Sixth Grade Social Studies 2012-13 Curriculum Guide Iredell-Statesville Schools 1
Purpose and Use of the Documents The Curriculum Guide represents an articulation of what students should know and be able to do. The Curriculum Guide supports teachers in knowing how to help students achieve the goals of the new standards and understanding each standard conceptually. It should be used as a tool to assist teachers in planning and implementing a high quality instructional program. The At-a-Glance provides a snapshot of the recommended pacing of instruction across a semester or year. Learning targets ( I can statements) and Criteria for Success ( I will statements) have been created by ISS teachers and are embedded in the Curriculum Guide to break down each standard and describe what a student should know and be able to do to reach the goal of that standard. The academic vocabulary or content language is listed under each standard. There are 30-40 words in bold in each subject area that should be taught to mastery. The unpacking section of the Curriculum Guide contains rich information and examples of what the standard means; this section is an essential component to help both teachers and students understand the standards. Teachers will be asked to give feedback throughout the year to continually improve their Curriculum Guides. 2
College and Career Readiness Anchor Standards for Reading The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Key ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. * Please see Research to Build and Present Knowledge in writing and Comprehension and Collaboration in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources. 3
College and Career Readiness Anchor Standards for Writing The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gaither relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literacy or informational texts to support analysis, reflection, and research Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. * These broad types of writing include many subgenres. See Appendix A for definitions of key writing types. Taken from Common Core Standards (www.corestandards.org) 4
A Year at a Glance GENERAL PACING UNITS QUARTER 1 Prehistory: Out of Africa River Valley Civilizations QUARTER 2 Classical China and India Classical Europe and Africa QUARTER 3 Mesoamerica from first migration to the eve of conquest East Asia QUARTER 4 The Muslim Empires Europe in the Middle ages and Renaissance. 5
1: (Q1)Prehistory: Out of Africa Geography and Migration out of Africa Prehistory to History: The Evolution of early Humans Civilization: How and Why? (Guns Germs and Steel) The Primary sources: Oral histories, cave paintings, and Creation Accounts 6.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time. 6.H.1.3 Use primary and secondary sources to interpret various historical perspectives. 6.G.1.2.Explain the factors that influenced the movement of people, goods, and ideas and the effects of that movement on societies and regions over time (e.g. scarcity of resources, conquests, desire for wealth, disease and trade). I can construct a chart, timeline and/or graph to represent historical events. I can create an historical narrative to explain events or issues over time. I can identify a primary source. I can identify a secondary source I can distinguish perspectives on a particular event or issue. I can summarize main ideas in historical documents. I can explain why people goods and ideas move. I can explain how people goods and ideas move. I can explain how the movement of people impacts societies and resources. I will use data from various sources to create a representation of historical events. I will explain a change over time using a visual representation I will identify the difference between a primary and secondary source. I will compare and contrast historical events from various perspectives using primary and secondary sources. I will describe hunter-gather societies. I will identify locations of human communities that populated the major regions of the world. I will explain how and why various groups moved from place to place. Civilization Prehistory/ history Hunter gatherers Migration Latitude/ longitude BCE/CE Matriarchal Patriarchal 6
6.G.2.2 Construct maps, charts and graphs to explain data about geographic phenomena (e.g. migration patterns and population and resource distribution patterns). I can identify parts of maps, charts and graphs I will create maps, charts and or graphs to explain preexisting data I will construct a geographic tool to explain migration I will construct a geographic tool to explain population patterns 7
2: (Q1)River valley civilizations The River Valleys: A geographic and cultural Overview The Law: A comparison of Hammurabi s Code, The 12 Tables, and The Ten Commandme nts. Primary Sources: comparing The Biblical flood Story to the Code of Hammurabi. 6.G.1.2 Compare distinguishing characteristics of various world regions (e.g. physical features, culture, political organization and ethnic make-up). 6.G.1.1 Explain how the physical features and human characteristics of a place influenced the development of civilizations, societies and regions (eg location near rivers and natural barriers, trading practices and spread of culture) I can identify the difference between cultural and physical features. I can describe how these features influence civilizations I can identify human environment interaction in early civilizations I can explain the impact of human activities on the environment. I can locate and compare different settlement patterns throughout the world. I can give examples of the characteristics that make up a region. I will locate and describe the major river systems and discuss the physical settings that supported permanent settlement of early civilizations I will give examples of how early civilizations used their environment to develop I will use maps and charts to represent settlement patterns Irrigation Agriculture Silt Fertile Papyrus Scribe Merchant Barter Rosetta Stone Egypt focus: Pyramids and Mummies 6.H.2.3 Explain how innovation and/or technology transformed civilizations, societies and regions over I can explain how new ideas and inventions change societies and civilizations. I can explain how technology can have positive and or I will describe how irrigation technology has encouraged growth of river valley civilizations. I will explain how written communication developed. 8
time(e.g., agricultural technology., weaponry, transportation and communication) 6.C&G 1.1 Explain the origins and structures of various governmental systems (e.g. democracy, absolute monarchy and constitutional monarchy). negative consequences. I can explain the significance of Hammurabi s Code, the 12 Tables, and The Ten Commandments. I will identify the need for government. I will describe different forms of Laws. 9
3: (Q2) Classical China and India Eastern Religions Classical India: The Caste System China: The Mandate of Heaven and the dynastic cycle Eastern Philosophy (Confucianism and Legalism) through Primary sources: The Mandate of Heaven and The Art of War 6.C.1.2 Explain how religion transformed various societies, civilizations and regions (e.g. beliefs, practices and spread of Buddhism, Christianity, Confucianism, Hinduism, Islam, and Judaism). 6.C.1.3 Summarize systems of social structure within various civilizations and societies over time (e.g. Roman class structure, Indian caste system and feudal, matrilineal and patrilineal societies). 6.H.2.4 Explain the role that key historical figures and cultural groups had in I can describe the characteristics of eastern religions I can describe how the spread of religious beliefs can influence or alter societies, civilizations and regions. I can identify the hierarchy of a social system. I can describe how social structure impacts society. I can explain how social structures affect the way a society s people interact economically and socially. I can identify the difference between a class and caste system. I can explain how people and groups change societies. I can explain how historical figures and cultural groups have I will describe the Hindu Gods and goddesses. I will describe how Hinduism impacted the development of the Indian Caste system I will identify the social structures of Ancient China and India I will compare and contrast roles with in social classes. I will create a visual representation of the Indian Caste system. I will state the relevance of Buddha and Confucius. I will identify how historical Dynasty Empire Sub-continent Caste system Monsoon Philosophy Hinduism Confucianism Polytheism Monotheism 10
transforming society. a cultural influence. I can explain how historical figures and cultural groups have a political influence. I can explain how historical figures and cultural groups have an economic influence. I can explain how historical figures and cultural groups have a military influence. figures had a lasting influence on the civilization. I will summarize the influence of Important Chinese leaders such as Shi Huangdi. I will explain how the philosophies of Buddhism, Confucianism, and legalism influenced the government of Ancient China. 11
4: (Q2) Classical Europe and Africa The development of Governments Ancient Kush (Ethiopia) Ancient Greek History (focus on Athens and Sparta) Ancient Greek Philosophy and religion Roman Culture and Technology 6.C.1.2 Explain how religion transformed various societies, civilizations and regions (e.g. beliefs, practices and spread of Buddhism, Christianity, Confucianism, Hinduism, Islam, and Judaism). 6.C&G 1.1 Explain the origins and structures of various governmental systems (e.g. democracy, absolute monarchy and constitutional monarchy). 6 H.2.2 Compare historical and contemporary events and issues to I can describe the characteristics of western religions. I can describe how the spread of religious beliefs can influence or alter societies, civilizations and regions. I can explain the basic structure of various governmental systems (location, leadership, economy, historical influence) I can compare and contrast various governmental systems. I can describe how forms of government have evolved over time in response to social and economic change. I can describe how the functions of government may change in response to social and economic changes. I can compare and contrast historical and contemporary events and issues. I can identify important issues I will describe the origins and significance of Judaism as the first monotheistic religion based on the concept of one god. I will describe the elements of the polytheistic Egyptian civilization (pyramids, mummification, sun god) I will state the differences between Spartan and Athenian governmental structures. I will describe different types of Government I will trace the development of democracy. I will compare and contrast Greek and Roman ideas of government with Chinese ideas of government. I will describe Greek legacies and identify their modern day influence. I will make connections City-state Acropolis Aristocracy Tyrant Democracy Oligarchy Senate Veto Republic Plebian Consul Patrician Mummy Tomb Pharaoh 12
understand continuity and change. 6.C&G1.3 Compare the requirements for (e.g. age, gender and status) and responsibilities of (e.g. paying taxes and military service) citizenship under various governments and events of today that are similar to past events. I can explain how government roles shape citizenship. I can compare and contrast the requirements of citizenship (age, gender, status) I can compare and contrast responsibilities of citizenship (paying taxes and military service). I can explain how opportunities for citizens to participate in and influence the political process vary among selected ancient civilizations. between causes of the fall of the Roman Empire and problems that plague the United States today. I will classify the separate roles of men and women in Athens and Sparta in relation to citizenship. I will describe the responsibilities and duties of citizens in Greece and Rome. I will create a visual representation to compare and contrast duties of citizenship. 13
5: (Q3) The Americas from first migration to the eve of conquest Geography: Migration into The Americas Animism: How Environment influences Religion The South American Empires: Primary Source-Cortes description of Tenochtitlan North America: mound builders, Hohokam, and Anasazi 6.E.1.1 Explain how conflict, compromise, and negotiation over the availability of resources (natural, human and capital) impacted the economic development of various civilizations, societies and regions (e.g. competition for scarce resources, unequal distribution of wealth and the emergence of powerful trading networks). 6.G 2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the emergence, expansion and decline of civilizations, societies I can explain the availability of resources I can identify the different kinds of resources (natural, human and capital). I can identify the impact of human resources. I can use geographic tools; maps, globes, graphs, charts, data bases, models and artifacts to identify patterns in ancient civilizations. I can use geographic tools to identify similarities and differences in ancient civilizations. I will describe the conflict over availability of resources. I will describe how this conflict impacts the economic development of a civilization. I will distinguish between renewable and non-renewable resources. I will identify the need and uses for capital resources (tools, machines) I will recognize and utilize different types of maps, globes and other geographic tools. I will identify the location of places using latitude and longitude, coordinates and degrees. I will discuss climate zones Temple Hieroglyphics Maize Conquistador 14
and regions. 6.G.1.4 Explain how and why civilizations, societies and regions have used, modified and adapted to their environments (e.g. invention of tools, domestication of plants and animals, farming techniques and creation of dwellings). I can explain how and why people adapt to their environment. I can explain how and why people change their environment to meet their needs. I can identify the impact of the actions of people on the development of culture and regions. I will identify, locate and explain the importance of major bodies of water I will explain the purpose of chinampas. I will describe terraced farming. I will state the importance of maze in the Mesoamerican cultures (teocinte). 15
6: (Q3) The Far East in the Post Classical Period Feudal Japan The tang, Song, Ming and Yuan Era China Korea, and south east Asia. 6.E.1.2 Explain how quality of life is impacted by economic choices of civilizations, societies and regions. 6.C.1.1 Analyze how cultural expressions reflected the values of civilizations, societies and regions (e.g. oral traditions, art, dance, music, literature, and architecture). I can describe social and economic indicators that impact quality of life. I can compare economic choices of societies and regions and how they impact quality of life. I can describe the impact of trading networks. I can describe how economic trade positively and negatively effect a civilization. I can compare and contrast trade patterns of civilizations. I can analyze how culture is expressed through oral tradition, art, dance, music, literature and architecture of a society or civilization. I can explain how cultural expressions can reveal the values of a civilization society or region. I will describe the function of the Silk road and various trade routes on land and sea(the Chinese fleet). I will list the trade routes of the region. I will explain the negative impact of trade routes (disease) I will describe how oral tradition reflected the values of eastern civilizations. I will describe how art Dance and Music reflect the values of China and Japan. 16
7: (Q4) The Muslim empires The Western religion Family Tree Islam: Sunni, Sh a, and Sufi The Abbasid Empire 6. H.2.1 Explain how invasions, conquests, and migrations affected various civilizations, societies and regions (e.g. Mongol invasion, The Crusades, the Peopling of the Americas and Alexander the Great). The Journey of Ibn Battuta 6.H.1.2 Summarize the literal meaning of historical documents in order to establish context. I can explain how the movement of people affects civilizations and societies. I can explain how the movement of ideas affects civilizations and societies. I can use context clues and appropriate sources such as glossaries, texts and dictionaries to gain meaning. I can read for literal meaning I can identify theme in historical documents. I can summarize main ideas in historical documents. I will describe how the spread of Islam affected the civilizations in the Middle East and North Africa. Il will describe how the Spread of Islam and Christianity created cultural and military conflict. I will read excerpts from The Quran, the Torah, and the New testament and describe their meaning. I will use these religious texts to understand the culture of those who produced them. I will use secondary sources to better understand the primary sources that I am reading. Islam Nomad Muhammad 17
8: (Q4) Europe in the Middle ages and Rena renaissance European timeline review The European Dark Ages The European High Middle Ages The European Renaissance 6.C&G1.4 Compare the role (e.g. maintain order and enforce societal values and beliefs) and evolution of laws and legal systems (e.g. need for and changing nature of codified system of laws and punishment) in various civilizations, societies and regions. 6.C&G1.2 Summarize the ideas that shaped political thought in various civilizations, societies and regions (e.g. divine right, equality, liberty, citizen participation and I can describe the structure of legal systems. I can describe the function of legal systems. I can describe how the role of law and legal systems change over time to meet the needs of a civilization. I can identify the need for the development of political systems. I can identify cultural and economic factors that influence politics. I will be able to distinguish the different social roles in the Feudal system I will explain the role of the church in government and describe the conflict between the church and the state. I will compare and contrast ancient legal systems and modern legal systems I will define monarchy. I will explain the feudal system I will compare and contrast the divine right of kings with the mandate of heaven. Feudalism Catholicism Greek Orthodox Monarchy Manorialism Divine right of Kings Medieval Renaissance Chivalry Serf Vassel Lord 18
integration of religious principles). Elite The ISS Curriculum Guide is adapted from NC DPI http://www.ncpublicschools.org/acre/standards/common-core-tools/ 19