6th Grade Social Studies 2019-2020 Scope & Sequence

[Pages:73]6th Grade Social Studies

2019-2020 Scope & Sequence

Notes & How to Use this Document

This document is intended to replace the Louisiana Department of Education Scope & Sequence for the Jefferson Parish Schools' 6th Grade Social Studies course. Please use this in conjunction with the JPS Curriculum Map and LDOE Companion Document, both of which have been incorporated into this scope and sequence. This document goes with the 2019-2020 Student Resource Book.

This Scope and Sequence guides your teaching with pacing, priority content information and a sample of activities to support and extend learning. As you deliver initial instruction, you may choose to implement the activities found here (Student Version is the Student Resource Book) and/or use your own activities. The activities found in this document/student version DO NOT cover every GLE in the priority content. Anything in black in this document is what students see in their books (1 per unit).

Imperative to any instruction is teaching the grade level expectations with fidelity.

As stated in the Louisiana Scope and Sequence Documents: To be productive members of society, students must be critical consumers of information they read, hear, and observe and communicate effectively about their ideas. They need to gain knowledge from a wide array of sources and examine and evaluate that information to develop and express an informed opinion, using information gained from the sources and their background knowledge. Students must also make connections between what they learn about the past and the present to understand how and why events happen and people act in certain ways. To accomplish this, students must:

1. Use sources regularly to learn content. 2. Make connections among people, events, and ideas across time and place. 3. Express informed opinions using evidence from sources and outside knowledge.

Teachers must create instructional opportunities that delve deeply into content and guide students in developing and supporting claims about social studies concepts.

For access to all documents, additional resources and the 6-12 social studies community of Jefferson Parish Schools, please join the Google Classroom- JP Social Studies Teachers 6-12 (class code: axsa5q).

6th Grade Social Studies Curriculum Map

2019-2020

1st 9 Weeks (August 8- October 9)/2nd9 Weeks (October 14- December

20)

UNIT

DATES ASSESSMENTS DBQs

1- Early Humans: Survival &

Settlement

Topics:

GLEs:

Influences on Civilizations Early Humans Agricultural Revolution

6.1.1-4 6.2.1-4 6.3.1-4 6.4.1-3

6.6.1-2

Aug. 12-16

21 Days Aug. 8-Sept. 6

District Diagnostic

District/Teachercreated that mimics

the LEAP 2025

2- Ancient River Valley

Civilizations

Topics:

GLEs:

Geography & Civilizations

6.1.1-4 6.2.1-3, 6

6.3.2-4

6.4.1-3

6.6.1-4

22 Days Sept. 9-Oct. 9

District/Teachercreated that mimics

the LEAP 2025

How did the Nile shape Ancient Egypt?

3- Ancient Greece & Rome

Topics:

GLEs:

Ancient Greece Ancient Rome

6.1.1-4 6.2.4-6 6.3.1-4

6.4.1-3

6.5.1-2

6.6.1-4

Oct. 7-9

42 Days Oct. 14-Dec.

18

District Benchmark 1

District/Teachercreated that mimics

the LEAP 2025

Citizenship in Athens & Rome: Which was the better system?

Dec. 16-18

District Benchmark 2

3rd 9 Weeks (January 7- March 12)/ 4th 9 Weeks (March 16-May 21)

UNIT

4- Civilizations in Africa &

Asia: Expanding Trade

Topics:

Asian Civilizations West African Empires

GLEs:

6.1.1-4 6.2.6-8 6.3.1-4 6.4.1-3 6.6.1--4

DATES

27 Days

Jan. 7-Feb. 14

ASSESSMENTS

District/Teachercreated that mimics

the LEAP 2025

DBQs

The Silk Road: Recording the Journey

5- Medieval Europe & the

Renaissance: Legacy

Topics:

Medieval Europe Renaissance

GLEs:

6.1.1-4 6.2.9-10 6.3.1-4 6.4.1-3 6.6.1, 3-4

24 Days Feb. 17-Mar. 27

District/Teachercreated that mimics

the LEAP 2025

How did the Renaissance change man's view of the world? (after LEAP 2025)

Extension Activities & Projects

March 9-12

March 30May 1

Through the end of the Semester

District Benchmark 3

LEAP 2025

CATEGORY

History Geography

Civics Economics

STANDARDS

1-2 3-4 5 6

APPROXIMATE % POINTS ON LEAP 2025 52 22 13 13

Unit 1 Essential Content

Grade-Level Expectations (GLEs)

Priority Content and Concepts

6.2.1 Analyze the relationship between geographical features and early settlement patterns using maps and globes.

6.2.2 Examine how the achievements of early humans led to the development of civilization.

Use maps and globes to compare geographical features, early human migration routes, and areas of settlement to draw conclusions about the relationship between settlement patterns and geographical features.

Identify the characteristics of civilizations (large population centers, monumental architecture and unique art, writing and record keeping, complex institutions, specialization/complex division of labor, and social classes/structures).

Describe the life of early humans (organization in social groups, obtaining food, diet, dangers and difficulties of everyday life).

Explain how the lives of early humans were affected by their achievements (mastery over fire, development of spoken language, invention and use of tools and technology, development of agriculture and domestication, religious beliefs and rituals, artistic expression).

Analyze the importance of the Neolithic/Agricultural Revolution (the wide-scale transition from nomadic, hunting and gathering to a settled, agrarian life) to the development of civilization.

Explain how the Neolithic era/agricultural revolution changed society (permanent settlements, social classes, animal domestication, new technology, social equality and gender roles).

Explain the benefits and drawbacks of a society based on hunting and one based on farming.

Compare and contrast hunter-gatherer and agricultural societies, including the benefits and drawbacks of each.

Explain the benefits and drawbacks of domesticating animals, and how animal domestication impacted society.

Describe early settlements such as Catalhoyuk or Jarmo, and their characteristics (settlement dwellings, use of mounds, relationships between dwellings and society, and the achievements of settled societies using farming, tools, religion, and social structure). Explain how these early settlements begin to reflect the characteristics of a civilization.

6.3.4 Determine world migration patterns and population trends by interpreting maps, charts, and graphs.

6.4.1 Identify and describe physical features and climate conditions that contributed to early human settlement in regions of the world.

6.4.2 Explain how world migration patterns and cultural diffusion influenced human settlement. 6.4.3 Explain the connection between physical geography and its influence on the development of civilization.

Use maps, charts, and graphs to analyze trends in climate and population, and draw conclusions about ways climate affected early humans.

Use maps to determine the migration patterns of early humans from Africa to other continents, including migration across the Bering land bridge.

Describe the changes in climate conditions from the Ice Age through the Bronze Age, including ways the Ice Age affected early humans.

Describe the characteristics of different climate zones and explain how physical features, the environment, and climate conditions affected early human migration, settlement, and developing civilizations.

Explain how early humans and developing civilizations adapted to their environment, such as Otzi the Iceman, Catalhoyuk, or Jarmo.

Explain the relationship between geography and the development of agriculture in early settlements.

Explain how different physical features and climate conditions were beneficial and detrimental to early humans, and how they contributed to the success or failure of early human groups and developing civilizations.

Explain the causes and effects of migration (push factors, pull factors) and location of settlements for early humans.

Use maps and globes to locate early human settlements and paths of migration.

Explain how geography influences human settlement and the rise of civilization.

Explain which geographical features are beneficial and which are detrimental to civilization (use factors such as stability, climate, location, and resources including proximity to water).

Unit 1 Ancillary Content

6.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by completing the following tasks: Conducting historical

research Evaluating a broad variety

of primary and secondary sources Comparing and contrasting varied points of view Determining the meaning of words and phrases from historical texts Using technology to research, produce, or publish a written product 6.1.2 Construct and interpret a parallel timeline of key events in the ancient world.

6.1.3 Analyze information in primary and secondary sources to address document-based questions.

6.1.4 Identify and compare measurements of time in order to understand historical chronology.

6.3.1 Identify and label major lines of latitude and longitude using a world map or globe to determine climate zones and time zones.

Options to address 6.1.1 in Unit 1: Use technology to conduct research on early human settlements. Analyze artifacts from early humans of the Paleolithic

age through the development of civilizations. Compare and contrast early human life in the Paleolithic (Old

Stone Age), Mesolithic, Neolithic (New Stone Age), and Bronze Age. Produce written claims on how geography and environmental changes impacted human life and settlement.

Create a timeline relating to early humans and developing civilizations including the Stone Age (Paleolithic, Mesolithic, and Neolithic, Stone Age-Old/New Stone Age, Bronze Age).

Create a timeline using appropriate dates, including B.C.E/B.C. and C.E./A.D.

Describe the work and contribution to historical study of archaeologists, geologists, and climatologists.

Analyze artifacts and secondary sources from the Paleolithic, Mesolithic, and Neolithic, Stone Age-Old/NewStone Age, Bronze Age to answer questions about the achievements of early humans.

View artifacts and explain what they reveal about the activities of early humans.

Compare/contrast measurements of time including years, decades, centuries, millenniums, time periods, eras, and events.

Examine timelines of key Unit 1 content recognizing measurements of time, sequencing, chronology, location, distance, and duration.

Define terms related to measurements of time and chronology (B.C.E./B.C., C.E./A.D., circa or c., prehistoric/prehistory).

Use maps and globes to compare the location of major lines of latitude (Equator, Tropic of Capricorn, Tropic of Cancer, Arctic Circle) and climate zones and types including tropical, dry, mild, continental, and polar.

Describe the relationship between latitude and climate.

6.3.2 Plot coordinates of latitude and longitude to determine location or change of location.

Plot coordinates of latitude and longitude for locations of early human settlement and recognize hemispheres, continents, and oceans.

6.3.3 Compare and contrast physical and political boundaries of civilizations, empires, and kingdoms using maps and globes.

Determine the difference between a physical boundary and a political boundary.

Explain the relationship between physical features and political boundaries.

6.6.1 Explain the impact of job specialization in the development of civilizations.

Discuss job specialization in developing civilizations and its effects.

6.6.2 Analyze the progression from barter exchange to monetary exchange.

Analyze a system of barter exchange and discuss reasons for bartering.

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