fair Quizzes/tests Written assessments Outlines Performance assessments Artifact creations Unit 6: China World’s Fair Quizzes/tests Written assessments Outlines Performance assessments Artifact creations VII. INSTRUCTIONAL RESOURCES Unit 1: Elements of Culture World Studies: The Ancient World by Prentice Hall History Alive! Teacher Created materials Guns, Germs, and Steel by Jared Diamond Footsteps of Man by Dr. Spencer Wells Maps Unit 2: Origins of Society World Studies: The Ancient World by Prentice Hall History Alive! Teacher Created materials Guns, Germs, and Steel by Jared Diamond Footsteps of Man by Dr. Spencer Wells Maps Unit 3: Ancient River Civilizations World Studies: The Ancient World by Prentice Hall History Alive! Teacher Created materials Kids Discover magazines Maps Unit 4: Africa World Studies: Medieval Times to Today by Prentice Hall History Alive! Teacher Created materials Kids Discover magazines Maps Unit 5: India World Studies: The Ancient World by Prentice Hall History Alive! Teacher Created materials Kids Discover magazines Maps Unit 6: China World Studies: The Ancient World by Prentice Hall History Alive! Teacher Created materials Kids Discover magazines Maps VIII. SCOPE AND SEQUENCE Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Elements of Culture Origins of Society Ancient River Civilizations Africa India China 4-5 weeks 4 weeks 8-10 weeks 4-5 weeks 3-4 weeks 3-4 weeks