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Grade 6 Social Studies Curriculum 6th Grade History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of the world. 6th Grade Geography Standard: The student uses a working knowledge and understanding of the relationships between peoples/places and physical/human environments in order to explain the interactions that occur in our world. 6th Grade Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen living in an interdependent world. 6th Grade Civics/Government Standard: The student uses a working knowledge and understanding of governmental systems of the civic values of ancient civilizations, the rights, privileges, and responsibilities of becoming active participants within their civilization. Indicator/Objective Benchmark: Prehistory Unit (P) The student: Essential Concepts/Skills What students need to know and do: 6.SS.H.P.1 (K) explains the importance of the Neolithic Agricultural Revolution in moving people from Nomadic to settled village life (e.g., food production, changing technology, domestication of animals). 6.SS.G.P.1▲(A) explains and uses map titles, symbols, cardinal and intermediate directions, legends, latitude and longitude. 6.SS.E.P.1▲(K) explains how scarcity of resources requires communities to make choices about goods (e.g., what foods to eat, where to settle, how to use land). explains the relationship between the availability and use of natural resources and advances in technology using historical and contemporary examples (e.g. fire and hunting tools). examines a variety of primary sources in World history and analyzes them in terms of credibility, purpose, and point of view. uses at least three primary sources to interpret a person or event from World history to develop an historical narrative. identifies major patterns of world populations, physical features, and cultures using historic and contemporary geographic tools (e.g. maps, illustrations, photographs, documents, data). explains the 5 Themes of Geography (location, place, movement, human-environment interaction, region). Implementation Additional resources, websites, and lesson plans can be accessed through the Olathe District Social Studies department website at http://teachers.olatheschools.com/~mdoneganirc World History Unit 1, Ch. 1 Unit 2, Ch. 2 Refer to National Council for History Education Habits of the Mind available on the department website. Assessment Indicators marked with a “▲” are tested indicators on the Kansas state objective assessment administered in alternate years to 6th grade students. Flip charts providing more information on the tested indicators can be found at http://www.ksde.org or on the social studies department website. Cyclical review CDs have been provided to 6th grade teachers for review of 5th and 6th grade tested indicators. Consult with your counselor and library media specialist for additional opportunities to integrate curriculum. Vocabulary title symbol cardinal direction intermediate direction legend scarcity primary source technology nomadic longitude latitude 1 USD #233, Olathe, Kansas BOE Approved December 2007 This material was developed for the exclusive use of USD #233 staff Grade 6 Social Studies Curriculum Benchmark: Ancient Mesopotamia Unit (M) The student: 6.SS.H.M.1▲(A) compares the origin and accomplishments of early river valley civilizations (e.g., Tigris and Euphrates (Mesopotamia): city-states, Hammurabi’s code). What students need to know and do: 6.SS.H.M.2 (K) explains central beliefs of early religions (e.g., polytheism, monotheism). 6.SS.G.M.1 (K) locates major physical and political features of Earth from memory (e.g., Mesopotamia (modern Iraq), Tigris River, Euphrates River). 6.SS.G.M.2▲(A) explains and uses map titles, symbols, cardinal and intermediate directions, legends, latitude and longitude. 6.SS.G.M.3▲(K) identifies and describes the location, landscape, climate, and resources of early world civilizations (e.g. ▲Mesopotamia) 6.SS.G.M.4▲(K) describes the forces and processes of conflict and cooperation that divide or unite people (e.g., ▲uneven distribution of resources, ▲water use in ancient Mesopotamia). 6.SS.G.M.5 (A) explains how humans modify the environment and describes some of the possible consequences of those modifications (e.g. dikes on the Nile and in the Mesopotamia raising the level of the river). 6.SS.G.M.6 (K) describes the impact of natural hazards on people and their activities (e.g., floods: Mesopotamia-Tigris/Euphrates). 6.SS.E.M.1▲(K) explains how scarcity of resources requires communities and nations to make choices about goods and services (e.g., what foods to eat, where to settle, how to use land). explains the relationship between the availability and use of natural resources and advances in technology using historical and contemporary examples (e.g., clay tablets, papyrus, paper-printing press, computer). examines a variety of primary sources in World history and analyzes them in terms of credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters, government documents). uses at least three primary sources to interpret a person or event from World history to develop an historical narrative. identifies major patterns of world populations, physical features, and cultures using historic and contemporary geographic tools (e.g. maps, illustrations, photographs, documents, data). explains the 5 Themes of Geography (location, place, movement, human-environment interaction, region). compares and contrasts early world civilizations in terms of human characteristics (e.g., people, religion, language, customs, government, agriculture, industry, architecture, arts, education). traces the movement (diffusion) from one region or center of civilization to other regions of the world (e.g., people, goods, and ideas). examines reasons for variation in population distribution (e.g., environment, migration, government policies, birth and death rates). recognizes the economic conditions under which trade takes place among nations (e.g., students recognize that trade takes place when nations have wants or needs they cannot fulfill on their own). recognizes that every civilization has a form of law or order. Vocabulary title symbol cardinal direction Additional resources, websites, and lesson plans can be accessed through the Olathe District Social Studies department website at http://teachers.olatheschools.com/~mdoneganirc World History Unit 2, Ch. 3 Refer to National Council for History Education Habits of the Mind available on the department website. Consult with your counselor and library media specialist for additional opportunities to integrate curriculum. environment migration natural resources 2 USD #233, Olathe, Kansas BOE Approved December 2007 This material was developed for the exclusive use of USD #233 staff Grade 6 Social Studies Curriculum 6.SS.E.M.2▲(K) identifies barriers to trade among nations (e.g., treaties, war, transportation, geography). 6.SS.C.M.1▲(K) identifies the basic features of systems of government (e.g., republic, democracy, monarchy, dictatorship, oligarchy, theocracy). Benchmark: Ancient Egypt Unit (E) The student: 6.SS.H.E.1▲(A) compares the origin and accomplishments of early river valley civilizations (e.g. Nile Valley (Egypt): Pharaoh, centralized government 6.SS.H.E.2 (K) explains central beliefs of early religions (e.g., polytheism, monotheism). 6.SS.H.E.3▲(A) examines the central beliefs of Christianity, Hinduism, Buddhism, Judaism, and Islam. 6.SS.G.E.1 (K) locates major physical and political features of Earth from memory (e.g. Egypt, Nile River). 6.SS.G.E.2▲(K) identifies and describes the location, landscape, climate, and resources of early world civilizations (e.g. ▲Egypt) 6.SS.G.E.3▲(K) describes the forces and processes of conflict and cooperation that divide or unite people (e.g., ▲uneven distribution of resources, ▲building projects in ancient Egypt). 6.SS.G.E.4 (A) explains how humans modify the environment and describes some of the possible consequences of those modifications (e.g. dikes on the Nile and in the Mesopotamia raising the level of the river). intermediate direction legend latitude longitude diffusion goods/services oligarchy theocracy technology polytheism monotheism primary source scarcity civilization barrier monarchy What students need to know and do: examines a variety of primary sources in World history and analyzes them in terms of credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters, government documents). uses at least three primary sources to interpret a person or event from World history to develop an historical narrative. identifies major patterns of world populations, physical features, and cultures using historic and contemporary geographic tools (e.g. maps, illustrations, photographs, documents, data). explains the 5 Themes of Geography (location, place, movement, human-environment interaction, region). compares and contrasts early world civilizations in terms of human characteristics (e.g., people, religion, language, customs, government, agriculture, industry, architecture, arts, education). traces the movement (diffusion) from one region or center of civilization to other regions of the world (e.g., people, goods, and ideas). examines reasons for variation in population distribution (e.g., environment, migration, government policies, birth and death rates). explains the relationship between the availability and use of natural resources and advances in technology using historical and contemporary examples (e.g., clay tablets, papyrus, paper-printing press, computer). recognizes the economic conditions under which trade takes place among nations (e.g., students recognize that trade takes place when nations have wants or needs they cannot fulfill on their own). 3 Additional resources, websites, and lesson plans can be accessed through the Olathe District Social Studies department website at http://teachers.olatheschools.com/~mdoneganirc World History Unit 2, Ch. 4 Unit 4, Ch. 7 Refer to National Council for History Education Habits of the Mind available on the department website. Indicators marked with a “▲” are tested indicators on the Kansas state objective assessment administered in alternate years to 6th grade students. Flip charts providing more information on the tested indicators can be found at http://www.ksde.org or on the social studies department website. Cyclical review CDs have been provided to 6th grade teachers for review of 5th and 6th grade tested indicators. Social Studies Resources Tutankahmen & The Discovery of the Tomb Jackdaws set Consult with your counselor and library media specialist for additional opportunities to integrate curriculum. USD #233, Olathe, Kansas BOE Approved December 2007 This material was developed for the exclusive use of USD #233 staff Grade 6 Social Studies Curriculum 6.SS.G.E.5 (K) describes the impact of natural hazards on people and their activities (e.g., floods: Egypt-Nile). 6.SS.G.E.6▲(A) explains and uses map titles, symbols, cardinal and intermediate directions, legends, latitude and longitude 6.SS.E.E.1▲(K) explains how scarcity of resources requires communities and nations to make choices about goods and services (e.g., what foods to eat, where to settle, how to use land). 6.SS.E.E.2▲(K) identifies barriers to trade among nations (e.g., treaties, war, transportation, geography). Benchmark: Ancient India Unit (I) The student: 6.SS.H.I.1▲(A) compares the origin and accomplishments of early river valley civilizations (e.g. Indus Valley (India): Mohenjo Daro). 6.SS.H.I.2 (K) describes key cultural accomplishments of classical India (e.g., Asoka, Sanskrit literature, the Hindu-Arabic numerals, the zero, Buddhism, Hinduism). 6.SS.H.I.3▲(A) examines the central beliefs of Christianity, Hinduism, Buddhism, Judaism, and Islam. 6.SS.G.I.1 (K) locates major physical and political features of Earth from memory (e.g., India, Ganges River, Himalayan Mountains, Indus River). recognizes that every civilization has a form of law or order. Vocabulary title symbol cardinal direction intermediate direction legend latitude longitude diffusion goods/services oligarchy theocracy environment migration natural resources technology polytheism primary source scarcity civilization barrier monarchy dictatorship pharaoh What students need to know and do: examines a variety of primary sources in World history and analyzes them in terms of credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters, government documents). uses at least three primary sources to interpret a person or event from World history to develop an historical narrative. identifies major patterns of world populations, physical features, and cultures using historic and contemporary geographic tools (e.g. maps, illustrations, photographs, documents, data). explains the 5 Themes of Geography (location, place, movement, human-environment interaction, region). compares and contrasts early world civilizations in terms of human characteristics (e.g., people, religion, 4 Additional resources, websites, and lesson plans can be accessed through the Olathe District Social Studies department website at http://teachers.olatheschools.com/~mdoneganirc World History Unit 3, Ch. 5 Refer to National Council for History Education Habits of the Mind available on the department website. Indicators marked with a “▲” are tested indicators on the Kansas state objective assessment administered in alternate years to 6th grade students. Flip charts providing more information on the tested indicators can be found at http://www.ksde.org or on the social studies department website. Cyclical review CDs have been provided to 6th grade teachers for review of 5th and 6th grade tested indicators. Consult with your counselor and library media specialist for additional opportunities to integrate curriculum. USD #233, Olathe, Kansas BOE Approved December 2007 This material was developed for the exclusive use of USD #233 staff Grade 6 Social Studies Curriculum 6.SS.G.I.2▲(K) identifies and describes the location, landscape, climate, and resources of early world civilizations (e.g. ▲India). 6.SS.G.I.3▲(A) explains and uses map titles, symbols, cardinal and intermediate directions, legends, latitude and longitude. 6.SS.G.I.1▲(K) explains how scarcity of resources requires communities and nations to make choices about goods and services (e.g., what foods to eat, where to settle, how to use land). 6.SS.G.I.2▲(K) identifies barriers to trade among nations (e.g., treaties, war, transportation, geography 6.SS.C.I.1▲(K) identifies the basic features of systems of government (e.g., republic, democracy, monarchy, dictatorship, oligarchy, theocracy). 6.SS.C.I.2 (K) describes the ways political systems meet or fail to meet the needs and wants of their citizens (e.g., republic, democracy, monarchy, dictatorship, oligarchy, theocracy). Benchmark: Ancient China Unit (C) The student: language, customs, government, agriculture, industry, architecture, arts, education). traces the movement (diffusion) from one region or center of civilization to other regions of the world (e.g., people, goods, and ideas). examines reasons for variation in population distribution (e.g., environment, migration, government policies, birth and death rates). explains the relationship between the availability and use of natural resources and advances in technology using historical and contemporary examples (e.g., clay tablets, papyrus, paper-printing press, computer). recognizes the economic conditions under which trade takes place among nations (e.g., students recognize that trade takes place when nations have wants or needs they cannot fulfill on their own). Gives examples of international economic interdependence (Europe depended on the Far East for spices and tea, Far East received silver and gem stones in exchange. recognizes that every civilization has a form of law or order. Vocabulary Title symbol cardinal direction intermediate direction legend latitude longitude diffusion goods/services monarchy oligarchy environment migration natural resources technology polytheism monotheism primary source scarcity civilization barrier theocracy Buddhism Hinduism What students need to know and do: Additional resources, websites, and lesson plans can be accessed through the Olathe 5 Indicators marked with a “▲” are tested indicators on the Kansas state USD #233, Olathe, Kansas BOE Approved December 2007 This material was developed for the exclusive use of USD #233 staff Grade 6 Social Studies Curriculum 6.SS.H.C.1▲(A) compares the origin and accomplishments of early river valley civilizations (e.g.Huang He (China): Shang Dynasty). 6.SS.H.C.2▲(K) describes key accomplishments of ancient China (e.g., Great Wall of China, Shi Huangdi, dynastic cycle, Mandate of Heaven, Taoism, Confucianism, civil service, Silk Road). 6.SS.H.C.3▲(A) examines the central beliefs of Christianity, Hinduism, Buddhism, Judaism, and Islam. 6.SS.G.C.1 (K) locates major physical and political features of Earth from memory (e.g., China, Huang He (Yellow River), Yangtze River). 6.SS.G.C.2▲(K) identifies and describes the location, landscape, climate, and resources of early world civilizations (e.g. ▲China). 6.SS.G.C.3▲(A) explains and uses map titles, symbols, cardinal and intermediate directions, legends, latitude and longitude. 6.SS.G.C.4 (A) explains how humans modify the environment and describes some of the possible consequences of those modifications (e.g. terracing in Middle America and Asia). 6.SS.G.C.5 (K) describes the impact of natural hazards on people and their activities (e.g., floods: China – Yellow River). 6.SS.E.C.1▲(K) explains how scarcity of resources requires communities and nations to make choices about goods and services (e.g., what foods to eat, where to settle, how to use land). 6.SS.E.C.2▲(K) identifies barriers to trade among nations (e.g., treaties, war, transportation, geography). examines a variety of primary sources in World history and analyzes them in terms of credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters, government documents). uses at least three primary sources to interpret a person or event from World history to develop an historical narrative. identifies major patterns of world populations, physical features, and cultures using historic and contemporary geographic tools (e.g. maps, illustrations, photographs, documents, data). explains the 5 Themes of Geography (location, place, movement, human-environment interaction, region). compares and contrasts early world civilizations in terms of human characteristics (e.g., people, religion, language, customs, government, agriculture, industry, architecture, arts, education). traces the movement (diffusion) from one region or center of civilization to other regions of the world (e.g., people, goods, and ideas). examines reasons for variation in population distribution (e.g., environment, migration, government policies, birth and death rates). explains the relationship between the availability and use of natural resources and advances in technology using historical and contemporary examples (e.g., clay tablets, papyrus, paper-printing press, computer). recognizes the economic conditions under which trade takes place among nations (e.g., students recognize that trade takes place when nations have wants or needs they cannot fulfill on their own). gives examples of international economic interdependence. (e.g., Europe depended on the Far East for spices & tea; Far East received silver and gem stones in exchange). recognizes that every civilization has a form of law or order. Vocabulary title symbol District Social Studies department website at http://teachers.olatheschools.com/~mdoneganirc World History Unit 3, Ch. 6 Refer to National Council for History Education Habits of the Mind available on the department website. Consult with your counselor and library media specialist for additional opportunities to integrate curriculum. objective assessment administered in alternate years to 6th grade students. Flip charts providing more information on the tested indicators can be found at http://www.ksde.org or on the social studies department website. Cyclical review CDs have been provided to 6th grade teachers for review of 5th and 6th grade tested indicators. environment migration 6 USD #233, Olathe, Kansas BOE Approved December 2007 This material was developed for the exclusive use of USD #233 staff Grade 6 Social Studies Curriculum 6.SS.C.C.1▲(K) identifies the basic features of systems of government (e.g., republic, democracy, monarchy, dictatorship, oligarchy, theocracy). 6.SS.C.C.2 (K) describes the ways political systems meet or fail to meet the needs and wants of their citizens (e.g., republic, democracy, monarchy, dictatorship, oligarchy, theocracy). Benchmark: Ancient Greece Unit (G) The student: 6.SS.H.G.1▲(K) compares and contrast characteristics of classic Greek government (e.g., citystates, slavery, rule by aristocrats and tyrants, Athens: development of democracy, Sparta: city’s needs come first). 6.SS.H.G.2 (K) describes the significant contributions of ancient Greece to western culture (e.g., philosophy: Socrates, Plato, Aristotle; literature/drama: Homer, Greek plays, architecture, sculpture). 6.SS.H.G.3(K) explains the cultural interactions in the Hellenistic Age (e.g., Alexander the Great, Persian Empire). 6.SS.H.G.4(K) explains central beliefs of early religions (e.g., polytheism, monotheism). 6.SS.G.G.1 (K) locates major physical and political cardinal direction intermediate direction legend latitude longitude diffusion goods/services monarchy dictatorship oligarchy theocracy Buddhism Taoism Confucianism natural resources technology primary source scarcity civilization barrier international economic interdependence population distribution dynasty (dynastic cycle) civil service Mandate of Heaven Silk Road What students need to know and do: examines a variety of primary sources in World history and analyzes them in terms of credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters, government documents). uses at least three primary sources to interpret a person or event from World history to develop an historical narrative. identifies major patterns of world populations, physical features, and cultures using historic and contemporary geographic tools (e.g. maps, illustrations, photographs, documents, data). explains the 5 Themes of Geography (location, place, movement, human-environment interaction, region). compares and contrasts early world civilizations in terms of human characteristics (e.g., people, religion, language, customs, government, agriculture, industry, architecture, arts, education). traces the movement (diffusion) from one region or center of civilization to other regions of the world (e.g., people, goods, and ideas). examines reasons for variation in population 7 Additional resources, websites, and lesson plans can be accessed through the Olathe District Social Studies department website at http://teachers.olatheschools.com/~mdoneganirc World History Unit 4, Ch. 8 Unit 4,Ch. 9 Refer to National Council for History Education Habits of the Mind available on the department website. Indicators marked with a “▲” are tested indicators on the Kansas state objective assessment administered in alternate years to 6th grade students. Flip charts providing more information on the tested indicators can be found at http://www.ksde.org or on the social studies department website. Cyclical review CDs have been provided to 6th grade teachers for review of 5th and 6th grade tested indicators. Consult with your counselor and library media specialist for additional opportunities to integrate curriculum. USD #233, Olathe, Kansas BOE Approved December 2007 This material was developed for the exclusive use of USD #233 staff Grade 6 Social Studies Curriculum features of Earth from memory (e.g.Greece, Mediterranean Sea, Red Sea). 6.SS.G.G.2▲(K) identifies and describes the location, landscape, climate, and resources of early world civilizations (e.g. ▲Greece). 6.SS.G.G.3▲(K) describes the forces and processes of conflict and cooperation that divide or unite people (e.g., ▲uneven distribution of resources, ▲the Greek city-states, empire building, movements for independence or rights). 6.SS.G.G.4▲(A) explains and uses map titles, symbols, cardinal and intermediate directions, legends, latitude and longitude. 6.SS.E.G.1▲(K) explains how scarcity of resources requires communities and nations to make choices about goods and services (e.g., what foods to eat, where to settle, how to use land). 6.SS.E.G.2▲(K) identifies barriers to trade among nations (e.g., treaties, war, transportation, geography). 6.SS.C.G.1▲(A) compares and contrasts the rights of people living in Ancient Greece (Sparta and Athens) and Classical Rome with the modern United States. distribution (e.g., environment, migration, government policies, birth and death rates). explains the relationship between the availability and use of natural resources and advances in technology using historical and contemporary examples (e.g., clay tablets, papyrus, paper-printing press, computer). (K) recognizes the economic conditions under which trade takes place among nations (e.g., students recognize that trade takes place when nations have wants or needs they cannot fulfill on their own). (K) recognizes that every civilization has a form of law or order. Vocabulary title symbol cardinal direction intermediate direction legend latitude longitude diffusion goods/services empire city-states democracy oligarchy environment migration natural resources technology polytheism monotheism primary source scarcity civilization barrier population distribution dictatorship philosophy 6.SS.C.G.2▲(K) identifies the basic features of systems of government (e.g., republic, democracy, monarchy, dictatorship, oligarchy, theocracy). 6.SS.C.G.3 (K) describes the ways political systems meet or fail to meet the needs and wants of their citizens (e.g., republic, democracy, monarchy, dictatorship oligarchy, theocracy). Benchmark: Ancient Rome Unit (R) The student: 6.SS.H.R.1▲(K) describes key characteristics of What students need to know and do: examines a variety of primary sources in World history 8 Additional resources, websites, and lesson plans can be accessed through the Olathe District Social Studies department website at USD #233, Olathe, Kansas BOE Approved December 2007 This material was developed for the exclusive use of USD #233 staff Grade 6 Social Studies Curriculum classical Roman government (e.g., Roman Republic: senate, consuls, veto, written law; Roman Empire: emperors, expansion). 6.SS.H.R.2 (A) analyzes the reasons for the decline and fall of the Roman Empire. 6.SS.H.R.3 (K) explains central beliefs of early religions (e.g., polytheism, monotheism). 6.SS.H.R.4▲(A) examines the central beliefs of Christianity, Hinduism, Buddhism, Judaism, and Islam. 6.SS.H.R.5(K) traces the development and spread of Christianity. 6.SS.H.R.6 (K) describes the government/political, social, and economic institutions and innovations of the Byzantine Empire 6.SS.G.R.1 (K) locates major physical and political features of Earth from memory (e.g., Rome, Constantinople (modern Istanbul), Jerusalem, Mecca) 6.SS.G.R.2▲(K) identifies and describes the location, landscape, climate, and resources of early world civilizations (e.g. ▲Rome). 6.SS.G.R.3 (K) describes the impact of natural hazards on people and their activities (e.g. Volcanic eruptions: Mt. Vesuvius). 6.SS.G.R.4▲(A) explains and uses map titles, symbols, cardinal and intermediate directions, legends, latitude and longitude. 6.SS.E.R.1▲(K) explains how scarcity of resources requires communities and nations to make choices about goods and services (e.g., what foods to eat, where to settle, how to use land). and analyzes them in terms of credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters, government documents). uses at least three primary sources to interpret a person or event from World history to develop an historical narrative. identifies major patterns of world populations, physical features, and cultures using historic and contemporary geographic tools (e.g. maps, illustrations, photographs, documents, data). explains the 5 Themes of Geography (location, place, movement, human-environment interaction, region). compares and contrasts early world civilizations in terms of human characteristics (e.g., people, religion, language, customs, government, agriculture, industry, architecture, arts, education). traces the movement (diffusion) from one region or center of civilization to other regions of the world (e.g., people, goods, and ideas). examines reasons for variation in population distribution (e.g., environment, migration, government policies, birth and death rates). explains the relationship between the availability and use of natural resources and advances in technology using historical and contemporary examples (e.g., clay tablets, papyrus, paper-printing press, computer). recognizes the economic conditions under which trade takes place among nations (e.g., students recognize that trade takes place when nations have wants or needs they cannot fulfill on their own). recognizes that every civilization has a form of law or order. Vocabulary title symbol cardinal direction intermediate direction legend latitude http://teachers.olatheschools.com/~mdoneganirc World History Unit5, Ch. 10 Unit 5, Ch. 11 Refer to National Council for History Education Habits of the Mind available on the department website. Consult with your counselor and library media specialist for additional opportunities to integrate curriculum. natural resources technology polytheism monotheism primary source scarcity civilization 9 USD #233, Olathe, Kansas BOE Approved December 2007 This material was developed for the exclusive use of USD #233 staff Grade 6 Social Studies Curriculum 6.SS.E.R.2▲(K) identifies barriers to trade among nations (e.g., treaties, war, transportation, geography). 6.SS.C.R.1▲(A) compares and contrasts the rights of people living in Ancient Greece (Sparta and Athens) and Classical Rome with the modern United States. 6.SS.C.R.2▲(K) identifies the basic features of systems of government (e.g., republic, democracy, monarchy, dictatorship, oligarchy, theocracy). 6.SS.C.R.3(K) describes the ways political systems meet or fail to meet the needs and wants of their citizens (e.g., republic, democracy, monarchy, dictatorship oligarchy, theocracy). Benchmark: Ancient Americas (A) The student: 6.SS.H.A.1 (K) describes the governmental/political, social, and economic institutions and innovations of the Maya, Aztec, and Inca civilizations. 6.SS.H.A.2 (K) explains central beliefs of early religions (e.g., polytheism, monotheism). 6.SS.G.A.1 (K) locates major physical and political features of Earth from memory (e.g. Central America, Chile, Andes Mountains). 6.SS.G.A.2▲(K) identifies and describes the location, landscape, climate, and resources of early world civilizations (e.g., ▲Middle/South America). 6.SS.G.A.3▲(K) describes the forces and processes of conflict and cooperation that divide or unite people (e.g., ▲uneven distribution of resources, ▲Middle/South America). 6.SS.G.A.4 (A) explains how humans modify the environment and describes some of the possible consequences of those modifications (e.g., terracing in Middle America and Asia). longitude diffusion goods/services environment migration senate consuls barrier population distribution Christianity Judaism republic veto emperor What students need to know and do: examines a variety of primary sources in World history and analyzes them in terms of credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters, government documents). uses at least three primary sources to interpret a person or event from World history to develop an historical narrative. identifies major patterns of world populations, physical features, and cultures using historic and contemporary geographic tools (e.g. maps, illustrations, photographs, documents, data). explains the 5 Themes of Geography (location, place, movement, human-environment interaction, region). compares and contrasts early world civilizations in terms of human characteristics (e.g., people, religion, language, customs, government, agriculture, industry, architecture, arts, education). traces the movement (diffusion) from one region or center of civilization to other regions of the world (e.g., people, goods, and ideas). examines reasons for variation in population distribution (e.g., environment, migration, government policies, birth and death rates). explains the relationship between the availability and use of natural resources and advances in technology 10 Additional resources, websites, and lesson plans can be accessed through the Olathe District Social Studies department website at http://teachers.olatheschools.com/~mdoneganirc World History Unit7, Ch. 16 Refer to National Council for History Education Habits of the Mind available on the department website. Social Studies Resources Incas: A Cultural History by Jackdaws Cortes & The Aztecs by Jackdaws Indicators marked with a “▲” are tested indicators on the Kansas state objective assessment administered in alternate years to 6th grade students. Flip charts providing more information on the tested indicators can be found at http://www.ksde.org or on the social studies department website. Cyclical review CDs have been provided to 6th grade teachers for review of 5th and 6th grade tested indicators. Consult with your counselor and library media specialist for additional opportunities to integrate curriculum. USD #233, Olathe, Kansas BOE Approved December 2007 This material was developed for the exclusive use of USD #233 staff Grade 6 Social Studies Curriculum 6.SS.G.A.5▲(A) explains and uses map titles, symbols, cardinal and intermediate directions, legends, latitude and longitude 6.SS.E.A.1▲(K) explains how scarcity of resources requires communities and nations to make choices about goods and services (e.g., what foods to eat, where to settle, how to use land). 6.SS.E.A.2▲(K) identifies barriers to trade among nations (e.g., treaties, war, transportation, geography). 6.SS.C.A.1▲(K) identifies the basic features of systems of government (e.g., republic, democracy, monarchy, dictatorship, oligarchy, theocracy). 6.SS.C.A.2 (K) describes the ways political systems meet or fail to meet the needs and wants of their citizens (e.g., republic, democracy, monarchy, dictatorship oligarchy, theocracy). Benchmark: Medieval Europe (ME) The student: Vocabulary title symbol cardinal direction intermediate direction legend latitude longitude diffusion goods/services environment 6.SS.H.ME.2 (K) describes Japanese feudalism and compares to European feudalism 6.SS.H.ME.4 (A) discusses how the Crusades allowed interaction between the Islamic world and medieval Europe (e.g., science, education, architecture, migration natural resources technology polytheism monotheism primary source scarcity civilization barrier population distribution What students need to know and do: 6.SS.H.ME.1 (K) describes the political and economic institutions of medieval Europe (manorialism, feudalism, Magna Carta, Christendom, rise of cities and trade) 6.SS.H.ME.3 (A) explains geographic, economic, political reasons for Islam’s spread into Europe, Asia, and Africa using historical and contemporary examples (e.g., clay tablets, papyrus, paper-printing press, computer). (K) recognizes the economic conditions under which trade takes place among nations (e.g., students recognize that trade takes place when nations have wants or needs they cannot fulfill on their own). (K) recognizes that every civilization has a form of law or order. examines a variety of primary sources in World history and analyzes them in terms of credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters, government documents). uses at least three primary sources to interpret a person or event from World history to develop an historical narrative identifies major patterns of world populations, physical features, and cultures using historic and contemporary geographic tools (e.g. maps, illustrations, photographs, documents, data). explains the 5 Themes of Geography (location, place, movement, human-environment interaction, region). compares and contrasts early world civilizations in terms of human characteristics (e.g., people, religion, language, customs, government, agriculture, industry, 11 Additional resources, websites, and lesson plans can be accessed through the Olathe District Social Studies department website at http://teachers.olatheschools.com/~mdoneganirc World History Unit 6, Ch. 12 Unit 8, Ch. 17 Unit 8, Ch. 18 Refer to National Council for History Education Habits of the Mind available on the department website. Indicators marked with a “▲” are tested indicators on the Kansas state objective assessment administered in alternate years to 6th grade students. Flip charts providing more information on the tested indicators can be found at http://www.ksde.org or on the social studies department website. Cyclical review CDs have been provided to 6th grade teachers for review of 5th and 6th grade tested indicators. Consult with your counselor and library media specialist for additional opportunities to integrate curriculum. USD #233, Olathe, Kansas BOE Approved December 2007 This material was developed for the exclusive use of USD #233 staff Grade 6 Social Studies Curriculum mathematics, medicine, the arts, literature). 6.SS.H.ME.5▲(A) examines the central beliefs of Christianity, Hinduism, Buddhism, Judaism, and Islam. 6.SS.G.ME.1 (K) locates major physical and political features of Earth from memory. 6.SS.G.ME.2▲(A) explains and uses map titles, symbols, cardinal and intermediate directions, legends, latitude and longitude 6.SS.E.ME.1▲(K) explains how scarcity of resources requires communities and nations to make choices about goods and services (e.g., what foods to eat, where to settle, how to use land). 6.SS.E.ME.2▲(K) identifies barriers to trade among nations (e.g., treaties, war, transportation, geography). 6.SS.C.ME.1▲(K) identifies the basic features of systems of government (e.g., republic, democracy, monarchy, dictatorship, oligarchy, theocracy). 6.SS.C.ME.2 (K) describes the ways political systems meet or fail to meet the needs and wants of their citizens (e.g., republic, democracy, monarchy, dictatorship, oligarchy, theocracy). architecture, arts, education). traces the movement (diffusion) from one region or center of civilization to other regions of the world (e.g., people, goods, and ideas). examines reasons for variation in population distribution (e.g., environment, migration, government policies, birth and death rates). explains the relationship between the availability and use of natural resources and advances in technology using historical and contemporary examples (e.g., clay tablets, papyrus, paper-printing press, computer). K) recognizes the economic conditions under which trade takes place among nations (e.g., students recognize that trade takes place when nations have wants or needs they cannot fulfill on their own). (K) recognizes that every civilization has a form of law or order. Vocabulary title symbol cardinal direction intermediate direction legend latitude longitude diffusion goods/services environment Islam manor Crusades migration natural resources technology primary source scarcity civilization barrier population distribution feudalism Byzantine Empire monarchy Magna Carta 12 USD #233, Olathe, Kansas BOE Approved December 2007 This material was developed for the exclusive use of USD #233 staff