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Download 1st and 2nd 9 Weeks 6th Grade Social Studies Curriculum Week
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1st and 2nd 9 Weeks 6th Grade Social Studies Curriculum Week 1 Standards Based Purpose (EQ) Learning Target Academic Vocabulary Content Vocabulary HA! Suggested Activities Additional Web Resources What are our behavior expectations for Social Studies? I can identify and follow classroom rules and procedures. -PBIS -respectful -responsible -ready -leadership -consensus none Reading: - PBIS website Writing: -rules & expectations What we will be learning this year in sixth grade social studies? Speaking & Listening: -turn and talk about guidelines Intro. Movement: -team building 6.G.2.1-2 Use maps 1-2 Five Strands EQ--How do we use the skills of a historian? Map Skills, Five Strands of Social Studies (History, Economics, Geography, Government and Culture), Primary/Secondary Documents, Read like a Historian 6.H.2.3 Transformation of civilization 3 EQ--How did the development of agriculture change daily life in the Neolithic Age? EQ--Why did people go from hunters and gathers to settling down in villages? Hunters and Gatherers (Chapter 3, Ancient World TCI) hunter and gather I can identify and explain the five social studies strands. I can explain how the development of agriculture changed human relationships. -History -Culture -Economy -Civics -Government -Geography -define -cause and effect -sequencing -physical map -thematic map -political map -barter -trade -B.C.E/B.C. -C.E/A.D. -legend -cardinal directions -scale -map title -monarchy none -paleolithic -neolithic -barter -trade -artifact -archaeologist -migration -agriculture -domestication -nomads AW 3 Reading: Writing: -fill in black line maps Speaking & Listening: -jigsaw groups on strands -create a civilization Movement: -human timeline -human map Reading: Writing: Speaking & Listening: Movement: Human Planet Desert: A video that shows desert life throughout the world and how people adapt to their surroundings. Perfect for culture and geography. Week 4 Standards Based Purpose (EQ) Learning Target Academic Vocab Content Vocab HA! Suggested Activities Additional Web Resources 6.G.1.1 Place and development of society I can recognize the characteristics of civilization. -analyzing -categorizing -describing -polytheistic -merchants -artisans -social structure -civilization -literature -art -religion -stable food supply -technology -cuneiform -immortality -scribe AW 5 Reading: “The Epic of Gilgamesh” Epic of Gilgamesh cartoon : https://www.youtube.com/watch? v=TLTXMxQvvxI#t=85 EQ--Why do historians classify ancient Sumer as a civilization? EQ--Was ancient Sumer a civilization? Sumer Sumer--Rise of Sumerian City-State,Civilization (Chapter 4 & 5, TCI) 6.G.1.4 Adapting to environment, inventions Writing: -Bubble map of each characteristic of a civilization with specific examples from artifacts. Mesopotamia webquest: http://www.mesopotamia.co.uk/: Speaking & Listening: -Standard of Ur Movement: -Stations in HA! I can explain the cause and effect of the the rise and fall of empires. -cause -effect -achievement EQ--What were the most important achievements of the Mesopotamian empires? 4 EQ--How did geographic challenges lead to the rise of city-states in Mesopotamia? -empire -tribute -Hammurabi -Akkadian -Assyrian -Babylonian -Neo Babylonian -siege -expansion -decline AW 6 -old kingdom -middle kingdom -new kingdom -Pharaoh AW 8 Reading: Hammarabi’s Code Writing: cause and effect thinking map of each empire. Mesopotamian Empires http://www.ducksters.com/history/ mesopotamia/babylonian_empire. php Speaking & Listening: Movement: EQ--How does invasion and conquest affect civilizations, societies, and regions in Mesopotamia? Mesopotamia Mesopotamia--Four Empires (Chapter 6, TCI) 6.G.1.2 Settlement of peoples 5 EQ--How did geography affect early settlement in Egypt, Kush, and Canaan? Egypt--Geography and Early Settlement (Chapter 7, TCI) Egypt I can describe the accomplishments of 4 major Pharaohs. -describe -sequencing Reading::Hail to Thee O Nile! Writing: Create a cartoon or stick figure describing the achievements of one of the Pharaoh. Create a real estate advertisement persuading people to move to the Nile River Valley.create a foldable for vegetation and topography. Have students describe each and cut images of them out of magazines create a bubble map of each of the Pharaoh or each Kingdom and describe their achievements. Speaking & listening: Video on Pharaohs: Pharaoh Videos Journal Through History Ancient Egypt Egypt Webquest Week 6 Standards Based Purpose (EQ) Learning Target 6.C.1.3 Social structure I can describe the social structure of ancient Egypt and explain its effects on daily life. EQ--How did social class affect daily life in ancient Egypt? Egypt Academic Vocab -categorizing EQ--What did the Pharaohs of ancient egypt accomplish?How did social structure affect daily life in Egypt? Content Vocab HA! -social structure -social pyramid -artisan -peasants -merchants -government official -noble -scribe AW 9 Suggested Activities Additional Web Res. Reading: Growing Up in Ancient Egypt Writing: Write a first persperspective of what daily life would be like for different social classes Speaking & listening: Movement: Egypt--Daily Life (Chapter 9, TCI) 6 6.C.1.2 Religion and society EQ--How did Judaism originate and develop? I can describe the four major Jewish leaders and explain their significance. -cause and effect -describe -sequence EQ-- How did Judaism originate and develop? Judaism Judaism--Origins (Chapter 11, TCI) Timeline of Anti-Semitism 7 6.C.1.2 Religion and society EQ--What are the origins and beliefs of Hinduism? Hinduism EQ--What are the origins and beliefs of Hinduism? How do they affect life in India? Hinduism--(Chapter 15, TCI) I can describe the 5 major Hindu beliefs and explain how they affect the social structure of India. -rate -describe -affect -interpret -Judaism -Torah -Israelite -covenant -Exodus -Cannan -Abrah -Moses -King David -King Solomon -Jerusalem AW 11 -Fertile -Subcontinent -Plateau -Ganges River -Indus River -Brahmaputra River -Himalaya Mountains -Hinduism -Polytheistic -caste -Brahma, Divine -Dharma, pilgrimage -Karma, Reincarnation AW 15 Reading: Web site for Judaism basics Writing: Create a cartoon stick figure and have students clothe, write their importance, and have them add a speech bubble explaining their significance to Judaism. Speaking & Listening: Lets Look at World Religions Judaism:judaism Reading: -research different regions of India. Writing --paragraph for each beliefs Have them include what it means, give an example, and explain how it affects daily life in India. Movement: -locate parts of India on a map on the Smartboard using blank map. -Yoga, ASU Fit KIds .Text from Discovery Ed Week Standards Based Purpose Learning Target Academic Vocab Content Vocab HA! Suggested Activities Additional Web Resources 7 6.C.1.2 Religion and society -Buddha -enlightenment -alms -ascetic -nirvana -4 noble truths -8 Fold path Reading: Discovery Ed video Buddhism -sequence -describe -predicting -transform AW 16 EQ--What are the main beliefs and teachings of Buddhism? I can describe the life of Siddhartha and summarize the main teachings of Buddhism. EQ--What are the main beliefs and teachings of Buddhism? Writing Speaking & Listening: _ Movement: Ph Philosophical Chairs. on noble truths or the 8 fold path. Buddhism--(Chapter 16, TCI) 7 6.G.2.1 Use maps EQ--How did geography affect early settlement in India? India I can explain how Asoka unified India and spread buddhist values by erecting edicts. -Interpret -excerpts -classify -expansion -contribute -promote -Mauryan Empire -Asoka -edicts -Buddhist Values -General Welfare -Justice -Security AW 17 Reading: Short article on Asoka Asoka's Edicts I can use artifacts and activities to identify aspects of ancient Chinese culture. -chapter -expand -military -design -Anyang -Shang Dynasty -clan -bronze ancestral worship oracle bone AW 19-20 Reading: Writing: Speaking & Listening: EQ--How did Asoka unify India and spread Buddhist values? India--Geography and Settlement (Chapter 13, TCI) 6.G.2.2 Construct maps 8 EQ--How did geography affect life in ancient China? China EQ--What do Shang artifacts reveal about this civilization? China--Geography and Settlement (Chapter 19, TCI) China--Shang Dynasty (Chapter 20 Ancient World TCI) PBS lesson plan on Asoka Week Standards Based Purpose Learning Target Academic Vocab Content Vocab HA! 6.C&G.1.2 Political thought I can describe the main beliefs of Confucianism, Daoism, and Legalism. -portion -emerge -sibling -laborer -pursue -Zhou dynasty -Mandate of Heaven -feudalism -Confucianism -civil servant -Taoism -yin and yang -Legalism AW 21 6.C&G.1.1 governmental systems, 6.G.1.2 movement of goods and ideas I can identify and evaluate the causes and effect of leadership decisions. -project -frontier -construct -conflict, revolt AW 22-23 EQ--Was the Emperor of Qin an effective leader? I can understand why the Terracotta army was made -Qin Shihuangdi -standardized -Great Wall -censor, - immortal -Han dynasty EQ--Why was the Great Wall of China important? I can explain the importance of the Great Wall of China. -estimate -release -series -suspend -benefit -dominant -link -acquire -oxygen -occur -Silk Road -trade route -caravan -cultural diffusion -bureaucracy -industry AW 24 EQ--How did Confucianism, Daoism and Legalism influence political rule in ancient China? 8 China EQ--How did Confucianism, Daoism, and Legalism influence political rule in ancient China? China--Three Philosophies (Chapter 21, TCI) 9 China EQ--In what ways did the Han dynasty improve government and daily life in China? China--Emperor Quin, Great Wall olf China, Han Dynasty, (Chapter 22& 23 TCI) 6.H.1.3Primary & secondary sources 6.C&G.1.1 governmental systems, 6.G.1.2 movement of goods and ideas 9 China EQ--How did the Silk Road promote an exchange of goods and ideas? China--Silk Road (Chapter 24 TCI) I can use artifacts and activities to identify aspects of ancient Chinese culture. Suggested Activities Additional Web Resources Week 10 Greece Standards Based Purpose Learning Target Academic Vocab Content Vocab HA! 6.G.1.1 physical features, 6.C.&G. 1.1 origins of government I can explain the types of government and how they developed. -insist -ignore -hostile -reverse -monarchy -aristocrat -oligarchy -tryanny -democracy -citizen -assembly AW 26 I can compare and contrast the cultures of Athens and Sparta and evaluate their pros and cons. -select -obtain -capable -abandon -eliminate -Athens -Sparta -Peloponnesus -Council of 500 -agora -Council of Elders AW 27 I can describe the culture of Athens during its Golden Age using key vocabulary. -reform -dedicate -conduct -column -muscle -Golden Age of Athens -Pericles -Parthenon -acropolis -myth -drama -Socrates Panathenaic -Games AW 29 I can demonstrate the experiences of Plebs and Pats during the development of the Roman Republic. -dramatic -crisis -publish -civic -patrician -plebeian -republic -Senate -consul -tribune -veto -constitution AW 33 EQ: How did geography influence settlement and way of of life in ancient Greece? How did democracy develop in ancient Greece? Greece--Geography and Democracy (Chapter 25, Chapter 26) 6 G.1.3. Compare regions 10 Greece EQ--What were the major differences between Athens and Sparta? Greece--Life in Two City States (Chapter 27) 6.C.1.1 Cultural expressions 11 Greece EQ--What were the major cultural achievements of Athens? Greece--The Golden Age of Athens (Chapter 29) 6.G. 1.2 Movement of Ideas EQ--How did the Etruscans and Greeks influence the development of Rome? 11 Rome EQ--What were the characteristics of the Roman Republic and how did they change over time? Rome--Geography and Settlement, Plebs. v. Pats (Chapter 32 & 33, TCI) Suggested Activities Additional Web Resources Week Standards Based Purpose (EQ) Learning Target Academic Vocab Content Vocab HA! 6.G. 1.2 Movement of Ideas I can detail the important events in Roman expansion and evaluate their effects. -approximately -collapse -vision -plot -civil war -dictator -Punic Wars -Julius Caesar -Caesar -Augustus -Pax Romana AW 34 I can use specific details to describe daily life in the Roman Empire. -accompany -ultimate -leisure -estate -Forum -rule of law -paterfamilias -Colosseum -Circus Maximus AW 35 I can summarize the life and teachings of Jesus and explain how they apply to the spread of Christianity. -emphasis -convert -stress -Christianity -Jesus -Messiah -Gospel -disciple -parable -Resurrection -missionary -Constantine AW 36 I can demonstrate the roles of serf, knight, lord, and monarch and their relationship to each other. -reign -feudalism -Charlemagne -Viking -chivalry -fief -serf -lord -vassal MA 2 Reading: Writing: Speaking & Listening: Movement: I can analyze the influence of the church in medieval Europe. -hierarchy -religion -sacraments -pilgimage -Roman Catholic -clergy -Pope -cardinal -monk -heretic MA 3 Reading: Writing: Speaking & Listening: Movement: 12 Rome 12 Rome EQ--Did the benefits of Roman expansion outweigh the costs? 6.C.1.1 cultural expression, 6.E.1.1 distribution of wealth EQ--How did wealth affect daily life in the Roman Empire? Suggested Activities Rome--Daily Life (Chapter 35) 6.C.1.2 Religion 13 EQ--How did Christianity originate and spread? Christianity Christianity--Origins and Spread (Chapter 36, TCI) 6.C.1.3 Social structure 14 EQ--How well did feudalism establish order in Europe in the Middle Ages. Middle Ages 14 Middle Ages Middle Ages--Feudalism (Chapter 2, Medieval World TCI) 6.G&C1.4 Order and societal values EQ--How influential was the Roman Catholic Church in medieval Europe? Middle Ages--The Church (Chapter 3, Medieval World, TCI) Additional Web Resources Week Standards Based Purpose (EQ) Learning Target Academic Vocab Content Vocab HA! Suggested Activities 6.E.1.2 Economics I can create a dramatization of life in medieval European towns. -specialization -guild -apprentice MA 4 Reading: Writing: Speaking & Listening: Movement: -Magna Carta -Hundred Years War -commoner MA 5 Reading: Writing: Speaking & Listening: Movement: -proclaim -pilgrimage -Mohammed -Islam -prophet -Muslim -Qur’an -Five Pillars -mosque -jihad MA 78 Reading: Writing: Speaking & Listening: Movement: -persecution -anti-Semitism -crusades -Holy Land -Jerusalem MA 10 Reading: Writing: Speaking & Listening: Movement: 15 EQ--What was life like in medieval European towns? Middle Ages 15 Middle Ages Middle Ages--Town Life (Chapter 4, Medieval World TCI) 6.E.1.1 - Economic resources I can analyze key events that lead to the decline of feudalism. EQ--How did events in Europe contribute to the decline of feudalism and the rise of democratic thought? Middle Ages--Decline of Feudalism (Chapter 5, Medieval World, TCI) 6.C.1.2: Religion 16 Islam EQ--How did Islam originate and spread? How do the beliefs and practices of Islam shape Muslims’ lives? EQ--How do the beliefs and practices of Islam shape Muslims' lives? I can identify the founder of Islam and explain how the religion spread. I can recall the 5 Pillars of Islam and can apply that knowledge to the lives of Muslims. Islam--Origins and Spread, Beliefs of Islam (Chapter 7 & 8, Medieval World, TCI) 6.H.2.1 - Conflict 16 EQ--How did the Crusades affect the lives of Christians, Muslims and Jews? Crusade s Crusades--(Chapter 10, Medieval World, TCI) I can compare and contrast the experience of groups in competition over Jerusalem during the Middle Ages. Additional Web Resources Week 17-18 Maya, Inca and Aztec Standards Based Purpose (EQ) Learning Target 6.H 2.3 and 2.4 Innovation, cultural groups EQ--What were the significant achievements of the Maya, Aztecs and Incas. I can categorize artifacts of the Aztec, Inca, and Maya cultures and describe their major achievements. Maya, Inca, Aztec-Achievements (Chapter 26, Medieval World, TCI) Academic Vocab Content Vocab HA! Suggested Activities -solar year -stele -glyph -dialect -pictograph -suspension bridge -trepanation 26 Reading: Writing: Speaking & Listening: Movement: Additional Web Resources NOTES: 1. HA! refers to History Alive! text. AW means Ancient World text and MA means Middle Ages and Beyond text. 2. In the section on suggested activities, we used the BCS Instructional Framework “non-negotiables” of having reading, writing, speaking & listening, and movement. We did not include the final idea of thinking because ALL the activities should involve that skill. 3. As a classroom teacher, you may choose to teach additional topics or condense any topic. This document is intended to provide a “bare bones” guideline as well as lesson ideas to fit your needs.
