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Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 Social Studies Grade 6 –1st Quarter State Standard Content Statement Expectations for Learning GEO 4 GEO 5 Latitude and longitude can be used to identify absolute location. Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). Explain how maps provide visual ways to learn about places and to see where it is in relation to other places. Learning the parts of different types of maps and one in discovering new areas, cultures, climate, economics and landforms. 4 GEO 5 Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). Explain the difference between the five strands of social studies: geography, history, culture and society, civics 2 Days Content Resource Standard (adopted and supplemental) Vocabulary I can identify and grid systems Harcourt Social use an insert map map title Studies 6th grade and a map grid to map key Textbook locate places. insert map Pgs A2-‐26 locator Atlas I can define the map scale vocabulary and compass rose Simple Solutions find them on cardinal Level 6 maps. direction Social Studies intermediate Lesson 1 -‐3 Pg. 2-‐7 I can explain the direction importance of the Harcourt Social use of maps. Studies 6th Grade Textbook : Pgs A2-‐26 Atlas National Geographic Society: Crack the Code Activity BrainPop: Social St. I can identify the geography Harcourt Social importance of relative Studies 6th Grade perspectives and location Textbook : historical absolute Pg. 1-‐5 empathy in location Unit 1 Ch. 1 Intro. analyzing the physical past. feature BrainPop: human feature Social St. Clear Learning Target Common Formative Assessments will be implemented daily. Essential Questions Assessment& Notes What do we mean by region? Study Island: 6th grade SS (New Learning Standards) Geography Strand; Map Skills Daily Exit Ticket Formal Assessments Harcourt SS Unit/CH Assessments How does where I live influence how I live? Formal Assessments Daily Exit Tickets Study Island: 6th grade SS (New GEO 5 GEO 3 Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 and government, economics. In addition, the five themes of geography: location, place, movement, human-‐ environment interactions and regions. I can explain how chronology helps historians study about the past. I can identify the five themes of geography. Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). To evaluate knowledge of students by reading and sharing experiences, peak interests, and develop skills to build on by using a KWL chart. 1 Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is Use appropriate maps. Globes and geographic tools to gather, process, and report information about people, places, and environment. Explain that maps are created for specific purposes 1 region modify adapt cause effect analyze history chronology oral history perspective historical empathy I can analyze information by finding the main idea. I can create a graphic organizer. I can interpret information from visuals. I can explain how physical processes such as tectonics, earthquakes and erosion have created physical patterns of the Earth’s surface. I can identify and Harcourt Social Studies 6th Grade Textbook: Pg. 11-‐19 Unit 1 Ch. 1 BrainPop: Social St. landforms plate tectonics continental drift fault magma lava weathering erosion deposition Harcourt Social Studies 6th Grade Textbook: Pgs. 20-‐25 Unit 1 Ch. 1.1 BrainPop: Social St. Common Formative Assessments will be implemented daily. Learning Standards) Geography Strand; Places and Regions Why is “where” important? Harcourt SS Unit/CH Assessments Study Island: 6th grade SS (New Learning Standards) Geography Strand; Human Environment Interaction Formal Assessment How do we Harcourt Social know what Studies 6th grade we know Activity Book about the Pg. 7 world today? Formal Assessment Harcourt SS Unit/CH Assessments Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 displayed. GEO 5 GEO 4 and represent the context in which they were created. Assess student prior knowledge Region can be about how people determined, use rivers, classified and streams, and other compared using waterways. various criteria (e.g. Describe the landform, climate, Earth’s bodies of population, cultural water and how or economic). they affect humans. Latitude and longitude can be used to identify absolute location. Explain that the globes and maps show locations worldwide. Explain that a grid representing imaginary lines has been drawn on globes and maps. Without reference to these lines of latitude and longitude, searching for a 1 1 analyze ways people have modified the physical environment. I can describe and explain how physical processes such as ocean circulation have resulted in physical patterns on Earth’s surface. I can analyze the effects of physical processes and the physical environment on humans. floodplain delta I can organize and interpret information presented on maps. I can use appropriate mathematical skills to interpret social studies information such as that found on maps. line of latitude equator line of longitude prime meridian tributary river system drainage basin rift reservoir trench current tidal wave tide water cycle Harcourt Social Studies 6th Grade Textbook: Pg. 26-‐31 Unit 1 Ch. 1.2 BrainPop: Social St. How do geography, climate, and natural resources affect the way people live and work? Harcourt Social Studies 6th Grade Textbook: Pg. 32-‐33 Unit 1 Ch. 1 Skill Lesson BrainPop: Social St. What story do maps and globes tell? Common Formative Assessments will be implemented daily. Harcourt Social Studies 6th grade Reading Skill: Identify the Main Idea and Supporting Details Pg. 29 Harcourt SS Unit/CH Assessments Study Island: 6th grade SS (New Learning Standards) Geography Strand; Places and Regions. Harcourt Social Studies 6th grade Activity Book pg. 8 Study Island: 6th grade SS (New Learning Standards) Geography Strand; Map Skills Formal Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 specific location on a map could be very difficult. GEO 4 GEO 3 Latitude and longitude can be used to identify absolute location. Explain how latitude, land, water, and altitude affect climate. It can also describe six major climate regions and their vegetation. 2 Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is Describe the importance of renewable and nonrenewable resources. Discuss vegetation in your climate region. Point out that plants are called biological resources. 2 I can describe how physical processes have resulted in physical patterns on Earth’s surface. I can analyze the effects of physical processes and the physical environment on humans. I can identify how people have adapted to the physical environment in specific places and regions. I can describe how renewable and nonrenewable natural resources such as fossil fuels, fertile soil, and timber are produced. I can identify climate temperate tropic sea breeze land breeze altitude rain shadow vegetation rain forest arid natural resources biological resources fertile soil mineral fossil fuel renewable resources nonrenewable resources Harcourt Social Studies 6th Grade Textbook: Pg. 34 -‐39 Unit 1 Ch. 1.3 BrainPop: Social St. How do geography, climate and natural resources affect the way people live and work? Harcourt Social Studies 6th Grade Textbook : Pg 40-‐45 Unit 1 Ch. 1.4 BrainPop: Social St. How do we know what we know about the world today? Common Formative Assessments will be implemented daily. Assessment Harcourt SS Unit/CH Assessments Harcourt Social Studies 6th grade Activity Book pg. 11 Study Island: 6th grade SS (New Learning Standards) Geography Strand; Places and Regions Formal Assessment Harcourt SS Unit/CH Assessments Formal Assessment Harcourt SS Unit/CH Assessments Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 displayed. GEO 3 GEO 7 Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is displayed. Point out to the students that identifying a problem is just the first step in solving it. Breaking the problem down into separate steps makes it more manageable and makes it easier to find an effective solution. In the case of world energy sources, the problem that exists today is trying to replace nonrenewable fossil fuels with renewable sources. Political, Examine the environmental, reasons why social and economic population is factors cause spread over people, products Earth’s surface in and ideas to move particular from place to place patterns. in Eastern Hemisphere in the 1 1 issues that arise when natural resources are in relatively short supply. I can use a problem-‐solving process to identify and implement a solution. I can use a decision-‐making process to identify a situation that requires a solution and implement a decision. I can explain the geographic factors responsible for patterns of population in places and regions. conservation scarce recycling Harcourt Social Studies 6th Grade Textbook : Pg. 46-‐47 Solve a Problem Brain Pop: Social St. Why is/was ___ located there? (e.g. capitol, factory, battle, etc.) Formal Assessment Harcourt Social Studies 6th grade Activity Book Pg. 13 Harcourt SS Unit/CH Assessments Why do people move? Formal Assessment Study Island: 6th grade SS (New Learning Standards) Geography Strand; Human population Harcourt Social distribution Studies 6th Grade environment Textbook irrigation Pg. 50-‐57 desertification Unit 1 Ch. 2.1 drought migration BrainPop: urbanization Social St. metropolitan Common Formative Assessments will be implemented daily. Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 past and today. GEO 3 Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is displayed. Explain that population facts are used for distributing resources, providing a basis for developing facilities and services, and preserving open space, among other things. Population maps provide essential information for this planning. 1 I can explain area ways in which demographer human migration influences the character of places and regions. I can identify and analyze ways people have adapted to the physical environment in selected places and regions. thematic map I can compare population selected world density regions and countries using data from maps. I can organize and interpret data presented on maps. I can use appropriate mathematical skills to interpret social studies information such as that found on maps. Harcourt Social Studies 6th Grade Textbook : Pg. 58-‐59 Unit 1 Maps and Globe Skills. BrainPop: Social St. Common Formative Assessments will be implemented daily. Environment Interaction Harcourt SS Unit/CH Assessments How do maps and globes reflect history, politics and economics? Formal Assessment Harcourt Social Studies 6th grade Activity Book Pg. 17-‐18 Study Island: 6th grade SS (New Learning Standards) Geography Strand; Places and Regions Harcourt SS Unit/CH Assessments GEO 6 HIST 1 Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 Variations among physical environments within the Eastern Hemisphere influence human activities. Human activities also alter the physical environment. Events can be arranged in order of occurrence using the conventions of B.C., A.D., B.C.E., and C.E. Exploring the customs, traditions, and ways of the life that identify the world’s societies. 1 I can define the concept of culture. I can describe some traits that define cultures. I can explain why cultures burrow from each other. I can evaluate how cultural burrowing affects world cultures. human society enculturation culture trait cultural diffusion technology assimilation acculturation ethnic group cultural diversity Harcourt Social Studies 6th Grade Textbook: Pg. 60-‐65 Unit 1 Ch. 2.2 BrainPop: Social St. How does where you live influence how you live? Formal Assessment Harcourt Social Studies 6th grade Activity Book Pg. 17-‐18 Harcourt SS Unit/CH Assessments Discuss the purpose of a time line-‐to represent events in the sequence in which they happened. Explain that parallel time lines show related events in different parts of the world, or different types of events in one part of the world, during a given period of time. Parallel time lines allow for easy comparison of events. 1 I can organize and interpret information from time lines. parallel time line B.C. A.D. B.C.E. C.E. Harcourt Social Studies 6th Grade Textbook: Pg. 66-‐67 Unit 1 Ch. 2 Chart and Graph Skills BrainPop: Social St. Thinkport Tool: Creating a Timeline-‐ Create a Timeline Activity How have ideas and events from the past shaped the Eastern Hemisphere? Formal Assessment Harcourt Social Studies 6th grade Activity Book Pg. 20-‐21 Harcourt SS Unit/CH Assessments Common Formative Assessments will be implemented daily. GOV 10 ECON 15 Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 Government can be categorized as monarchies, theocracies, dictatorships, or democracies, but categories may over and labels may not accurately represent how governments function. The extent of citizens’ liberties and responsibilities varies according to limits on governmental authority. The interaction of supply and demand, influenced by competition, helps to determine price in a market. This and the quantities of inputs (human resources, natural resources and capital) used. Describe the main governing and economic systems. Discuss how a country’s government might affect the way its people earn a living. 1 I can differentiate among traditional, market, and command economics. I can describe characteristics of limited and unlimited governments. I can explain how citizens participate in and influence the political process in contemporary societies. democracy Harcourt Social majority rule Studies 6th Grade right Textbook monarchy Pg. 68-‐73 dictatorship Unit 1 Ch. 2.3 oligarchy industry BrainPop: developed Social St. country developing country GDP subsistence farming free enterprise Common Formative Assessments will be implemented daily. How does governmenta l authority affect citizen’s rights? Formal Assessment Harcourt Social Studies 6th grade Activity Book Pg. 22 Harcourt SS Unit/CH Assessments GEO 5 GEO 5 Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). The interaction of supply and demand, influenced by competition, helps to determine price in a market. This and the quantities of inputs (human resources, natural resources and capital) used. Understand the relationships with geographic areas must share common characteristics to be considered a region. 1 Have students recall, interpret and analyze data in a formal written format. 1 I can pose and answer questions about geographic distribution and patterns for world regions and countries. I can analyze the similarities and differences among selected world societies. I can define culture and cultural region. I can relate, identify vocabulary, analyze, and interpret data. border empire colony subregion Harcourt Social Studies 6th Grade Textbook: Pg. 76-‐81 Unit 1 Ch. 2.4 BrainPop: Social St. How does where you live influence how you live? Formal Assessment Harcourt Social Studies 6th grade Activity Book Pg. 23 Harcourt SS Unit/CH Assessments Harcourt Social Studies 6th Grade Textbook: Pg. 89 Unit 1 Review BrainPop: Social St. Why can’t people have everything they want? Formal Assessment Study Island: 6th grade SS (New Learning Standards) Economic Strand; Economic Choices Harcourt SS Unit/CH Assessments Common Formative Assessments will be implemented daily. HIST 2 GEO 3 Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 Early civilizations (India, Egypt, China, and Mesopotamia) with unique governments, economic systems, social structures, religions, technologies and agricultural practices and products flourished as a result of favorable geographic characteristics. The culture practices and products of these early civilizations can be used to help understand the Eastern Hemisphere today. Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is displayed. Activate prior knowledge and misconceptions about early humans and hook students using a discussion about why people move from place to place. Explore resources to explain the migration patterns of early humans from Africa to various parts of the world. Explore resources to explain the connections between living in groups and staying alive. 2 I can explain the migration pattern of early humans from Africa to various world regions. I can identify and analyze the impact of early cultural developments on hunter-‐gatherer civilization. I can identify and analyze the impact of early technological developments on hunter-‐gatherers civilizations. hunter-‐ gatherer Red Sea Tigris River Euphrates River Fertile Crescent Europe Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 1 Rise of Civilizations CH1 Human Origins Ch. 1.2 Early Humans Sections 1-‐3 Ch. 1.2 Section 4 and 5 (optional) BrainPop: Social St. How did early humans improve their lives? Formal Assessment Study Island: 6th grade SS (New Learning Standards) History Strand; Chronology Discovery Education SS Unit/CH Assessments Explores the features of Southwest Asia’s geography. Complete a problem/solution graphic organizer. Complete a Mind map to respond to the essential questions. “How did geography impact like in 3 I can locate ancient Mesopotamia and its important cities and rivers on a historical and a modern map. I can analyze the importance of the physical geography of Mesopotamia civilization nomadic city-‐state Eridu Sumer Ur Persian Gulf trade Uruk silt climate irrigation Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 2 Ancient Civilizations Ch 3 Mesopotamia Ch.3.1 Geography of Mesopotamia Ch. 3.1 Problem/ solution graphic How did geography impact life in Mesopota-‐ mia? Formal Assessment Harcourt Social Studies Activity Book Pg. 100 Study Island: 6th grade SS (New Learning Standards) History Strand; Common Formative Assessments will be implemented daily. Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 HIST 2 Early civilizations (India, Egypt, China, and Mesopotamia) with unique governments, economic systems, social structures, religions, technologies and agricultural practices and products flourished as a result of favorable geographic characteristics. The culture practices and products of Mesopotamia?” Explore resources and a Comparison Chart activity to learn about religion and social structure in Mesopotamia. Participation in a Comparison chart to learn more about the daily lives of Mesopotamia and the role each social class played in Mesopotamia society. Complete a 3 Mesopotamia to the development of civilization. I can identify and analyze the impact of agricultural innovations that led to the growth of cities in Mesopotamia. I can analyze the ways the people of Southwest Asia have adapted to and modified their physical environment. I can describe religious beliefs and practices of ancient Mesopotamia. I can describe the social structure-‐ including gender divisions-‐of Mesopotamia and draw conclusions about its impact on the Ives of Mesopotamia. I can describe and map the natural resources levee agriculture domestication goods scribe alluvial soil oasis Exotic River Wadi Aquifer Qanat desalinization organizer Section 1 Ch. 3.1 Section 4 and 5(optional) Harcourt Social Studies 6th Grade Textbook: Unit 5 Ch. 11 Southwest Asia and North Africa Section 1 Land of Contrast Pg. 364-‐370 BrainPop: Social St. Mesopotamia Discovery Education SS Unit/CH Assessments Harcourt SS Unit/CH Assessments Polytheism Discovery Education Deity Social Studies: Ziggurat World History social pyramid (Prehistory-‐1800) Cuneiform Unit 2 Ancient culture Civilizations empire Ch. 3 Mesopotamia Sargon Ch.3.2 Mesopotamian Hammurabi Society Assyrian Empire Ch. 3.2 section 2 Chaldeans Comparison Chart: Neo-‐ Mesopotamia society Babylonian Empire Ch. 3.2 Nebuchadnezz Section 4 and 5 ar (optional) domesticate Common Formative Assessments will be implemented daily. How did religion and gender influence Mesopotami an society? Formal Assessment Harcourt Social Studies 6th grade Activity Book Pg. 101 Study Island: 6th grade SS (New Learning Standards) History Strand; Mesopotamia Discovery Education SS Unit/CH GEO 6 these early civilizations can be used to help understand the Eastern Hemisphere today Variations among physical environments within the Eastern Hemisphere influence human activities. Human activities also alter the physical environment. HIST 2 Early civilizations (India, Egypt, China, and Mesopotamia) with unique governments, economic systems, social structures, religions, technologies and agricultural practices and products flourished as a result of favorable geographic characteristics. The culture practices and products of these early civilizations can be used to help Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 graphic organizer to demonstrate understanding of the social classes of Mesopotamia. Explore resources to learn about the development of the cuneiform writing system. Explore resources and perform a Jigsaw activity to learn about the various discoveries and innovations of Mesopotamia calendars, metal tools, the wheel, the plow, and pottery. Explore resources to learn about the Code of Hammurabi, how 3 cycles of conquest that led to the ascension of varied civilizations in Mesopotamia from 3000 BCE through 500 BCE. Explain the significance of Hammurabi, Muhammad and Jesus. dike code gospels crusades Harcourt Social Studies 6th Grade Textbook: Unit 5 Ch. 11 Section 2 Southwest Asia Long Ago Pg. 371-‐377 BrainPop: Social St. I can identify and analyze the impact of cultural and technical innovations about the importance of codified laws to a society. I can paraphrase portions of Hammurabi’s Code and draw conclusions about the importance of codified laws to a society. I can explain how epic Discovery Education Babylonia Social Studies: Code of World History Hammurabi (Prehistory-‐1800) code of law Unit 2 Ancient historical map Civilizations refugee Ch. 3 Mesopotamia Five Pillars Ch. 3.3 Mesopotamian Haji Innovations and Sunni Contributions Shi’i Ch. 3.3 calligraphy Section 5(optional) For instruction on Jigsaw Activity visit: Jigsaw Activity Harcourt Social Studies 6th Grade Textbook: Unit 3 Ch. 11 Section 3 Common Formative Assessments will be implemented daily. Assessments Harcourt SS Unit/CH Assessments How did Mesopotami an technological and cultural innovations influence future civilizations? Formal Assessment Harcourt Social Studies 6th grade Activity Book Pg. 102-‐103 Map and Graph Skills Harcourt Social Studies 6th grade Activity Book Pg. 105 New Government and Strong Economies Study Island: 6th grade SS (New understand the Eastern Hemisphere today. HIST 2 Early civilizations (India, Egypt, China, and Mesopotamia) with unique governments, economic systems, social structures, religions, technologies and agricultural practices and products flourished as a result of favorable geographic characteristics. The culture practices and products of these early civilizations can be used to help understand the Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 it changed the rule of law in Mesopotamia, and the impact it had on the future civilizations. Explore resources to investigate why the Nile was and is so vital to life in Egypt and to learn more about the geographic features of ancient Egypt. Through discussion and a thorough completion of a Venn Diagram will be able to demonstrate their understanding of geography’s influence on the development of civilization in Mesopotamia and 3 distribution of natural resources influences the economic development and foreign policies of Southwest Asian countries. Pgs. 380-‐385 Influences on Culture Section 4 Pgs. 388-‐393 BrainPop: Social St. I can locate ancient Egypt and its important cities and rivers on an historical and modern map. I can analyze how the geographical location of Egypt led to the development of a civilization. I can explain the importance of trade to the ancient Egyptian economy and people. I can analyze the Egypt Discovery Education Mediterranean Social Studies: Sea World History Nile River (Prehistory-‐1800) Lower Egypt Unit 2 Ancient Upper Egypt Civilizations delta economy Ch. 4 Egypt cataract Ch.4.1 Geography of Egypt Ch. 4.1 Venn Diagram: Egypt and Mesopotamia Ch. 4.1 Cause and Effect Chart Ch. 4.1 Section 3 and 4(optional) Harcourt Social Common Formative Assessments will be implemented daily. Learning Standards) History Strand; Mesopotamia Discovery Education SS Unit/CH Assessments Harcourt SS Unit/CH Assessments How did Egypt’s location influence its development ? Formal Assessment Harcourt Social Studies 6th grade Activity Book Pg. 109,110 and 111 Study Island: 6th grade SS (New Learning Standards) History Strand; Ancient Egypt Discovery Education SS Unit/CH Assessments Harcourt SS HIST 2 GEO 8 Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 Eastern Hemisphere today. Egypt. Describe how Egypt’s geography and location (causes) have led to the growth of civilization, such as the development of states and trade (effect). Early civilizations (India, Egypt, China, and Mesopotamia) with unique governments, economic systems, social structures, religions, technologies and agricultural practices and products flourished as a result of favorable geographic characteristics. The culture practices and products of these early civilizations can be used to help understand the Explore resources to define the term dynasty and learn more about some of the most influential pharaohs in ancient Egypt. Participate in a jigsaw activity to learn more about the daily lives of Egyptians and the role each social class played in Egyptian society. Compare dynasties of ancient Egypt with dynastic leadership today. Complete a Social 4 ways in which North Africans have adapted to and modified their physical environments. I can explain the concept of a dynasty and identify the important dynasties in ancient Egypt. I can analyze the roles of the following in ancient Egypt: pharaoh, peasants, and enslaved people. I can explain the religious practices of ancient Egypt. I can explain how North Africa’s Studies 6th Grade Textbook: Unit 5 Ch. 12 North Africa Section 1 A Region of Deserts BrainPop: Social St. pharaoh dynasty hieroglyphics Old Kingdom Middle Kingdom New Kingdom Giza Hatshepsut Thutmose lll Kush Memphis Thebes Peasant Ramses ll social class Khufu Tutankhamen pyramid Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 2 Ancient Civilizations Ch. 4 Egypt Ch. 4.2Egyptian Society Ch. 4.2 Social Studies Explanation worksheet Ch. 4.2 Section 4 and 5(optional) Harcourt Social Studies 6th Grade: Unit 3 Ch 12 Section 2 Ancient Days to Common Formative Assessments will be implemented daily. Unit/CH Assessments What effects did power and social class have on the lives of ancient Egyptians? Formal Assessment Harcourt Social Studies 6th grade Activity Book pg. 11 Harcourt Social Studies 6th grade Activity Book Pg. 115 Study Island: 6th grade SS (New Learning Standards) History Strand; Ancient Egypt Discovery Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 Eastern Hemisphere today. Modern cultural practices and products show the influence of traditional and diffusion, including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism). Studies Explanation worksheet to respond to the Essential Question: “What effects did power and social classes have on the lives of ancient Egypt?” ideas about religions and its cultures have been influenced by the past. Independence Unit 3 Ch 12 Section 3 A Blend of Cultures BrainPop: Social St. End 1st Quarter Common Formative Assessments will be implemented daily. Education SS Unit/CH Assessments Harcourt SS Unit/CH Assessments Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 Social Studies Grade 6 –2nd Quarter State Standard Content Statement Expectations for Learning GEO 6 Variations among physical environments within the Eastern Hemisphere influence human activities. Human activities also alter the physical environment. Explore resources to learn more about ancient Egyptian innovations and contributions. Complete a Quick Write in which they explain which ancient Egyptian innovation is most important to the modern world and why. Days 2 Clear Learning Target I can connect technological and cultural innovations of Egyptian civilization to the development of its neighbors and future civilizations. I can compare how North African governments work. I can describe and measure levels of economic development in North Africa. Content Standard Vocabulary deity papyrus stylus mummification mummy telescoping time line Resource (adopted and supplemental) Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 2 Ancient Civilizations Ch. 4 Egypt Ch. 4.3 Egyptian Innovations and Contributions Ch. 4.3 Section 4 and 5(optional) Ch. 4.3 Quick Write Form Harcourt SocialStudies 6th Grade Textbook: Unit 3 Ch 12 Section 4 Present Day Concerns BrainPop: Social St. Common Formative Assessments will be implemented daily. Essential Questions Assessment & Notes How did the innovations of Ancient Egypt impact its neighbors and future civilizations ? Formal Assessment Harcourt Social Studies 6th grade Activity Book Pg. 113 and 116 Study Island: 6th grade SS (New Learning Standards) History Strand; Ancient Egypt Discovery Education SS Unit/CH Assessments Harcourt SS Unit/CH Assessments GEO 5 ECON 12 GEO 5 Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). The choices people make have both present and future consequences. The evaluation of choices is relative and may differ across individuals and societies. Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). Explore resources to locate the Kush Empire and learn about its resources. Complete a Mind Map to respond to the Essential Question: How did trade help change and spread ancient Kush culture? Explore resources to locate Phoenicia and learn about what they traded. Read about Phoenician culture and government as well as the impact of other civilizations on Phoenicia. Also read about the Phoenician alphabet and engage in activities to support learning. Complete comparison 2 I can locate ancient Kush and its important cities and rivers on both historical and modern maps. I can analyze the importance of the location of Kush, including its natural resources and its proximity to Egypt. I can connect technological and cultural innovations of Kush civilization to the development of its neighbors and future civilization. I can explain the connection between the location of Phoenicia and its importance to sea-‐ based trading. I can analyze the influence of neighboring cultures on political organization and culture in Phoenicia. I can analyze the advantages of a Kush Nubia Ethiopia Phoenicia Phoenicians Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 2 Ancient Civilizations Ch. 5Kush and Phoenicia Ch. 5.1Kush Geography and Society Ch. 5.1 Section 3(optional) Ch. 5.2 Phoenicia’s Geography and Society Ch. 5.2 Section 3 and 4(optional) BrainPop: Social St. Common Formative Assessments will be implemented daily. How did trade help change and spread ancient Kush culture? In what ways did the sea shape Phoenician society and its impact on the outside world? Formal Assessment Discovery Education Unit2 Ch. 5.2 worksheet GREASES graphic organizer and Comparison chart Discovery Education SS Unit/CH Assessments GEO 5 Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). chart comparing Phoenicia with Egypt and Mesopotamia Analyze images of Indian geographic features, watch videos on Indian geography, and predict how geography affected life in ancient India. To read the following pages of core interactive (engage button) from the Geography of India concept and complete a modified Geography of India graphic organizer. Will demonstrate understanding of the connection between physical geography and the Indian simple, shared writing system for the Phoenicians. 2 I can locate ancient India and explain the importance of physical geography to the development of Indian civilizations. I can analyze a map of South Asian geographic features and predict where the first Indian farming settlement occurred. I can demonstrate the understanding of the connection between physical geography and the Indian civilization in a diagramed response. I can explain geographic factors responsible for population patterns in South Asia. I can explain factors India Himalayas Arabian Sea subcontinent Indus River climate surplus Harappa Mohenjo-‐daro Citadel irrigation canal atoll monsoon Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional Civilizations Ch. 6 Ancient India Ch. 6.1 Geography of India. Ch. 6 .1 Graphic organizer – Geography of India Harcourt Social Studies 6th Grade Textbook: Unit 7 Ch. 15 Asia Section 1 pg. 524-‐529 Great Rivers, Mighty Monsoons BrainPop: Social St. Common Formative Assessments will be implemented daily. How did physical geography shape Indian civilization? Formal Assessment Harcourt Social Studies 6th grade Activity Book Ps 138 Great Rivers, Mighty Monsoons Study Island: 6th grade SS (New Learning Standards) History Strand; Ancient India Discovery Education Unit/CH Assessment Harcourt SS Unit/CH Assessments Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 HIST 2 HIST 1 civilization by creating a diagram to respond to the Essential Question: How did physical geography shape Indian civilization? Describe the unique geographic features of the South Asian subcontinent and how they affect economic development in the region. Early civilizations Complete a Main (India, Egypt, Idea web China, and graphic Mesopotamia) with organizer and unique participate in a governments, jigsaw activity economic systems, to learn more social structures, about the Aryan religions, impact on technologies and India’s rulers agricultural and society. practices and Compare and products flourished contrast the as a result of caste system of favorable India with the geographic social structure characteristics. The of ancient Egypt culture practices or Mesopotamia that influence economic development in South Asia. 2 I can identify the cultural impact of the Aryan invasion I can describe the changes in territory and religion brought by the Mauryan and Gupta dynasties. I can examine the Indian caste system from the perspective of members from various castes. I can describe Nomadic Discovery Education Vedas Social Studies: World Hinduism History Chandragupta (Prehistory-‐1800) Mauryan Empire Unit 3 Regional Ashoka Civilizations Kshatriyas Ch. 6 Ancient India merchants Ch. 6.2 Rulers and Vaisyas Society Sudras Dalits Ch. 6.2 untouchables Main Idea web graphic Buddha organizer Buddhism Brahmans Storyboard template Gupta Empire Section 3, 4, 5 Siddhartha Guatama Harcourt Social Studies Common Formative Assessments will be implemented daily. What effects did power and social class have one the lives of the ancient Indian people? Formal Assessment Study Island: 6th grade SS (New Learning Standards) History Strand; Ancient India Discovery Education Unit/CH Assessment Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 and products of these early civilizations can be used to help understand the Eastern Hemisphere today. Events can be arranged in order of occurrence using the conventions of B.C., A.D., B.C.E., and C.E. GEO 8 Create a Visualization Activity to show the impact a particular group of people, or event had on Indian society over time. Explore how waves of conquerors and colonizers shaped South Asia. Show how the past events affected politics and culture today, Modern cultural Explore practices and resources to products show the investigate what influence of Hindus believe tradition and and how beliefs diffusion, including and practices of the impact of major Hinduism relate world religions to everyday life (Buddhism, in India. Christianity, Explore Hinduism, Islam, resources to and Judaism). investigate the principles of Hinduism as they relate to human conduct and also to compare Hindu beliefs and 2 characteristics of contemporary South Asia societies that are shaped by historical events. I can analyze South Asia’s history for links between past conflicts and current conditions. caste system urban planning stupa puppet ruler 6th Grade Textbook: Unit 7 Ch. 15 Asia Section 2 Through the Ages Pg 530-‐535 BrainPop: Social St. I can connect the beliefs of Hinduism to the caste system and other elements of ancient Indian. I can compare Buddhism to other ancient religions (including Hinduism, and Egyptian, Mesopotamian religions) I can analyze the motives for and impact of Ashoka’s conversion to beginning of Hinduism Dhama reincarnation beginning of Buddhism Jainism Four Noble Truths Eightfold Path Nirvana Vedas Tandoor purdah population pyramid Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional Civilizations Ch. 6 Ancient India Ch. 6.3 India’s Religions and Characteristics Section 6.3 Do the Comparison chart Ch. 6.3 Section 4 optional Harcourt Social Studies 6th Grade: Common Formative Assessments will be implemented daily. Harcourt SS Unit/CH Assessments How did religion Influence Indian society? Formal Assessment Harcourt Social Studies 6th grade Activity Book Pg. 143-‐144 Chart and Graph Skill Study Island: 6th grade SS (New Learning Standards) History Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 practices with those of Buddhism, which developed out of Hinduism. Explore resources to analyze the motives for and impact of Ashoka’s conversion to Buddhism and to draw conclusions about the place of King Ashoka in the history of India. Describe South Asian governments and economics and the effects of religion, colonialism, and independence. Population pyramid is a visual representation of a country’s people, grouped by gender and age. Buddhism. I can relate ways in which contemporary expressions of culture are influenced by the past. I can organize and interpret information presented in visuals, including graphs, charts, time lines, and maps. Unit 7 Ch 15 Asia Section 3 People and Culture Pg. 536-‐540 Section 4 South Asia Today Pg 542-‐547 BrainPop: Social St. Common Formative Assessments will be implemented daily. Strand; Ancient India Discovery Education Unit/CH Assessment Harcourt SS Unit/CH Assessments GEO 3 GEO 7 Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is displayed. Political, environmental, social and economic factors cause people, products and ideas to move from place to place in Eastern Hemisphere in the past and today Organize and examine the changing borders and important rivers of China. Examine how deserts and mountains both benefited and restricted the Chinese. Examine how the Chinese interacted with nomadic groups from the north and study how China’s geography impacted its interactions with other civilizations. 2 HIST 1 Events can be arranged in order of occurrence using the conventions of GOV 9 B.C., A.D., B.C.E., Use comparison chart graphic organizer to organize information 2 I can locate ancient China and its important cities and rivers on a historical and a modern map. I can analyze the connection between ancient China’s location and its growth and expansion. I can explain the geographic factors responsible for population patterns in East Asia. I can explain factors such as location and distribution of natural resources that influence economic development in East Asia. I can analyze ways people have adapted to East Asia’s physical environment. I can identify Confucius, his teaching, and his contributions to the growth of China Asia Huang He River Xianyang Qin Dynasty Silk Road Gobi Dessert Great Wall of China loess typhoon tsunami Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional Civilizations Ch. 7 Ancient China Ch. 7.1 Geography of China Ch. 7.1 Change Over Time with Graphic Organizer/ Venn Diagram Ch. 7.1 Sections 4 and 5 (optional) Harcourt Social Studies 6th Grade: Textbook Unit 7 Ch 16 East Asia Section 16.1 Mountains, Deserts, Rivers, and Seas Pg 554-‐558 BrainPop: Social St. How did China’s location impact its developme nt? Formal Assessment Study Island: 6th grade SS (New Learning Standards) History Strand; Ancient China Discovery Education Unit/CH Assessment Harcourt SS Unit/CH Assessments philosophy warring states period Confucius Confucianism Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional How did Confucianis m, Daoism, and Legalism Formal Assessment Study Island: 6th grade SS Common Formative Assessments will be implemented daily. GOV 9 Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 and C.E Different perspectives on a topic can be obtained from a variety of historic and contemporary sources. Sources can be examined for accuracy. about the Warring States period and the philosophy of Confucianism. Consider what can be learned about Legalism and Taoism by examining and image of the founder of Daoism. Complete a Mind Map diagram to show their understanding of one of the three philosophies of China. Different perspectives on a topic can be obtained from a variety of historic and contemporary sources. Sources can be examined for accuracy. Will be able to use a web graphic organizer to record the important characteristics of feudalism during the Zhou Dynasty. Explore 2 Confucianism in China. I can compare Confucianism with other major philosophies of ancient China based on their views of human nature and their implications to government. I can analyze the historical background of East Asian societies to evaluate the effects of past conflicts on current conditions. I can explain the significance of individuals or groups from East Asian societies. Han Dynasty legalism Taoism Mandate of Heaven virtue standardization Khan clan Samurai shogun I can trace the important Chinese dynasties (Zhou Dynasty, Qin Dynasty, Han Dynasty) and analyze impacts of these dynasties on life in East Asia. I can analyze the Zhou Dynasty mandate of heaven Feudalism Roman Empire Filial piety Pagoda haiku Civilizations Ch. 7 Ancient China Ch. 7.2 China’s Belief Systems Ch. 7.2 Section 2 Comparison chart graphic organizer Ch. 7.2 Section 3 Mind map worksheet Ch. 7.2 Section 4 and 5 (optional) Harcourt Social Studies 6th Grade Textbook : Unit 7 Ch. 16 East Asia Section 16.2 Long-‐lasting Civilization Pg 560-‐565 BrainPop: Social St. Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional Civilizations Ch. 7 Ancient China Ch. 7.3 Life in the Chinese Dynasties Ch. 7.3 Section 1 Web Graphic Common Formative Assessments will be implemented daily. influence society in ancient China? (New Learning Standards) History Strand; Ancient China Discovery Education Unit/CH Assessment Harcourt SS Unit/CH Assessments How did the Chinese dynasties affect life throughout East Asia? Formal Assessment Harcourt Social Studies 6th grade Activity Book Pg. 151 Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 ECON 14 ECON 12 When regions and/or countries specialize, global trade occurs. The choices people make have both present and future consequences. resources to learn about the first Chinese emperor and the impact of the Qin Dynasty.Will participate in a jigsaw activity to learn more about the accomplishment s of the Han Dynasty. Will complete Comparison Chart graphic organizer in response to the Essential Question: How did the Chinese dynasties affect life throughout East Asia. Watch a video and complete a K-‐W-‐L chart as they read the Core Interactive Text. Show understanding of the routes and purposes of the Silk Road by writing a creative story about traveling the Silk Road,Read the societal structures in China during this period. I can evaluate how cultural borrowing affects cultures in East Asia. I can evaluate the relationships between societies in East Asia and their architecture, art, music, and literature. 2 I can trace the land and sea routes of the Silk Road. I can analyze the importance of the Silk Road to trade and economic growth in ancient China and for cultural diffusion throughout the world. Organizer Ch. 7.3 Section 4 Comparison Chart graphic organizer Ch. 7.3 Section 5 and 6 (optional) Harcourt Social Studies 6th Grade Textbook: Unit 7 Ch 16 East Asia Section 16.1 A Life of Traditions and Religions Pg. 570-‐574 BrainPop: Social St. markets Persian Gulf merchants artifact technology Laos Shang Dynasty Politburo censor diet Keiretsu special economic Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional Civilizations CH. 7 Ancient China CH. 7.4 Ancient Chinese Economy CH. 7.4 Section 1 KWL Chart Common Formative Assessments will be implemented daily. Study Island: 6th grade SS (New Learning Standards) History Strand; Ancient China Discovery Education Unit/CH Assessment Harcourt SS Unit/CH Assessments How did China become economicall y successful? Formal Assessments Harcourt Social Studies 6th Grade Activity Book pg. 152 Study Island: 6th grade SS (New Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 GEO 5 GEO 8 The evaluation of choices is relative and may differ across individuals and societies. Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). Modern cultural Core Interactive Text and complete a Comparison Chart graphic organizer about technological developments during the Shang, Zhou, and Han Dynasties. Explore resources to learn about and discuss Israel’s geography, the importance of the Torah, and important figures among the early Hebrews. Explore resources to learn more 2 I can identify major innovations in ancient China and their influence on the Chinese economy. I can compare how governments function in East Asia.I can compare ways in which East Asian societies organize the production and distribution of goods and services. zone Most-‐favored-‐ Nation status CH. 7.4 Section3 Comparison Chart CH. 7.4 Section 4,5,and 6 (optional) Harcourt Social Studies 6th Grade Textbook: Unit 7 CH. 16 East Asia Section 16.4 A Region of Contrasts pgs. 575-‐579 BrainPop: Social St. I can locate ancient Israel and its important cities and rivers on a historical and modern map. I can describe the origins and characteristics of Judaism, the religion of the ancient Israel Jerusalem Hebrew Bible Jesus Abraham Ur Canaan Monotheism famine Moses Ten Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional Civilizations Ch. 8 Ancient Hebrews and the Origins of Judaism Ch. 8.1 Culture and Beliefs of the Ancient Common Formative Assessments will be implemented daily. Learning Standards) History Strand; Ancient China Discovery Education Unit/CH Assessment Harcourt SS Unit/CH Assessments In what ways did the ancient Hebrews influence religions and societies in ancient and modern times? Formal Assessment Discovery Education Unit 3 Ch. 8.1 Section 2 Quick write Study Island: GEO 8 Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 practices and products show the influence of tradition and diffusion, including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam, and Judaism). Modern cultural practices and products show the influence of tradition and diffusion, including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam, and Judaism). about some important people and concepts originating form ancient Israel and perform a “quick-‐ write” to interpret their findings. Complete Comparison Charts to identify the similarities and differences between the different religious. Explore resources to research traditions and practices of the ancient Israelites, how they are observed b modern Jews, and how they have been adopted into the practices of other religious communities. Explore resources to analyze how the Jewish people were 2 Israelites. I can identify important figures in Israelite (Hebrew) tradition (Abraham, Moses, Ruth, and David). I can analyze the role of women in Israelite society. I can analyze the impact of the legal code of the ancient Israelites on surrounding civilization and future traditions Commandments King David Ruth Code of law Christianity Islam Muslims I can analyze the rites and rituals of Judaism. I can compare the architectural of the Jewish temple to other temples and houses of worship from ancient and modern times. I can describe the different events that led to the formation Rabbis Sabbath Talmud Jerusalem King Solomon Alexander the Great Roman Empire Judea Diaspora Hebrews Ch. 8.3 Comparison Chart BrainPop: Social St. Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional Civilizations Ch. 8.2 Section 3 Visualization Activity Ch. 8.2 Section 4/5 Vocabulary Chart: Diaspora Ch. 8.2 Common Formative Assessments will be implemented daily. 6th grade SS (New Learning Standards) Geography Strand; World Religions Discovery Education Unit/CH Assessment How did ancient Judaism adapt and change the Diaspora of the Jewish people and how did it influence other religions and peoples? Formal Assessment Study Island: 6th grade SS (New Learning Standards) Geography Strand: World Religions Discovery Education Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 GEO 5 HIST 2 able to survive repeated military defeat and exile. Complete a timeline/slide show activity using events from the timeline on page 6 to address the question, “How did the Jewish people survive all these conquests and periods of exile. Explore resources and a graphic organizer to answer the question: “What was the Jewish Diaspora?” and to gain insight into the Essential Question. Region can be Explore resources determined, and complete a classified and Cause and Effect compared using graphic organizer various criteria as they study (e.g. landform, important climate, geographical population, features of Greece cultural or and their effects on economic). ancient Greek Early people. civilizations Explore resources with unique and guiding governments, questions to of the various diasporas throughout the world. 2 I can analyze the impact of Greek geography on the development of civilization in ancient Greece. I can describe the origins of the Persian Empire and the relationship between Persia and Greece. Essential Question Worksheet BrainPop: Social St. Aegean Sea peninsula Athens Sparta Cyrus Cyrus the Great Persia Persian War Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional Civilizations Ch. 9 Ancient Greece Ch. 9.1 Geography of Ancient Greece Ch. 9.1 Section 1 Cause and Effect Chart Section 3 Venn Diagram Common Formative Assessments will be implemented daily. Unit/CH Assessment How did geography influence the developme nt of Greek civilization? Discovery Education Social Studies: World History (Prehistory-‐ 1800) Unit 3 Regional Civilizations Ch. 9 Ancient Greece GOV 9 Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 economic systems, social structures, religions, technologies and agricultural practices and products flourished as a result of favorable geographic characteristics. The culture practices and products of these early civilizations can be used to help understand the Eastern Hemisphere today. Different perspectives on a topic can be obtained from a variety of historic and contemporary sources. Sources can be examined for accuracy. analyze similarities and differences between ancient Greece and the present-‐day Greece. Explore and create a Venn diagram to learn about the similarities and differences between ancient Greece and the Persian Empire. Compare and contrast the different forms of government in ancient Greece. Explore the similarities and differences between the ancient Athenian democracy and the modern U.S. democracy. Explore resources to learn about the I can trace the major wars between Persia and Greek city-‐state. 2 I can trace the roots of changes in governments from monarchy to aristocracy to oligarchy in ancient Greek city-‐states. I can describe the political structure of Greece-‐particularly Athens-‐and compare the democratic concepts developed in the Section 4 Sequence Chart BrainPop: Social St. city-‐state monarchy aristocracy oligarchy democracy citizen Representative Government Sparta Peloponnesus Peloponnesus Wars Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional Civilizations Ch. 9 Ancient Greece Ch. 9.2 Greek Political Systems Unit 3 Ch.9 Section 1 Compare and Contrast Charts:Greek Political Systems Common Formative Assessments will be implemented daily. Ch. 9.1 Geography of Ancient Greece Ch. 9.1 Section 1 Cause and Effect Chart Section 3 Venn Diagram Section 4 Sequence Chart BrainPop: Social St. To what extent were ancient Greek political systems democratic ? Discovery Education Social Studies: World History (Prehistory-‐ 1800) Unit 3 Regional Civilizations Ch. 9 Ancient Greece Ch. 9.2 GEO 8 Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 conflicts between Athens and Sparta and the decline of democracy in ancient Greece. Modern cultural practices and products show the influence of tradition and diffusion, including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam, and Judaism). Explore resources and participate in a question and answer exercise to learn about the impact of ancient Greek culture. Explore resources to learn about the philosophical contributions of Socrates, Plato, and Aristotle. Explore resources to learn about and summarize the achievements and impact o f ancient Greek culture. region (city-‐state, constitutions, and lawmaking bodies) to modern democracy. I can compare and contrast the characteristics of the Greek city-‐states of Athens and Sparta. 2 I can describe the philosophical ideas of Socrates, Plato, and Aristotle. Connect their ideas to philosophies to current ideas of governance and compare them to other ancient political philosophers. I can identify important achievements and contributions (e.g. mythology, democracy, athletic competitions) of ancient Greeks that persist to the BrainPop: Social St. mythology Aristotle Plato Socrates epic Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional Civilizations Ch. 9 Ancient Greece Ch. 9.3 Greek Cultural Achievements Ch. 9.3 Section 1-‐2 Complete Three-‐ Way Venn Diagram on Philosophers Section 3-‐4 Categorization Chart BrainPop: Social St. Common Formative Assessments will be implemented daily. Greek Political Systems Unit 3 Ch.9 Section 1 Compare and Contrast Charts:Gree k Political Systems BrainPop: Social St. How has Discovery classical Education Greek Social culture Studies: affected our World modern History lives? (Prehistory-‐ 1800) Unit 3 Regional Civilizations Ch. 9 Ancient Greece Ch. 9.3 Greek Cultural Achievemen ts Ch. 9.3 Section 1-‐2 Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 ECON 12 The choices people make have both present and future consequences. The evaluation of choices is relative and may differ across individuals and societies. modern ear. Connect these cultural features with elements of Greek political society. I can trace Alexandra the Great’s conquests and the cultural diffusion of Hellenistic traditions. Through structured discussion students will be able to demonstrate their understanding of the geography and climate of Rome and their effect on the empire’s growth. Will learn more about the r oads and bridges and the impact on the economy of ancient Rome, as well as the history of money and Rome’s monetary system. 1 I can connect ancient Rome’s location and its expansion through conquest and trade. I can analyze the impact of coined money and roads to trade inside the Roman Empire I can explain how the road and bridges had an impact on the economy of ancient Rome. Roman Empire Rome Romulus Remus Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional Civilizations Ch. 10 The Roman Republic and Empire Ch. 10.1 Geography and Economy of Ancient Rome Ch. 10.1 Section 1 Mind Map Section 2 Problem Solving Chart BrainPop: Social St. Common Formative Assessments will be implemented daily. Complete Three-‐ Way Venn Diagram on Philosopher s Section 3-‐4 Categorizati on Chart BrainPop: Social St. How did geography and trade routes impact the growth of Rome? Discovery Education Social Studies: World History (Prehistory-‐ 1800) Unit 3 Regional Civilizations Ch. 10 The Roman Republic and Empire Ch. 10.1 Geography and Economy of Ancient Rome Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 GEO 10 Governments can be categorized as monarchies, theocracies, dictatorships or democracies, but categories may overlap and labels may not accurately represent how governments function. The extent of citizens’ liberties and responsibilities varies according to limits on governmental authority. Explore resources to learn about early Roman history. Explore resources to learn about the Roman Republic and its government and the effects the republic had on the Romans. Complete a Venn diagram comparing the government of the Roman Republic and the United States. Explore resources to learn about the Punic Wars, noting the date of each of the three wars and the territory Rome gained after each war 2 forum republic I can trace the roots democracy of Roman Patrician civilization to the Piebian contributions of Consul Etruscans and Greek tribune colonists. Representative Government I can analyze the dictator political structure in ancient Rome and the democracy of Athens and modern states. I can compare and contrast the government of the Roman Republic and the United States. I can create a time line of the three Punic wars. Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional Civilizations Ch. 10 The Roman Republic and Empire Ch. 10.2 Roman Origins and Early Political Structures Ch. 10.2 Section 1 Main Idea web Section 2 Cause-‐effect chart Section 3 Venn Diagram Section 3 Timeline Common Formative Assessments will be implemented daily. Was the Roman Republic democratic ? Ch. 10.1 Section 1 Mind Map Section 2 Problem Solving Chart BrainPop: Social St. Discovery Education Social Studies: World History (Prehistory-‐ 1800) Unit 3 Regional Civilizations Ch. 10 The Roman Republic and Empire Ch. 10.2 Roman Origins and Early Political Structures Ch. 10.2 Section 1 Main Idea web Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 GEO 9 Different perspectives on a topic can be obtained from a variety of historic and contemporary sources. Sources can be examined for accuracy. GEO 7 Different Explore resources and activities to learn more about the rise and political career of Julius Caesar. Produce an informative writing to further investigate the charges in Rome’s political system. Explore resources to learn more about the changes in Rome and its growth as an empire. 1 I can analyze the causes and effects of Rome’s transition form a Republic to an Empire. I can trace the expansion of the Roman Empire form the rise of Caesar to 476 CE. Roman Republic Julius Caesar Cleopatra vii Brutus emperor Augustus Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional Civilizations Ch. 10 The Roman Republic and Empire Ch. 10.3 From Republic to Empire Ch. 10.3 Section 1 Sequencing Chart Section 2 Informative Writing How did Rome’s transition from Republic to Empire impact its citizens? Explore resources 2 I can analyze hierarchy Discovery Education How did Common Formative Assessments will be implemented daily. Section 2 Cause-‐effect chart Section 3 Venn Diagram Section 3 Timeline Discovery Education Social Studies: World History (Prehistory-‐ 1800) Unit 3 Regional Civilizations Ch. 10 The Roman Republic and Empire Ch. 10.3 From Republic to Empire Ch. 10.3 Section 1 Sequencing Chart Section 2 Informative Writing Discovery HIST 1 Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 perspectives on a topic can be obtained from a variety of historic and contemporary sources. Sources can be examined for accuracy. to examine and compare the lives of rulers, citizens and slaves within the Roman Empire. Complete a Mind Map to address the Essential Question: How did the spread of Roman culture influence life throughout the Empire? Explore to learn about and record important technical and cultural changes that were produced by the Roman Empire Events can be arranged in order of occurrence using the conventions of B.C., A.D., B.C.E., and C.E. Explore the political, geographical and cultural factors that led to the decline of the Roman Empire. Complete a ranking 2 relationships of power between Roman rulers, citizens and slaves. I can analyze the impact of Roman government infrastructure programs on Roman life and culture and on life and culture today. Legionnaires census gladiator Social Studies: World History (Prehistory-‐1800) Unit 3 Regional Civilizations Ch. 10 The Roman Republic and Empire Ch. 10.4 Rome Culture: Life and Legacy Ch. 10.4 Section 1 Comparison Chart Section 2 Mind Map Section 3 Problem/ Solution Graphic Organizer the spread of Roman culture influence life throughout the Empire? I can analyze and explain the political, geographic and cultural factors that led to the fall of the Roman Empire. ‘ I can explain how taxes Roman Senate province Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional Civilizations Ch. 10 The Roman Republic and Empire Why did Rome decline and fall? Common Formative Assessments will be implemented daily. Education Social Studies: World History (Prehistory-‐ 1800) Unit 3 Regional Civilizations Ch. 10 The Roman Republic and Empire Ch. 10.4 Rome Culture: Life and Legacy Ch. 10.4 Section 1 Comparison Chart Section 2 Mind Map Section 3 Problem/ Solution Graphic Organizer Discovery Education Social Studies: World History (Prehistory-‐ 1800) Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 GEO 8 Modern cultural practices and products show the influence of tradition and diffusion, including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam, and Judaism). of the events and trends that led to the decline of Rome in order of their importance. Explore about the last years of the Roman Empire and to describe the sack of Rome and the breakup of the Empire. Explore what happened to the empire after the fail of the city of Rome. Explore the political and the cultural situation in the Jewish homeland during Jesus’ lifetime. Engage in a discussion about the beliefs and practices of Christianity. Compare the beliefs of Christianity with the beliefs of two other ancient religions or belief systems. Constantine’s establishment of the new capital in Constantinople helped to the Western Empire’s fall. 2 I can explain the origins of Christianity based on the life and teachings of Jesus. I can describe the characteristics of Christianity. Ch. 10.5 A Weakening Empire Ch. 10.5 Section 2 Visualization Activity BrainPop: Social St. Monotheism missionary Messiah New Testament Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional Civilizations Ch. 11 Origins and Growth of Christianity Ch. 11.1 Christianity’s Origins and Characteristics Ch. 11 Section 1 Graphic Organizer –What is known about the life of Jesus? Section 2 Mind Map Common Formative Assessments will be implemented daily. Unit 3 Regional Civilizations Ch. 10 The Roman Republic and Empire Ch. 10.5 A Weakening Empire Ch. 10.5 Section 2 Visualization Activity BrainPop: Social St. How did Discovery Christianity Education develop? Social Studies: World History (Prehistory-‐ 1800) Unit 3 Regional Civilizations Ch. 11 Origins and Growth of Christianity Ch. 11.1 Christianity’ s Origins Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 GEO 8 Modern cultural practices and products show the influence of tradition and diffusion, including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam, and Judaism). Section 3 Three-‐Way Venn Diagram Explore the different factors that affected the spread of Christianity. Explore more about how Christianity spread throughout Roman world and developed into an organized hierarchy. Compare and contrast the Eastern Orthodox Church to the Roman Catholic Church and to 1 I can analyze the factors that led to the diffusion of Christianity throughout Roman Empire and other parts of Europe I can explain the importance of monasteries, missionaries, and the Latin church in the spread of Christianity throughout Europe. I can describe the impact of the fall of disciple convert monk missionary bishop Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 3 Regional Civilizations Ch. 11 Origins and Growth of Christianity Ch. 11.2 Christianity’s Spread Ch. 11.2 Section 1 Cause/Event/ Effect Graphic Organizer. Section 2 Venn Diagram Section 3 Concept Map Common Formative Assessments will be implemented daily. and Characteristi cs Ch. 11 Section 1 Graphic Organizer – What is known about the life of Jesus? Section 2 Mind Map Section 3 Three-‐Way Venn Diagram How did Discovery Christianity Education become the Social world’s Studies: largest World religion? History (Prehistory-‐ 1800) Unit 3 Regional Civilizations Ch. 11 Origins and Growth of Christianity Ch. 11.2 Christianity’ s Spread Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 GEO 6 GEO 3 Variations among physical environments within the Eastern Hemisphere influence human activities. Human activities also alter the physical environment. Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is displayed. understand how the East-‐West Schism of 1054 affected the church. Show why and how Christianity spread throughout the Roman Empire and beyond. the Western Roman Empire on Christianity. Explore geographic features of the United States and how they affect where most people live. 1 To know the differences between relief maps and elevation maps. To determine which people would need this type of information and for what types of jobs. 1 I can identify geographic factors that affect population patterns in the United States. I can analyze how Americans have adapted to and modified their physical environment. I can organize and interpret information from relief and elevation maps. I can use appropriate mathematical skills to interpret social studies information such as from maps. Contiguous coastal plain swamp everglades hurricane tornado Continental Divide Harcourt Social Studies 6th Grade Textbook: pg 98-‐103 Unit 2 Ch. 3.1 BrainPop: Social St. elevation relief contour line Harcourt Social Studies Why is 6th Grade “where” Textbook: important? pgs. 104-‐105 Map and Globe Skills BrainPop: Social St. Common Formative Assessments will be implemented daily. Why is “where” important? Ch. 11.2 Section 1 Cause/Event / Effect Graphic Organizer. Section 2 Venn Diagram Section 3 Concept Map Harcourt Social Studies 6th Grade Textbook: pg 98-‐103 Unit 2 Ch. 3.1 BrainPop: Social St. Harcourt Social Studies 6th Grade Textbook: pgs. 104-‐ 105 Map and Globe Skills BrainPop: Social St. GOV 9 GEO 7 Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 Different perspectives on a topic can be obtained from a variety of historic and contemporary sources. Sources can be examined for accuracy. Different perspectives on a topic can be obtained from a variety of historic and contemporary sources. Sources can be examined for accuracy. To describe in sequence events of early American events including causes and effects of the revolution through the Constitution. 1 To understand that immigration made the United States a multicultural nation. 1 I can describe American characteristics shaped by immigration and colonization. I can evaluate relationships between past conflicts and current conditions in the U.S. I can explore how the U.S. government is organized. I can explain how human migration has influenced the character of regions in the United States. I can describe some traits that define cultures inthe U.S. I can explain aspects that link and separate cultures. indigenous representation revolution declaration independence constitution republic amendment Harcourt Social Studies 6th Grade Textbook: pgs. 30 Unit 2 Ch. 3.2 BrainPop: Social St. How do we know what we know about the world today? Harcourt Social Studies 6th Grade Textbook: pgs. 30 Unit 2 Ch. 3.2 BrainPop: Social St. immigrant discrimination literacy pluralistic western Harcourt Social Studies 6th Grade Textbook: Pg. 114-‐119 Unit 2 Ch. 3.3 Example on page 114 in TE of Word Works BrainPop: Social St. How have ideas and events from the past shaped the Eastern Hemispher e? Harcourt Social Studies 6th Grade Textbook: Pg. 114-‐119 Unit 2 Ch. 3.3 Example on page 114 in TE of Word Works BrainPop: Social St. End 2nd Quarter Common Formative Assessments will be implemented daily. Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 Social Studies Grade 6 –3rd Quarter Expectations for Learning State Standard Content Statement GOV 10 Governments can be categorized as monarchies, theocracies, dictatorships or democracies, but categories may overlap and labels may not accurately represent how governments function. The extent of citizens’ liberties and responsibilities varies according to limits on governmental authority. Define what freedom really means and explain the democratic government and the market economy. 1 ECON 15 The interaction of supply and demand, influenced by competition, helps to determine price in a market. This interaction also determines the quantities of outputs produced and the quantities of input (human resources, natural To understand and be able to explain limited supply, or scarcity. To discuss how this affects the cost of items and rising pricing. 1 Days Content Resource Standard (adopted and Vocabulary supplemental) I can identify the Constitutional Harcourt Social origins of the Democracy Studies 6th U.S. democratic Representative Grade government. Democracy Textbook Federal Pg. 122-‐127 I can describe Government Unit 2 Ch. 3.4 roles and cabinet United States responsibilities political party of U.S. citizens. common good BrainPop: market price Social St. deficit Clear Learning Target I can explain the impact of scarcity in an economy. I can use decision-‐making process to identify acceptable economic trade-‐ offs. scarcity trade-‐off opportunity cost Harcourt Social Studies 6th Grade Textbook Pg.128-‐ 129 Citizenship Skills BrainPop: Social St. Common Formative Assessments will be implemented daily. Essential Questions Assessment & Notes How does governmental authority affect citizens’ rights? Formal Assessment Harcourt Social Studies Activity Book Pg. 33 Harcourt SS Unit/CH Assessments Why can’t people have everything they want? Formal Assessment Harcourt Social Studies Activity Book Pg. 34 Harcourt SS Unit/CH Assessments Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 resources and capital) used. GEO 5 Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). Explores Canada’s geography, natural resources, and strong economy. 2 HIST 2 Early civilizations with unique governments, economic systems, social structures, religions, technologies and agricultural practices and products flourished as a result of favorable Explore the history of Canada from the time of its earliest native peoples 25,000 years ago to the Canada of today. 1 I can explore geographic factors responsible for population patterns in Canada. I can examine geographic factors affecting economic activities in Canada. I can analyze ways Canadians gave adapted to and modified their physical environment. I can explain the significance of Canadian individuals or groups, past and present. I can describe the effects of immigration, colonization, and trade in prairie tundra fjord province territory export import protectionism free trade economic indicator Harcourt Social Studies 6th Grade Textbook Pg. 132-‐141 Unit 2 Ch 4.1 Canada BrainPop: Social St. Formal Assessment Harcourt Social Studies Activity Book Pg. 37-‐38 Harcourt SS Unit/CH Assessments descendant loyalist dominion nationalism Harcourt Social Studies 6th Grade Textbook Pg. 142-‐147 Unit 2 Ch. 4.2 BrainPop: Social St. Formal Assessment Harcourt Social Studies Activity Book Pg. 39 Harcourt SS Unit/CH Common Formative Assessments will be implemented daily. How have ideas and events from the past shaped the Eastern Hemisphere today? GOV 10 Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 geographic characteristics. The culture practices and products of these early civilizations can be used to help understand the Eastern Hemisphere today. Governments can be categorized as monarchies, theocracies, dictatorships or democracies, but categories may overlap and labels may not accurately represent how governments function. The extent of citizens’ liberties and responsibilities varies according to limits on governmental authority. Canada. I can analyze Canada’s history to evaluate relationships between past conflicts and current conditions. Explain how Canada’s government is organized. 1 I can identify the historical origins of democratic forms of government in Canada. I can explain how Canadian citizens participate in and influence the political process. I can compare the roles of the Canadian citizens with those of U. S. citizens. Assessments commonwealth Harcourt Social free election Studies 6th minority Grade Parliamentary Textbook Democracy Pg. 148-‐153 prime minister Unit 2 Ch. 4.3 federal system separatist Pg. 148 Word referendum Work in TE(example) BrainPop: Social St. Common Formative Assessments will be implemented daily. How does governmental authority affect citizens’ rights? Formal Assessment Harcourt SS Unit/CH Assessments HIST 1 GEO 3 Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 Events can be arranged in order of occurrence using the conventions of B.C., A.D., B.C.E., and C.E. List out-‐of-‐ sequence steps for a simple process. Point out each of the steps in the process is identified, but sequence is wrong. Discuss how an incorrect sequence would impact the results. Explain that flow charts are particularly helpful for showing steps in a complicated, or multistep, process. Globes and other Connect geographic tools can information be used to gather, presented in the process and report graphs with the information about timeline. Have people, places and students identify environments. the events on the Cartographers timeline that most decide which directly has led to information to information include and how it is represented in the displayed. two graphs. Rain forests are vital ecosystems in many parts of Central and South America. 1 I can organize and interpret information presented in a flow chart. flow chart Harcourt Social Studies 6th Grade Textbook Pg. 154-‐155 Unit 2 Ch. 4 Chart and Graph Skills BrainPop: Social St. How have ideas and events from the past shaped the Eastern Hemisphere today? Formal Assessment Harcourt Social Studies Activity Book Pgs. 41-‐42 Harcourt SS Unit/CH Assessments 2 I can interpret information in maps, graphs, and time lines. I can use appropriate mathematical skillsto interpret information presented in maps and graphs. I can read a nonfiction account to examine life in a tropical rain adobe Cordillera fiesta Guerrilla Junta Mestizo Mulatto sierra Harcourt Social Studies 6th Grade Textbook Pg. 163-‐165 Unit 3 The Most Beautiful Roof in the World Pg. 166-‐169 Thinkport Tool: Creating a Timeline-‐Create a Timeline Activity BrainPop: How do we know what we know about the world today? Formal Assessment Harcourt SS Unit/CH Assessments Common Formative Assessments will be implemented daily. Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 GEO 5 Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). Explores the contrasting features of Mexico’s geography and climate. Also should be able to identify some of the ways people adapt to their environment. 1 forest and learn about some of the ways a scientist conducts field research. I can interpret information in visuals and apply critical-‐ thinking skills to categorize information. I can identify the geographic factors responsible for patterns of population in Mexico. I can describe and explain how physical processes have resulted in physical patterns on Mexico’s land. I can identify and analyze ways that people have adapted to Mexico’s physical Social St. Isthmus peninsula plateau sierra tierracaliente frost tierratemplada tierrafria Harcourt Social How does where Studies 6th you live influence Grade how you live? Textbook Pg. 170-‐176 Unit 3 Intro. and Ch. 5.1 Mexico BrainPop: Social St. Common Formative Assessments will be implemented daily. Formal Assessment Harcourt Social Studies Activity Book Pg. 45-‐46 Harcourt SS Unit/CH Assessments Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 environment. GEO 5 Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). Discuss the ways in which native and Spanish cultures may each have contributed to contemporary Mexican culture. Create an annotated map to learn about the geography of South America, Explore resources to learn more about the ancient Mayans. 2 I can describe characteristics of Mexico that resulted from historical events. I can describe some traits that define cultures in Mexico. I can relate contemporary Mexican culture to influences from the past. civilization innovation reclaim missionary fiesta mestizo Harcourt Social Studies 6th Grade Textbook Pg. 177-‐182 Unit 3 Ch. 5.2 Discovery Education Social Studies: World History (Prehistory-‐ 1800) Unit 4 Growth of World Empires Ch. 15 Early Americas Ch. 15.1 Early North American Cultures and the Maya Section 1 Map Activity Common Formative Assessments will be implemented daily. How did physical geography shape the early societies of the Americas? Harcourt SS Unit/CH Assessments Harcourt Social Studies Activity Book Pg. 47 Study Island: 6th Grade SS (New Learning Standards) Geography Strand; Places and Regions Discovery Education SS Unit/CH Assessment GOV 10 ECON 11 Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 Governments can be categorized as monarchies, theocracies, dictatorships or democracies, but categories may overlap and labels may not accurately represent how governments function. The extent of citizens’ liberties and responsibilities varies according to limits on governmental authority. Economists compare data sets to draw conclusions about relationships among them. Explores the development of the government and economy of Mexico after independence. Explore resources about important events and dates in the rise of the Aztec Empire. Explore resources to learn more about the Incan city of Machu Picchu, 4 I can analyze the historical background of Mexico to evaluate relationships between past conflicts and current conditions. I can describe and measure levels of economic development in Mexico. I can relate contemporary Mexican culture to influences from the past. I can explain the rise and growth of the Aztec civilization. annex finances presidential democracy Maquiladora Harcourt Social Studies 6th Grade Textbook Pg. 183-‐187 Unit 3 Ch. 5.3 Discovery Education Social Studies: World History (Prehistory-‐ 1800) Unit 4 Growth of World Empires Ch. 15 Early Americas Ch. 15.2 The Aztec Empire CH. 15.2 The Aztec Empire Timeline CH. 15.3 The Inca Empire Common Formative Assessments will be implemented daily. How did the Aztec Empire become so powerful with such speed? How did the Inca Empire maintain power across such a challenging geographic location? Formal Assessment Harcourt Social Studies Activity Book Pg. 48 Study Island: 6th Grade SS (New Learning Standards) Government Strand; Systems of Government Discovery Education SS Unit/CH Assessment Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 HIST 1 Events can be arranged in order of occurrence using the conventions of B.C., A.D., B.C.E., and C.E. Explain that understanding causes and effects makes historical and current events easier to understand. 1 I can identify the links between causes and effects. I can interpret cause-‐and-‐effect relationships. Harcourt Social Studies 6th Grade Textbook Pg. 188-‐189 Unit 3 Ch 5 Identify Cause and Effect What understanding do we attain from cause and effect relationships? HIST 2 Early civilizations with unique governments, economic systems, social structures, religions, technologies and agricultural practices and products flourished as a result of favorable geographic characteristics. The culture practices and products of these early civilizations can be used to help understand the Eastern Hemisphere today. Region can be determined, classified and compared using various criteria (e.g. Complete a graphic organizer to show understanding how the Olmeca and Maya cultures are similar and different. 2 I can compare and contrast the Olmeca and the Maya cultures. Harcourt Social Studies 6th Grade Textbook Pg. 190 Unit 3 Ch. 5 BrainPop: Social St. How have ideas and events from the past shaped the Eastern Hemisphere? Compare the physical geography and climate of Central American and 1 I can describe the geography of Central America and the Caribbean. Archipelago Ring of Fire coniferous trade wind cay Harcourt Social What makes Studies 6th places unique and Grade different? Textbook Pg. 194-‐199 GEO 5 Common Formative Assessments will be implemented daily. Harcourt SS Unit/CH Assessments Harcourt Social Studies Activity Book Pg. 49-‐50 Harcourt SS Unit/CH Assessments Harcourt Social Studies Activity Book Pg. 51 Compare and Contrast the Olmec and the Maya Formal Assessment Harcourt Social Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 landform, climate, Caribbean population, cultural countries. or economic). ECON 11 & 12 Economists compare data sets to draw conclusions about relationships among them. The choices people make have both present and future consequences. The evaluation of choices is relative and may differ across individuals and societies. Describe the economic and cultural impact of European exploration and colonization in Central America and the Caribbean. 1 I can explain how islands in the Greater Antilles and the Caribbean were formed. I can describe how climate and geography shape population patterns. I can describe the distinct cultural groups that contribute to the cultural diversity of the Caribbean. I can explain how slaves and indentured servants supported the economy in the Caribbean. I can describe the Columbian Exchange in terms of people, ideas and livestock. coral Mulatto commercial farming abolish indentured servant Columbian Exchange legacy Unit 3 Ch. 6.1 BrainPop: Social St. Harcourt Social Studies 6th Grade Textbook Pg. 200-‐205 Unit 3 Ch. 6.2 BrainPop: Social St. Common Formative Assessments will be implemented daily. Studies Activity Book Pg. 53-‐54 Harcourt SS Unit/CH Assessments How do we know what we know about the world today? Formal Assessment Harcourt Social Studies Activity Book Pg. 55-‐56 Harcourt SS Unit/CH Assessments Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 GOV 9 Different perspectives on a topic can be obtained from a variety of historic and contemporary sources. Sources can be examined for accuracy. Examine how the current governments of Central America and Caribbean reflect their history as colonies. 1 ECON 12 The choices people make have both present and future consequences. The evaluation of choices is relative and may differ across individuals and societies. Discuss the importance of thinking about possible consequences before taking action. Thoughtful decisions are important, whether someone is making a big action plan, or a small action. 1 I can compare limited and unlimited governments. I can describe how the governments of Central America and the Caribbean reflect colonial histories. I can explain events that occurred as countries of the region progressed from colonies to independent republics. I can identify points of view about a topic. I can use a problem-‐solving process to make a thoughtful decision. Limited Government Unlimited Government federation States’ rights Guerrilla civil war petition Communism self-‐ government dependency Harcourt Social Studies 6th Grade Textbook Pg 208-‐213 Unit 3 Ch. 6.3 BrainPop: Social St. How does the current government compare with those from the past? Formal Assessment Harcourt Social Studies Activity Book Pg. 57 Harcourt SS Unit/CH Assessments Harcourt Social Studies 6th Grade Textbook Pg. 214-‐215 Make a Thoughtful Decision How do we know what we know about the world today? Formal Assessment Harcourt Social Studies Activity Book Pg. 58 Harcourt SS Unit/CH Assessments Common Formative Assessments will be implemented daily. Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 HIST 1 Events can be arranged in order of occurrence using the conventions of B.C., A.D., B.C.E., and C.E. Recall geography, population growths, government, and landforms in Central America and the Caribbean. 1 ECON 12 GEO 5 The choices people make have both present and future consequences. The evaluation of choices is relative and may differ across individuals and societies. Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). Explore the physical geography, climate, and resources of South America. It explains how these factors affect the economy. Explain that maps can show different features of the same area and that maps can be used for different purposes. Using a cultural map of South America can help one understand more about the people living there. 1 I can complete a graphic organizer to show the sequence of events that ended the Spanish control of Central America and led to creation of the independent countries there. I can describe variations in land regions and waterways and explain how they affect climate in South America. I can explain how the availability of resources has influenced the economics of South America. I can use appropriate math skills to interpret social studies information such as that found on maps. Harcourt Social Studies 6th Grade Textbook Pg. 216-‐217 Review BrainPop: Social St. How have ideas and events from the past shaped the world today? Cordillera Escarpment El Nino humidity Transportation Corridor estuary sharecropping factors of production Harcourt Social Studies 6th Grade Textbook Pg. 220-‐229 Unit 3 Ch. 7.1 and Map and globe skills BrainPop: Social St. How do we know what we know about the world today? Common Formative Assessments will be implemented daily. Formal Assessment Harcourt Social Studies Activity Book Pg. 59-‐60 Harcourt SS Unit/CH Assessments Formal Assessment Harcourt Social Studies Activity Book Pg. 63-‐64 Harcourt SS Unit/CH Assessments Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 GEO 7 Political, environmental, social and economic factors cause people, products and ideas to move from place to place in Eastern Hemisphere in the past and today. Explain how European and native cultures have influenced life in South America. 2 ECON 11 Economists compare data sets to draw conclusions about relationships among them. Discuss the types of information that can be compared on a bar graph. The special feature of a double-‐bar graph is that relate two related types of information can be compared at the same time. 1 I can create cultural maps of religions practiced in South America. I can identify different groups native to South America. I can explain how the Incas conquered lands and met challenges to build their empire. I can evaluate the effect of European influences on South American culture. I can organize and interpret information presented on graphs. I can use appropriate math skills to interpret sources of social studies information slash and burn terrace Demarcation line Viceroy social class adobe Harcourt Social Why do people Studies move? 6thGrade Textbook Pg.230-‐237 Unit 3 Ch. 7.2 BrainPop: Social St. Formal Assessment Harcourt Social Studies Activity Book Pg. 65 Harcourt SS Unit/CH Assessments statistics double-‐bar graph x-‐axis y-‐axis Harcourt Social Studies 6thGrade Textbook Pg. 238-‐239 Unit 3 Ch. 7 Chart and graph skill BrainPop: Social St. Formal Assessment Harcourt Social Studies Activity Book Pg. 66-‐67 Harcourt SS Unit/CH Assessments Common Formative Assessments will be implemented daily. How do we know what we know about the world today? Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 such as graphs. GOV 9 ECON 15 Different perspectives on a topic can be obtained from a variety of historic and contemporary sources. Sources can be examined for accuracy. Describe the effects of South America’s struggle for independence on its governments and economies today. 1 GEO 3 Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is displayed. Predict what kinds of landforms and climates might be found in Western Hemisphere. Predict how a person’s way of life and possessions might change as a result of a move from a warm place to a cold one. 1 I can describe key events and figures in South America’s fight for independence. I can explain the effect of cooperation and diversification on the economies of South America. I can describe how water and land areas influence climate in Western Europe. I can identify peninsulas, islands and land regions in Western Europe. I can analyze how the physical environment affects population development. Junta Aristocracy landlocked diversify invest mutual defense free trade zone Harcourt Social Studies 6thGrade Textbook Pg. 240-‐243 Unit 3 Ch. 7.3 BrainPop: Social St. Eurasia Bog Polder Loch Firth Harcourt Social How does Studies geography affect th 6 Grade people’s lives? Textbook Pg. 258-‐265 Unit 4 Ch. 8.1 BrainPop: Social St. Common Formative Assessments will be implemented daily. How do we know what we know about the world today? Formal Assessment Harcourt Social Studies Activity Book Pg. 68 Harcourt SS Unit/CH Assessments Formal assessment Harcourt Social Studies Activity Book Pg. 71-‐72 Harcourt SS Unit/CH Assessments GEO 3 GEO 6 Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is displayed. Variations among physical environments within the Eastern Hemisphere influence human activities. Human activities also alter the physical environment. Explain that maps can show where products are made a how the land is used to make products. Maps may show natural resources, manufacturing and industrial areas. 1 I can interpret land use information raw materials from land use and products. I can create land use and products maps. Explain how ancient civilizations, cultures, and events have shaped Western Europe. 1 I can describe advances made by the ancient civilizations of Greece and Rome. I can identify characteristics of the Middle Ages and the Renaissance. I can describe the impact of World War I and World War II on Western Europe. city-‐state Manorialism renaissance nation-‐state Mercantilism Genocide Holocaust Harcourt Social How does where Studies we live affect how th 6 Grade we live? Textbook Pg. 266-‐267 Map and globe skills BrainPop: Social St. Formal assessment Harcourt Social Studies Activity Book Pg. 73-‐74 Harcourt SS Unit/CH Assessments Harcourt Social How does where Formal Studies you live assessment th 6 Grade influence how you Textbook live? Harcourt Pg. 268-‐273 Social Unit 4 Ch. 8.2 Studies Activity Discovery Book Education Pg. 75 Social Studies: Unit 3 Regional Harcourt SS Civilizations Unit/CH Ch. 9 Ancient Assessments Greece Ch. 10 The Roman Republic and Empire Unit 5 Europe Transforms Ch. 17 Eurasia in the Middle Ages Common Formative Assessments will be implemented daily. GEO 6 Variations among physical environments within the Eastern Hemisphere influence human activities. Human activities also alter the physical environment. GEO 10 Governments can be categorized as monarchies, theocracies, dictatorships or democracies, but categories may overlap and labels may not accurately represent how governments function. The extent of citizens’ liberties and responsibilities varies according to limits on governmental authority Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 Describe how cultures of Western Europe both link and separate the population. 1 Examine the economies and governments of Western Europe. 1 I can describe how languages unify and divide people in Western Europe. I can explain the religious differences that led to conflict in the area. I can describe features of famous cities in Western Europe. I can explain the goal of the European Union. I can describe the individual economies Western European nations. dialect accent bilingual terrorism institution masterpiece common market postwar Euro specialized Constitutional Monarchy Unit 5 Europe Transforms Ch. 18 The Renaissance Harcourt Social Studies 6thGrade Textbook Pg. 276-‐281 Unit 4 Ch. 8.3 BrainPop: Social St. Harcourt Social Studies 6thGrade Textbook Pg. 282-‐287 Unit 4 Ch. 8.4 BrainPop: Social St. Common Formative Assessments will be implemented daily. How does where you live influence how you live? Formal assessment Harcourt Social Studies Activity Book Pg. 76 How does governmental authority affect citizens’ rights? Harcourt Social Studies Activity Book Pg. 77 Harcourt SS Unit/CH Assessments Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 GEO 5 1 I can use a graphic organizer to put events in sequence of causes and related events. Explore land regions, waterways, political boundaries, and resources of Eastern European nations. 1 thermal spring amber oil shale lignite Describe the history of invasion in Eastern Europe, and explains how conflict and change have affected the people. 1 I can identify the nations of Eastern Europe. I can describe how geography affects the economy in each nation. I can explain how industry has affected the environment. I can identify early settlers, conquerors, and empires of Eastern Europe. I can describe the effects of World War I on the region and Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). HIST 2 Early civilizations with unique governments, economic systems, social structures, religions, technologies and agricultural practices and products flourished Iron Curtain collective satellite nation buffer zone Harcourt Social Studies 6th Grade Textbook Pg. 290-‐291 Unit 4 Ch. 8 Review BrainPop: Social St. Formal assessment Harcourt Social Studies Activity Book Pg. 79 Harcourt SS Unit/CH Assessments Harcourt Social How does where Formal th Studies 6 you live influence assessment Grade how you live? Textbook Harcourt Pg. 292-‐299 Social Unit 4 Ch. 9.1 Studies Activity BrainPop: Book Social St. Pg. 81-‐82 Harcourt SS Unit/CH Assessments Harcourt Social How have events Formal Studies 6th and ideas from the assessment Grade past shaped the Textbook Eastern Harcourt Pg. 300-‐305 Hemisphere Social Unit 4 Ch. 9.2 today? Studies Maps and Globe Activity Skills Book Pg. 83 – 85 BrainPop: Common Formative Assessments will be implemented daily. How have ideas and events from the past shaped the world today? Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 as a result of favorable geographic characteristics. The culture practices and products of these early civilizations can be used to help understand the Eastern Hemisphere today. GOV 10 ECON 12 Governments can be categorized as monarchies, theocracies, dictatorships or democracies, but categories may overlap and labels may not accurately represent how governments function. The extent of citizens’ liberties and responsibilities varies according to limits on governmental authority The choices people make have both Examine how the government and economies of Eastern European nations changed after communism. 1 its people. I can explain the significance of the Iron Curtain. I can compare maps from different time periods to identify border changes. I can organize and interpret information presented on maps. I can explain how the end of communism affected Eastern European nations. I can describe characteristics of the governments formed. I can analyze the effects of privatization on the economics of Eastern Europe. Social St. ethnic cleansing privatize inflation Harcourt Social Studies 6th Grade Textbook Pg. 306-‐321 Unit 4 Ch. 9.3 BrainPop: Social St. Common Formative Assessments will be implemented daily. Harcourt SS Unit/CH Assessments How does governmental authority affect citizens’ rights? Formal assessment Harcourt Social Studies Activity Book Pg. 86 Harcourt SS Unit/CH Assessments Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 present and future consequences. The evaluation of choices is relative and may differ across individuals and societies. GEO 8 Modern cultural practices and products show the influence of tradition and diffusion, including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam, and Judaism). Explores the value of rebuilding, preserving, and sharing cultures among nations in Eastern Europe. 1 I can identify Roma important homogeneous traditions of Eastern European nations. I can analyze how religious and ethnic differences have caused conflict. I can describe the challenge of rebuilding and sharing cultures. Harcourt Social Studies 6thGrade Textbook Unit 4 Ch. 9.4 Pg. 322-‐323 Unit 4 Ch. 9 Review BrainPop: Social St. End 3rdQuarter Common Formative Assessments will be implemented daily. How have ideas and events from the past shaped the Eastern Hemisphere today? Formal assessment Harcourt Social Studies Activity Book Pg. 89 Harcourt SS Unit/CH Assessments Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 Social Studies Grade 6 –4th Quarter Expectations for Learning State Standard Content Statement GEO 5 Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). Explores the landforms and climates of Russia and the Eurasian republics. Globes and other geographic tools can be used to gather, process and report Review that climate refers to the kind of weather an area GEO 3 Days 1 2 Content Standard Vocabulary I can pose and permafrost answer questions taiga about the steppe landforms and chromium climates in Russia and the Eurasian republics. I can explain the geographic factors responsible for population patterns in Russia and the Eurasian republics. I can identify and analyze ways people have modified the physical environment in Russia and the Eurasian republics. I can organize climograph and interpret information presented on a Resource (adopted and supplemental) Harcourt Social Studies 6th Grade Textbook Pg. 324-‐331 Unit 4 Ch. 10.1 BrainPop: Social St. Clear Learning Target Essential Questions How does where you live influence how you live? Formal assessment Harcourt Social Studies Activity Book Pg. 91 Harcourt SS Unit/CH Assessments How do we know what we know about the world today? Formal assessment Harcourt Social Harcourt Social Studies 6th Grade Textbook Common Formative Assessments will be implemented daily. Assessment & Notes Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 information about people, places and environments. Cartographers decide which information to include and how it is displayed. HIST 2 GEO 4 Early civilizations with unique governments, economic systems, social structures, religions, technologies and agricultural practices and products flourished as a result of favorable geographic characteristics. The culture practices and products of these early civilizations can be used to help understand the Eastern Hemisphere today. Latitude and longitude can be has over a period of time, and that temperature and rainfall are two key aspects of climate. Climate in a place affects the kinds of homes people live in and some types of work they do, as well as the recreational activities. Explore the history of Russia and the rise and fall of the Soviet Union. graph. I can use appropriate math skills to interpret social studies information such as that presented on graphs. 2 I can analyze the historical background of the Soviet Union to evaluate relationships between past conflicts and current conditions. I can explain the significance of individuals and groups from the Soviet Union, past and present, I can identify examples of governments with rule by one, few, or many. Pg.332-‐333 Unit 4 Ch 10 Charts and graph skills BrainPop: Social St. reform Czar abdicate totalitarian purge cold war Perestroika glasnost time zone Harcourt Social Studies 6th Grade Textbook Pg. 334-‐341 Unit 4 Ch 10.2 Common Formative Assessments will be implemented daily. Studies Activity Book Pg. 92-‐93 Harcourt SS Unit/CH Assessments How have ideas and events from the past shaped the Eastern Hemisphere today? Formal assessment Harcourt Social Studies Activity Book Pg. 95-‐96 Harcourt SS Unit/CH Assessments ECON 12 GEO 5 Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 used to identify absolute location. The choices people make have both present and future consequences. The evaluation of choices is relative and may differ across individuals and societies. Region can be determined, classified and compared using various criteria (e.g. landform, climate, Explores the changes in the governments, economies, and cultures of Russia and the former Soviet republics. 1 Explore the history and tradition of trade in West and Central Africa. Discuss why the 1 I can describe characteristics of the countries of the CIS that resulted from historic events or factors. I can compare ways in which the countries of the CIS organize the production of goods and services, I can learn how government functions in the CIS. I can explain how opportunities for citizens to participate in and influence the political process vary among different societies. I can compare the climate and vegetation regions of West and Central Africa. light industry heavy industry cosmonaut displace Harcourt Social Studies 6th Grade Textbook Pg. 342-‐347 Unit 4 Ch. 10.3 BrainPop: Social St. Why can’t people have everything they want? Formal assessment Harcourt Social Studies Activity Book Pg. 97 Harcourt SS Unit/CH Assessments savanna transition zone cacao bauxite copper belt Harcourt Social Studies 6th Grade Textbook Unit 6 Ch 13 West Africa and Central Africa How does where you live influence how you live? Formal assessment Harcourt Social Studies Activity Book Common Formative Assessments will be implemented daily. Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 GEO 3 population, cultural or economic). Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is displayed. region of West and Central Africa are well located for the development of trade. Demonstrate the difficulty of converting images on a globe to a flat piece of paper, showing how the square is distorted when the paper is flattened. HIST 2 Early civilizations with unique governments, economic systems, social structures, religions, technologies and agricultural practices and products flourished as a result of favorable geographic characteristics. The Explore the history and traditions of trade in West and Central Africa. Explore the maps of Africa and discuss the regions of West and Central Africa and locate the developing trade routes. Explore the 2 I can describe the physical processes that produce renewable and nonrenewable resources in West and Central Africa. I can identify and analyze ways people have adapted to the physical environment in West and Central Africa. I can organize and interpret information presented on maps. I can analyze the historical background o f West and Central Africa to evaluate relationships between past conflicts and current conditions. I can explain the significance of individuals and cobalt projection distortion equal-‐area projection conformal projection Section 1 and skills Pg. 444-‐449 Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 4 Growth of Empires Ch. 16 African Empires CH 16.1 Geography of Africa How did the geography of Africa affect its settlement patterns and commerce? Pg. 119-‐120 Desert, Savanna, and Rain Forest Pg. 121-‐122 Map and Globe Skills Harcourt SS Unit/CH Assessments Discovery Education SS Unit/CH Assessments mansa middle passage animism kinship griot folktale Harcourt Social Studies 6th Grade Textbook Unit 6 Ch. 13 West Africa and Central Africa Section 2 and 3 Pg. 452-‐457 and 460-‐465 Discovery Education Social Studies: World History How have events and ideas from the past shaped the Eastern Hemisphere today? How did trade influence the politics and culture of African Empires? Formal assessment Harcourt Social Studies 6th grade Activity Book Pg. 123 A Time of Empires Pg. 125 Many Cultures Harcourt SS Unit/CH Common Formative Assessments will be implemented daily. Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 culture practices and products of these early civilizations can be used to help understand the Eastern Hemisphere today. ECON 12 The choices people make have both present and future consequences. The evaluation of choices is relative and may differ across individuals and societies. sources of ethnic and cultural diversity in the West and Central Africa. Explore the economic and political challenges faced by the countries of West and Central Africa following independence. Discuss how economic independence and political stability affect the quality of people’s daily lives. 1 groups from West and Central Africa. I can describe some traits that define culture in West and Central Africa. I can evaluate how cultural borrowing has affected West and Central African cultures. I can explain factors that influence economic developments in West and Central Africa. I can compare ways West and Central Africans organize the production and distribution of goods and services. I can describe how factors of production influence the economies of (Prehistory-‐1800) Unit 4 Growth of Empires Ch. 16 African Empires CH. 16.2 Growth of African Empires Sections 1-‐3 staple millet sorghum Harcourt Social Studies 6th Grade Textbook Unit 3 Ch. 13 Section 4 Pg. 468-‐473 Developing Nations Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 4 Growth of Empires Ch. 16 African Empires CH. 16.2 Growth of African Empires Sections 4-‐5 Common Formative Assessments will be implemented daily. Assessments Discovery Education SS Unit/CH Assessments Why can’t people have everything they want? How did trade influence the politics and culture of African Empires? Formal assessment Harcourt Social Studies Activity Book Pg. 126 Developing Nations Harcourt SS Unit/CH Assessments Discovery Education SS Unit/CH Assessments Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 GEO 5 Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). Describe the geography of East Africa and Southern Africa and that there are rich resources available to Africans. Explore the ancient cultures of East and Southern Africa and how it relates ways in which contemporary African cultures have been influenced by the past. 2 West and Central Africa. I can identify example of limited and unlimited governments. I can identify and explain the geographic factors responsible for patterns of population. I can identify and analyze ways people have adapted to the physical environment. I can explain how individuals and groups from the past have influenced the development of cultures in the East and Southern Africa. I can relate ways in which contemporary cultures have been influenced pan veld flax Dhow Afrikaans boers Harcourt Social Studies 6th Grade Textbook Unit 6 Ch. 14 East Africa and Southern Africa Section 1 Plains and Plateaus Pg. 478-‐484 Section 2 Ancient Cultures Pg. 485-‐491 Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 4 Growth of Empires Ch. 16 African Empires CH. 16.3 Religion and Culture in Africa Sections 1-‐2 Common Formative Assessments will be implemented daily. How does where you live influence how you live? How did contact with other religions change life in Africa? Harcourt Social Studies Activity book Pg. 120-‐130 Plains and Plateaus Pg. 131 Ancient Cultures Harcourt SS Unit/CH Assessments Discovery Education SS Unit/CH Assessments Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 by the past. GEO 6 ECON 12 Variations among physical environments within the Eastern Hemisphere influence human activities. Human activities also alter the physical environment. The choices people make have both present and future consequences. The evaluation of choices is relative and may differ across individuals and societies. Discuss with students how people’s lives are affected when their country is controlled by another country. Discuss the impact for all people in a country, rather than just a few, to help decide their country’s future. Identify the challenges that face East and Southern Africa today. Describe the steps that Africans have taken to solve problems and improve their lives. Elicit that accessing information from tables can be more efficient. 2 I can evaluate relationships between past conflicts and current conditions in contemporary societies in East and Southern Africa. I can identify and compare how governments function. I can compare the production and distribution of goods and services in East and Southern Africa. I can explain factors that influence economic development. I can identify factors that influence political processes. Apartheid Pan Africanism Harambee migrant worker foreign debt debt service malnutrition poacher table row column ECON 15 The interaction of Describe the two supply and demand, types of landforms 1 I can analyze the insular effects of physical strait Harcourt Social Studies 6th Grade Textbook Unit 6 Ch. 14 East Africa and Southern Africa Section 3 From Colonies to Countries Pg. 492-‐498 Section 4 Facing the Future Pg. 499-‐505 Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 4 Growth of Empires Ch. 16 African Empires CH. 16.3 Religion and Culture in Africa Sections 4-‐5 How does where you live influence how you live? How did contact with other religions change life in Africa? Harcourt Social Studies Active Book Pg. 132 From Colonies to Countries Writing assignment Pg. 133 Facing the Future Pg. 134-‐135 Chart and Graph Skills Harcourt SS Unit/CH Assessments Discovery Education SS Unit/CH Assessments Harcourt Social Studies 6th Grade Why can’t people have Formal Assessment Common Formative Assessments will be implemented daily. Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 influenced by competition, helps to determine price in a market. This interaction also determines the quantities of outputs produced and the quantities of inputs. (human resources, natural resources, and capital) used. HIST 2 GEO 3 Early civilizations with unique governments, economic systems, social structures, religions, technologies and in Southeast Asia and how they affect people’s lives. Explain how technology helps people better use natural resources. Describe the history of trade, empires, colonialism, and independence in Southeast Asia. Explain how processes and paddy the physical biodiversity environment on Southeast Asia. I can explain factors such as location and distribution of natural resources that influence Southeast Asia’s economic development. I can identify ways Southeast Asians have modified the physical environment. 1 I can analyze the background of contemporary Southeast Asian societies to evaluate relationships scale protectorate domino effect Textbook Unit 7 Ch. 17 Southeast Asia Section 17.1 Peninsulas, Islands, and Seas Pgs. 584-‐589 Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 4 Growth of Empires Ch. 14 Japan and Korea CH. 14.1 Japan’s Geography and Political Development Harcourt Social Studies 6th Grade Textbook Unit 7 Ch. 17.2 In the Shadows of Others Pg. 592-‐596 Common Formative Assessments will be implemented daily. everything they want? How did physical geography influence Japan’s cultural development? Harcourt Social Studies Activity Book Pg. 159 Harcourt SS Unit/CH Assessments Discovery Education SS Unit/CH Assessments How have events and ideas from the past shaped the Eastern Hemisphere today? Formal Assessment Harcourt Social Studies Activity Book Pg. 158 In the GOV 10 ECON 11 Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 agricultural practices and products flourished as a result of favorable geographic characteristics. The culture practices and products of these early civilizations can be used to help understand the Eastern Hemisphere today. Governments can be categorized as monarchies, theocracies, dictatorships or democracies, but categories may overlap and labels may not accurately represent how governments function. The extent of citizens’ liberties and responsibilities varies according to limits on governmental authority. Economists compare data sets to draw conclusions about relationships among them. cultural borrowing affects the region today. Explain that maps have different purposes and that knowing which map suits their needs will help get the information they need. Describe the experiences of Southeast Asian nations after gaining independence. It shows that economic success is often related to a stable government. Explain that circle graphs are based on fractions in which the denominator is 100. They present comparisons among related items in a clear, visual way. between past conflicts and current conditions. I can explain the significance of individuals or groups from Southeast Asian societies, past and present. 1 I can compare human rights limited and sulton unlimited circle graph governments. I can analyze how past conflicts influence current conditions in Southeast Asia. I can organize and interpret information presented on graphs. Map and Globe Skill Pg. 590-‐591 Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 4 Growth of Empires Ch. 14 Japan and Korea CH. 14.2 Japanese Society Harcourt Social Studies 6th Grade Textbook Unit 7 Ch. 17 Southeast Asia Section 17.3 Varying Economics, Varying Governments Pg. 597-‐601 Compare Circle Graphs Pg. 602-‐603 Discovery Education Social Studies: World History (Prehistory-‐1800) Unit 4 Growth of Empires Common Formative Assessments will be implemented daily. What affects did power and social class have on Japanese feudal society? Shadows of Others Pg. 592-‐596 Map and Globe Skill Harcourt SS Unit/CH Assessments Discovery Education SS Unit/CH Assessments How does Harcourt Social governmental Studies authority affect Activity Book citizens’ rights? Pg. 159 Varying Economics, How did Varying physical Governments location impact life in ancient Pg. 160-‐161 Korea? Compare Circle Graphs Harcourt SS Unit/CH Assessments Discovery Education SS Unit/CH Assessments Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 Ch. 14 Japan and Korea CH. 14.3 Korea’s Geography and Society GEO 5 Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). Explore the contrasting geographic features of Australia and New Zealand and explain how people have adapted to the land. 2 I can explain the geographical factors responsible for patterns of population of Australia and New Zealand, I can compare the geographic features and natural resources of Australia and New Zealand. I can analyze the ways the people of Australia and New Zealand have adapted to and modified their physical environment. I can complete the Social Studies Exploration to respond to the Essential Question: How does geography outback marsupial station Harcourt Social How does Formal Studies 6th Grade geography Assessment Textbook influence life, Unit 8 Ch 18 or the lack of Harcourt Social Section 18.1 life, in Studies The Lands Down Australia, Activity Book Under Oceania, and Pg. 164 Pg 620-‐624 Antarctica? Discovery Discovery How have Education Education Social people World Studies interacted with Geography & World Geography the Cultures & Cultures environment in Unit 3 Ch. 11 Unit 3 Regions in Australia, Social Studies the Eastern Oceania, and Exploration Hemisphere Antarctica? Sheet Ch.11 Australia, Oceania, and Harcourt SS Antarctica Unit/CH. Assessments Ch. 11.1 Geography of Australia, Discovery Oceania, and Education SS Antarctica Unit/CH Assessments Ch. 11.2 Human Interaction in Australia, Oceania, and Antarctica Common Formative Assessments will be implemented daily. Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 GEO 7 GOV 9 Political, environmental, social and economic factors cause people, products and ideas to move from place to place in Eastern Hemisphere in the past and today. Different perspectives on a topic can be obtained from a variety of historic and contemporary sources. Sources can influence life, or lack of life, in Australia, Oceania, and Antarctica? Explain the cultures of the first settlers of the “lands down under” and how Europeans affected them then and now. Explore resources and categorize to better understand geography and settlement patterns in Australia, Oceania, and Antarctica 2 I can describe Aborigine characteristics of dreamtime Australia and Penal colony New Zealand societies that resulted from historical factors, I can explain the significance and influence of Australia and New Zealand individuals or groups, past and present. I can relate ways in which contemporary expressions of culture have been influenced by the past. Discuss how as students they can get involved in school issues. Remind them that adults who participate in 1 I can identify and explain the importance of voluntary participation in democratic societies. Harcourt Social Studies 6th Grade Textbook Unit 8 Ch. 18 Section 18,2 Outposts in the Pacific Pg 625-‐ 631 Discovery Education Social Studies World Geography & Cultures Unit 3 Regions in the Eastern Hemisphere Ch.11 Australia, Oceania, and Antarctica Ch. 11.3 People and Culture of Australia, Oceania, and Antarctica Harcourt Social Studies 6th Grade Textbook Unit 8 Ch. 18 Act as a Responsible Citizen Pg. 632-‐633 Common Formative Assessments will be implemented daily. How have patterns of migration changed the cultures of Australia, Oceania, and Antarctica? How have natural history and geography influenced the political and economic structures in Formal Assessment Harcourt Social Studies Activity Book Pg. 165 Discovery Education Unit 3 Ch. 11 Use the GREASES chart Harcourt SS Unit/CH. Assessments Discovery Education SS Unit/CH Assessments Formal Assessment Harcourt SS Unit/CH. Assessments GEO 7 Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 be examined for accuracy. community groups or run for offices are doing the same thing, getting involved. Political, environmental, social and economic factors cause people, products and ideas to move from place to place in Eastern Hemisphere in the past and today. Explain how Australia and New Zealand are meeting the economic, environmental, and political challenges of today. C0mpare the governments and economies of Australia, Oceania, and Antarctica as they read the Core I can use a problem-‐solving process to identify a problem related to acting as a responsible citizen. 2 I can identify the ways in which Australia and New Zealand’s economic systems are organized. I can compare how the governments of Australia and New Zealand function. Geothermal Power Discovery Education Social Studies World Geography & Cultures Unit 3 Regions in the Eastern Hemisphere Ch.11 Australia, Oceania, and Antarctica Ch. 11.4 Government and Economy of Australia, Oceania, and Antarctica Section 1 Harcourt Social Studies 6th Grade Textbook Unit 8 Ch. 18.3 Australia and New Zealand Today Pg 634-‐639 Discovery Education Social Studies World Geography & Cultures Unit 3 Regions in the Eastern Common Formative Assessments will be implemented daily. Australia, Oceania, and Antarctica? Discovery Education SS Unit/CH Assessments Harcourt Social Studies Activity Book Pg. 166 How have natural history and geography influenced the political and economic structures in Australia, Oceania, and Antarctica? Formal Assessment Harcourt Social Studies Activity Book Pg.167 Discovery Education Unit 3 Ch. 11.4 Comparison chart Harcourt SS Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 GEO 3 GEO 5 Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is displayed. Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). Interactive Text. I can explain how citizens of Australia and New Zealand participate in and influence the political processes of their countries. Explain that they have to read a line graph carefully to recognize the kind of information it provides. 1 Explain migration patterns to Melanesia, Micronesia, and Polynesia and explore cultural patterns of the Pacific Islands. 1 I can organize and interpret information presented on graphs. I can describe ways in which natural resources influence the economies of Australia and New Zealand. I can explain the geographic factors responsible for population patterns in the Pacific Islands. I can analyze ways people have adapted to the Pacific Islands’ physical line graph trend outrigger Tabu Kastom mana Hemisphere Ch.11 Australia, Oceania, and Antarctica Ch. 11.4 Government and Economy of Australia, Oceania, and Antarctica Section 2 & 3 Harcourt Social Studies 6th Grade Textbook Unit 8 Ch. 18 Harcourt Social Studies 6th Grade Textbook Unit 4 Ch. 19 .1 The Pacific Islands and Antarctica-‐ Island Migration Pg. 646-‐651 BrainPop: Social St. Common Formative Assessments will be implemented daily. Unit/CH. Assessments Discovery Education SS Unit/CH Assessments How do we know what we know about the world today? How does where you live influence how you live? Formal Assessment Harcourt Social Studies Activity Book Pg. 168-‐169 Harcourt SS Unit/CH. Assessments Formal Assessment Harcourt Social Studies Activity Book Pg. 172-‐173 Harcourt SS Unit/CH. Assessments GEO 7 GEO 3 Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 Political, environmental, social and economic factors cause people, products and ideas to move from place to place in Eastern Hemisphere in the past and today. Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is Describe the geography and economies of the Pacific Islands and the effect of European contact. 1 Cartographers or mapmakers consider the audience for each type of map and leave out information that would clutter the main purpose of the maps, They also edit 1 environment. I can explore how human migration has affected the Pacific Islands. I can explain the geographic factors affecting economic activities in the Pacific Islands. I can explore aspects that link or separate Pacific Island cultures and societies. I can analyze Pacific Islanders’ history for links between past conflicts and current conditions. I can organize and interpret information presented on maps. I can pose and answer questions about geographic distributions and patterns for Papa Continental Island High island Low island Copra Trust territory Harcourt Social Studies 6th Grade Textbook Unit 4 Ch. 19.2 Island Nations Pg. 654-‐659 BrainPop: Social St. Why do people move? Formal Assessment Harcourt Social Studies Activity Book Pg. 174 Harcourt SS Unit/CH. Assessments Harcourt Social Studies 6th Grade Textbook Unit 4 Ch. 19 Map and globe skills Pg. 660-‐ 661BrainPop: Social St. How do we know what we know about the world today? Formal Assessment Harcourt Social Studies Activity Book Pg. 175-‐176 Harcourt SS Unit/CH. Assessments Common Formative Assessments will be implemented daily. Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 displayed. information based on the scale of the map. Political, environmental, social and economic factors cause people, products and ideas to move from place to place in Eastern Hemisphere in the past and today. Describe Antarctic’s landforms and animal, plant, and mineral resources. The mineral resources are why nations cooperate on research projects based on the continent. 1 Review of topics from the year 3 GEO 7 New Guinea show on maps. I can describe and explain how physical processes have resulted in physical patterns on Antarctica. I can identify and analyze ways people have adapted to the physical environment of Antarctica. I can describe how technology influences the capacity to modify Antarctica’s physical environment. ice shelf pack ice krill How have ideas and events from the past shaped the Eastern Hemisphere today? Formal Assessment Harcourt Social Studies 6th grade Activity Book Pg. 177-‐178 Harcourt SS Unit/CH. Assessments How does geography influence life, or the lack of life, in Australia, Oceania, and Antarctica? Formal Assessment Harcourt Social Studies Activity Book Pg. 164 Discovery Education BrainPop: Social St. Harcourt Social Studies 6th Grade Textbook Unit 4 Ch. 19.3 Antarctica: A Continent Without a Population Pg. 662-‐667 Harcourt Social Studies 6th Grade Textbook Unit 8 Ch 18 Section 18.1 The Lands Down Under Pg 620-‐624 Discovery Common Formative Assessments will be implemented daily. Lorain City School District Scope, Sequence and Pacing Guides CCSS Social Studies Grade 6 Education Social Studies World Geography & Cultures Unit 3 Regions in the Eastern Hemisphere Ch.11 Australia, Oceania, and Antarctica Ch. 11.1 Geography of Australia, Oceania, and Antarctica Ch. 11.2 Human Interaction in Australia, Oceania, and Antarctica End 4th Quarter Common Formative Assessments will be implemented daily. How have people interacted with the environment in Australia, Oceania, and Antarctica? World Geography & Cultures Unit 3 Ch. 11 Social Studies Exploration Sheet Harcourt SS Unit/CH. Assessments Discovery Education SS Unit/CH Assessments
