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World Geography and Archeology
6 t h Grade Road Map
The sixth grade curriculum for Social Studies focuses on the study of geography and
archaeology as students “visit” and learn about places around the world through the
disciplines of geography and archeology. Students learn to employ the “habits of thinking”
of geographers and archeologists as they encounter problems and issues in these fields
throughout the modern world and world history. Learning the fundamentals of these
disciplines in Grade Six will establish the foundation essential for students to acquire future
knowledge in the Social Studies.
The course of study begins with the examination of places in the world through the eyes of
a geographer. By looking at cities around the world using the Five Themes of Geography
students learn that geography is not only about location on the earth’s surface. Geography
also includes the definition of regions, the examination of the ways in which people, goods,
and ideas move from place to place, the unique features that make one place different from
every other place on earth, and the relationship between people and their environment. By
learning to “think like a geographer” students attain a strategy with which to approach the
study of any unfamiliar place. As they progress through the curriculum students approach
the study of the land, people, and cultures of the world using the tools of the geographer.
As they study cultures around the world, sixth grade students learn to “think like an
archaeologist.” Archaeologists examine artifacts, objects made by people and used by
people, to discover information about ancient cultures. By using the tools of an
archaeologist, students have the means with which to examine unfamiliar cultures and to
form and test hypotheses. Sixth grade students are introduced to the discipline of
archaeology through a study of the ancient Maya people of Latin America. They have the
opportunity to study the work of professional archaeologists and compare the
archaeologists’ theories with their own. As the curriculum progresses students use the
toolkit developed in their study of the Maya and apply the same set of skills as they
approach the study of ancient cultures in Asia and East Africa.
The Roadmap for the Grade Six Geography & Archeology curriculum provides students
with an overview of geography and cultures of the world. Through the study of the
disciplines of geography and archaeology students attain the tools necessary for continued
acquisition of knowledge.
Core Text: Foundations of Geography,
The United States & Canada, Latin
America, African, Asia and the Pacific,
Europe and Russia.
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6th Grade World Geography & Archaeology – Road Map (2011-2012)
1
FIRST MARKING PERIOD
UNIT
UNIT 1
The Five Themes of
Geography
PACING
Suggested Pacing:
5 weeks
Grading Period 1
Weeks 1-5
Culminating Project
Students will use student
products from each module to
write an essay describing a
selected city based on the Five
Themes of Geography.
Students will present their
work to the class.
OVERARCHING QUESTIONS
Module 1
 How does a geographer use
the Five Themes of
Geography to study the
world around us?
Module 2
 How are maps used to
answer geographic
questions?
 How does the location of a
place on the surface of the
earth influence the way in
which people live?
Module 3
 How are maps used to
answer geographic
questions?
 What are the effects of
movement on the
characteristics of a place?
Module 4
 How are places within
regions connected?
Module 5
 How do human actions
modify the environment?
 How do physical
characteristics of a place
affect human activities?
6th Grade World Geography & Archaeology – Road Map (2011-2012)
FOCUS CONTENT AND
SKILLS/STUDENT PRODUCTS
Focus Content
The Five Themes of Geography and
the work of a geographer
 Location
 Place
 Movement
 Regions
 Human/Environment
Interaction
Skills
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Label a map
Use a geographic grid
Interpret maps
Interpret graphs
Create a chart
Write a descriptive paragraph
Employ research skills
Write an essay
Give a presentation
Student Products
 Label an outline map of the
world.
 Write a paragraph to describe
the location of a given city.
 Create a chart.
 Write a paragraph to describe
a given city in terms of place.
 Write a paragraph to describe
a given city in terms of
movement.
 Label a map of the regions of
the U.S.
 Write a paragraph to describe
a given city in terms of region.
 Write a paragraph to describe
a given city in terms of
human/environment
interaction.
2
FIRST MARKING PERIOD
UNIT
UNIT 2
Modules 1 & 2
The United States and
Canada
PACING
OVERARCHING QUESTIONS
Suggested Pacing:
4 weeks
Grading Period 1
Weeks 6-9
Culminating Project
Students will work in groups
and use information from
each module, along with
additional research, to plan a
tour of six regions of the
United States and Canada.
Students will present their
work to the class.
 What can different kinds of
maps tell us about the
earth?
 How has physical
geography determined
where people live in the
United States and
Canada?
 How do the physical
characteristics of each
region of the United States
and Canada affect human
activities there?
FOCUS CONTENT AND
SKILLS/STUDENT PRODUCTS
Focus Content
The Geography of the United
States and Canada and the work
of a geographer
 Introduction to the geography
of the United States and
Canada
 Humans modifying the
environment in the U.S. and
Canada
 Relationship between culture
and immigration in the U.S.
and Canada
Module 2
Skills
 How and why have
humans modified their
environments in the
United States and Canada
in the 20th century?
Module 3
 What is the relationship
between culture and
immigration? How have
immigrants to the U.S. and
Canada created
multicultural communities
in the 20th century?
6th Grade World Geography & Archaeology – Road Map (2011-2012)
 Read and interpret physical
and political maps.
 Interpret a resource map.
 Create a timeline.
 Analyze data.
 Employ research skills.
 Prepare and give a
presentation.
Student Products
 Label an outline map of the
United States.
 Label an outline map of
Canada.
 Write a paragraph to
compare the sizes and
locations of the U.S. and
Canada.
 Write a public service
announcement
 Create a visual mosaic.
3
SECOND MARKING PERIOD
UNIT
UNIT 3
Module 1
Introduction to Latin
America; Introduction to
Archeology
PACING
OVERARCHING QUESTIONS
Suggested Pacing:
5 weeks
Grading Period 2
Weeks 1-5
Culminating Project
 How are maps used to
answer geographic
questions about Latin
America?
Module 2
 What kinds of clues do
archeologists use to
understand how people
lived in the past?
Module 3
Each student will write an
essay describing his/her
theory as to what happened
to the ancient Maya cities.
 What happened to the
ancient Maya civilization?
FOCUS CONTENT AND
SKILLS/STUDENT PRODUCTS
Focus Content
The Geography of Latin America
and the work of an archeologist
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Introduction to the
geography of Latin America
Introduction to the work of
an archeologist
Investigation of
archeologists’ theories as
to what happened to the
ancient Maya
Skills
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Read and interpret physical
and political maps
Interpret climate and
vegetation maps
Use the tools of an
archeologist
Interpret stelae
Analyze data
Employ research skills
Form an hypothesis
Student Products
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6th Grade World Geography & Archaeology – Road Map (2011-2012)
Label an outline map of
Latin America; identify the
regions
Write a paragraph to
compare the sizes and
locations of the U.S. and
Latin America.
Keep an archeological
notebook.
Create a stela.
Create a chart.
Complete a graphic
organizer.
Write an essay.
4
SECOND MARKING PERIOD
UNIT
OVERARCHING
QUESTIONS
Module 1
UNIT 4
 How has geography
influenced the ways in
which Latin Americans
make a living?
 What problems are faced
by Latin American
countries with a oneresource economy?
Latin America
PACING
Suggested Pacing:
4 weeks
Grading Period 2
Weeks 6-9
Module 2
Culminating Project
Each student will write a letter
to President Luiz Inacio Lula da
Silva, president of Brazil, to
persuade him to enact laws that
will save the Amazon Rainforest
from destruction.
 How has geography
influenced the ways in
which Latin Americans
make a living?
 How has geography
influenced the cultural
diversity of the Caribbean
nations?
Module 3
 How has geography
influenced the ways in
which Latin Americans
make a living?
 How can Brazil support
sustainable use and
development of rainforest
resources?
FOCUS CONTENT AND
SKILLS/STUDENT PRODUCTS
Focus Content
The Geography of Latin America
and the ways in which geography
has helped shaped the economy
and culture there.
 Middle America and the
problems associated with a
one-resource economy.
 Caribbean Islands and how
the geographic theme of
movement has influenced
cultural diversity there.
 Investigation of the Amazon
Rainforest and sustainable
use and development of
rainforest resources.
Skills
 Read and interpret resource
maps.
 Create a chart.
 Interpret graphs.
 Analyze data on supply and
demand.
 Respond to literature.
 Employ research skills.
 Form a hypothesis.
Student Products
 Data summary
 Latin American Resource
chart
 Perform a play.
 Problem/Solution chart
 Label an outline map of the
Caribbean Islands.
 Informational poster of a
Caribbean island
 Make a presentation.
 Label an outline map of South
America.
 Create a chart.
 Complete Rainforest
Challenges.
 Complete a graphic organizer.
 Write a Problem/Solution letter
to the President of Brazil.
Second Marking Period Ends January 25
6th Grade World Geography & Archaeology – Road Map (2011-2012)
5
THIRD MARKING PERIOD
UNIT
UNIT 5
Geography of Africa
PACING
Suggested Pacing:
5 weeks
Grading Period 3
Weeks 1-5
Culminating Project
Students will prepare a
PowerPoint, a videotaped
broadcast, or a live
presentation to inform a
television viewing audience
about an African nation that
is in crisis.
OVERARCHING QUESTIONS
Module 1
How are maps used to answer
geographic questions about
Africa?
 How are maps used to
answer geographic
questions about Africa?
Module 2
 How are maps used to
answer geographic
questions about Africa?
 How has North Africa’s
location contributed to
cultural diffusion?
 How has the environment
of the Sahara influenced
the way of life of the
Tuareg?
Module 3
 How are maps used to
answer geographic
questions about Africa?
 How and why have the
traditions of West Africa so
greatly influenced
American culture?
Module 4
 How are maps used to
answer geographic
questions about Africa?
 How has movement
affected the region of
East Africa?
Module 5
 How do human actions
modify the environment?
 How are maps used to
answer geographic
questions about Africa?
 How did South Africans
build a new nation after
apartheid?
6th Grade World Geography & Archaeology – Road Map (2011-2012)
FOCUS CONTENT AND
SKILLS/STUDENT PRODUCTS
Focus Content
The Geography of Africa and the
ways in which geography has
helped shaped the culture there.
 Introduction to the geography
of Africa.
 North Africa and how the
themes of region and
movement have contributed to
cultural diffusion there.
 West Africa and its influence
on culture in the U.S.
 East Africa and how civil war
has affected the lives of the
people there.
 Central and South Africa and
the rebuilding after apartheid.
Skills
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Read and interpret maps.
Create charts.
Respond to literature.
Analyze data on immigration.
Employ research skills.
Analyze photographs.
Analyze a primary document.
Student Products
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Label political outline maps.
Country Data chart
Label a physical map.
Regions and Physical
Features chart
How Does Environment
Impact Culture chart.
Create a poster.
Write and tell a story.
Complete a cloropleth map.
Create a brochure.
Create a Venn diagram.
Complete a timeline.
Read and interpret a speech.
Prepare and deliver a
television news broadcast.
6
THIRD MARKING PERIOD
UNIT
Module 1
UNIT 6
Archeological Study Based in
Africa
PACING
OVERARCHING QUESTIONS
Suggested Pacing:
4 weeks
Grading Period 3
Weeks 6-9
 What kinds of clues do
archeologists use to
understand how people
lived in the past?
 If an ancient civilization did
not have a written
language, what are some
of the ways that we can
know about their culture?
FOCUS CONTENT AND
SKILLS/STUDENT PRODUCTS
Focus Content
The Geography of Africa and the
work of an archeologist
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Module 2
Culminating Project
Students will work in teams
and will use their knowledge
of the geography of Africa,
apply their skills as
archeologists, and develop
theories about what they
would expect to find on an
archeological expedition in an
assigned region of Africa.
 If an ancient civilization did
not have a written
language, what are some
of the ways that we can
know about their culture?
Module 3
 What and how do we know
about the ancient Aksum
civilization? What
happened to this
civilization?
 What kinds of clues do
archeologists use to
understand how people
lived in the past?
Introduction to the
geography of Latin America
Further study of the work of
an archeologist
Development of
archeological knowledge of
ancient civilizations in
Africa
Skills
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Use Artifact Analysis Tool.
Use archeological evidence
to make inferences and
draw conclusions.
Use Artwork Analysis Tool
Analyze and interpret
murals.
Employ research skills.
Analyze and interpret
symbolism on coins.
Make connections among
civilizations.
Compare and contrast
sources.
Student Products
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6th Grade World Geography & Archaeology – Road Map (2011-2012)
Complete Artifact Analysis
Tool.
Identify and analyze
innovation and invention.
Map the route of ironwork
in Africa.
Identify cultural diffusion.
Analyze murals.
Write a paragraph
describing the
transformation of survival
skills in early Africa.
Analyze rock art.
Compare texts.
Analyze coins.
Design a coin.
Create a museum display.
7
FOURTH M ARKING PERIOD
UNIT
Module 1
UNIT 7
Geographical / Archeological
Exploration of Asia
PACING
OVERARCHING QUESTIONS
Suggested Pacing:
4.5 weeks
Grading Period 4
Weeks 1-5
Culminating Project
Students will work with partners
or in small groups to use the
knowledge gained during Unit 7
to create a business proposal
identifying a country in Asia for
American business investment.
Students will write an
introduction and conclusion for
their business proposal.
Supporting information will be
provided by the inclusion of
information learned throughout
Unit 7 as well as additional
research where necessary.
 How are maps used to answer
geographic questions about
Asia and the Pacific?
 How do physical
characteristics of East Asia
affect human activities there?
How have human actions
modified the environment in
China?
FOCUS CONTENT AND
SKILLS/STUDENT PRODUCTS
Focus Content
The Geography of Asia and the
Pacific and the work of an
archeologist



Module 2
 What kinds of clues do
archeologists use to
understand how people lived
in India in the past? Why is it
important to preserve these
sites?
 How do the availability of
natural resources and the
surrounding environment
affect the lives of the people of
Southwest Asia?
 How have human actions
modified the environment in
order to sustain agriculture in
Central Asia? What have the
consequences been?
Module 3
 How do the countries of
Southeast Asia and the Pacific
depend upon their diverse
natural resources to support
their people?
 What kinds of clues do
archeologists use to
understand how Aboriginal
people lived in Australia in the
past? Why is it important to
preserve these sites?
Skills
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Read and interpret physical
and political maps.
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Evaluate points of view.
Write an opinion paper.
Interpret charts.
Interpret a political cartoon.
Identify the relationship
between physical geography
and resources.
Use the tools of an
archeologist.
Evaluate a first-person
account.
Employ research skills.
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Student Products
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6th Grade World Geography & Archaeology – Road Map (2011-2012)
Introduction to the geography
of Asia and the Pacific
Geographical study of Asia
and the Pacific using the Five
Themes of Geography
Archeological investigation
into ancient civilizations in
Asia and the Pacific
Label an outline map of Asia
and the Pacific; identify the
regions.
Role play a point of view.
Write a paragraph stating an
opinion.
Identify the impact of physical
features on people.
Identify the impact of the oil
industry on Southwest Asia
and the world.
Complete Photograph
Analysis Tool.
Complete Country Data Chart.
Analyze cave art.
Write a business proposal.
8
FOURTH M ARKING PERIOD
UNIT
Module 1
UNIT 8
Geographical / Archeological
Exploration of Europe
PACING
OVERARCHING QUESTIONS
Suggested Pacing:
4.5 weeks
Grading period 4
Weeks 5-9
Culminating Project
Students will study the
function and workings of the
European Union. Acting as
advisors to non-European
Union nations, students will
write position papers advising
a non-EU nation whether or
not to join the European
Union.
 How are maps used to
answer geographic
questions about Europe?
 How do the waterways of
Western Europe impact the
lives of the people who live
there?
Module 2
 What kinds of clues do
archeologists use to
understand how people
lived in Pompeii and
Ancient Rome?
Module 3
 How do the people of
Eastern Europe utilize their
natural resources?
FOCUS CONTENT AND
SKILLS/STUDENT PRODUCTS
Focus Content
The Geography of Europe and the
work of an archeologist



Introduction to the
geography of Europe
Geographical study of
Europe using the Five
Themes of Geography
Archeological investigation
into ancient civilizations in
Europe
Skills
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Read and interpret physical
and political maps.
Understand the role of
point of view in identifying
regions.
Identify the role of physical
geography on the lives of
people.
Use the tools of an
archeologist.
Analyze a primary
document.
Compare and contrast
landscapes.
Employ research skills.
Student Products
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6th Grade World Geography & Archaeology – Road Map (2011-2012)
Label an outline map of
Europe; identify the
regions.
Complete a chart of
physical features.
Complete a description of a
city and the impact of its
waterway.
Complete Artifact Analysis
Tool.
Complete Art Analysis
Tool.
Complete Primary Source
Analysis.
Complete a resource chart.
Write a position paper.
9