Wayne County Public Schools
Wayne County Public Schools
NC Social Studies Essential Standards Year-Long Pacing Guide for Social Studies, Grade 6
Note on Coding: H–History, G–Geography and Environmental Literacy, E–Economic and Financial Literacy, C&G–Civics and Governance, C–Culture
|9-Weeks Period |Unit |NC Essential Standards/ Clarifying |Major Topics/Concepts from |Textbook Alignment |
| | |Objectives |DPI’s Unpacking Documents | |
| |Emergence of |History: 6.H.1.3; 6.H.2.2; 6.H.2.3 |Map Skills |7th grade book |
| |Civilizations— | |Landforms |Chapter 5 (all) |
| | |Geography: |Human Origins |Chapter 6 Sec. 1 |
| |(5 Weeks) |6.G.1.1; 6.G.1.4; 6.G.2.1; 6.G.2.2 |Agricultural Revolution |pp 144-151 |
| | | |Early Civilizations/Culture | |
| |Human Origins and Early |Economics: 6.E.1.1 |Ancient River Valley | |
| |Civilizations, Prehistory | |(Mesopotamia, Nile River, Indus River, Huang He Valley) | |
| |to 1000 BC (BCE) |Civics & Gov: 6.C&G.1.4 | | |
| | | | | |
| | |Culture: 6.C.1.1 | | |
|2nd |Development of |History: 6.H.1.2; 6.H.1.3; 6.H 2.1; |History of Ancient Societies |6th grade textbook |
|9-Weeks |Civilizations |6.H.2.2; 6.H.2.3; 6.H.2.4 |Development of languages and writing of Ancient Societies |Ancient Greece |
| |1000BC-500AD- | |Government of Ancient Societies |pp 221-223 |
| | |Geography: 6.G.1.1; 6.G.1.2; |Economic Development of Ancient Societies |Ancient Rome |
| |(9 Weeks) |6.G.1.3; G.1.4; 6.G.2.1; 6.G.2.2 |Religions of Ancient Societies |pp 221-223 |
| | | |Four Cradles of Ancient Society: Mesopotamia (Tigris and Euphrates River Valley), Egypt|7th grade book |
| |Classical Civilizations |Economics: |(Nile River Valley), Ancient India (Indus River Valley and Harappa), Ancient China |Ancient Egypt |
| |and Rise of Religious |6.E.1.1; 6.E.1.2 |(Yellow River Valley and Shang and Zhou Dynasties) |pp 278-305 |
| |Traditions, 1000BC to | |Hierarchy of social classes |Chapter 11 |
| |500AD |Civics & Governance: | |Ancient China- |
| | |6.C&G.1.1; 6.C&G.1.2; 6.C&G.1.3; 6.C&G.1.4 | |Chapter 20 |
| | | | |Ancient India- |
| | |Culture: 6.C.1.1; 6.C.1.2; 6.C.1.3 | |Chapter 19 |
|3rd |Expansion of |History: 6.H.1.1; 6.H.1.2; 6.H.1.3; |Spread of Empires |7th grade textbook |
|9-Weeks |Civilizations— |6.H.2.1; 6.H.2.2; 6.H.2.3; 6.H.2.4 |Religious Influence |Chapter 6 Sec. 3 |
| | | |Effects of Trade Routes |pp 160-164 |
| |(9 Weeks) |Geography: 6.G.1.2; 6.G.1.4; 6.G.2.1 |Establishment and Spread of Goods, Technology, and |Byzantine |
| | | |Ideas |Ch 8 224-226 |
| |Postclassical |Economics: 6.E.1.1; 6.E.1.2 |Investigate the differences of the Medieval Periods | |
| |Civilizations, 300 to | | | |
| |1000AD |Civics & Governance: | | |
| | |6.C&G.1.2; 6.C&G.1.3; 6.C&G.1.4 | | |
| | | | | |
| | |Culture: 6.C.1.1; 6.C.1.2; 6.C.1.3 | | |
|4th |Regional Civilizations – |History: 6.H.1.3; 6.H.2.2; 6.H.2.4 |Renaissance |6th grade textbook |
|9-Weeks | | |The Late Medieval Period |Chapter 5, 135-139 |
| |(9 Weeks) |Geography: 6.G.1.1; 6.G.1.2; |Age of Exploration |Chapter 8, 221-223 |
| | |6.G.1.3; 6.G.1.4; 6.G.2.1 |Major Trade Patterns/Routes |Chapter 8, 225-226 |
| |Regional Interactions, | |Economic Interdependence | |
| |1000 to 1450 AD |Economics: 6.E.1.1; 6.E.1.2 |Technological Advances and Transfers between Civilizations | |
| | | |Exchange of Ideas and Resources between Regions | |
| | |Civics & Governance: |Knowledge of Eastern and Western Hemisphere Civilizations | |
| | |6.C&G.1.2; 6.C&G.1.3; 6.C&G.1.4 | | |
| | | | | |
| | |Culture: 6.C.1.1 | | |
Wayne County Public Schools Social Studies Pacing Guide by 9-Weeks
Note on Coding: H–History, G–Geography and Environmental Literacy, E–Economic and Financial Literacy, C&G–Civics and Governance, C–Culture
|Subject: Social Studies |Timeframe Needed for Completion: 3-4 weeks |
|Grade Level: 6th | |
|Unit Title: Geography Skills |9-Weeks Period: 1st 9-Weeks |
|Big Idea/Theme: Geography Skills |
| |
|Understandings: |
|Map Skills |
|Landforms |
|Culture |
|Climate |
|NC Essential Standards/Clarifying Objectives: |Essential Questions: |
| |Can I identify/locate, on a map, the 7 continents, major countries, and my own location? |
|History: 6.H.1.1 |Can I create maps, charts, graphs, timelines, and historical narratives as an interpretation of geographic location & data from a given specific|
| |period of time? |
|Geography: 6.G.1.1; 6.G.1.3; 6.G.2.1; 6.G.2.2 |Why are a variety of maps used to represent the world? |
| |How do the “Five Themes of Geography” affect the way people live and work? |
| | |
|Essential Skills/Vocabulary: |Assessment Tasks: |
|Essential Skills | |
|Understand how mapmakers represent a round globe on a flat map. |Projects, journals, foldables |
|Explain how to recognize special parts of a map. |Create latitude & longitude bookmarks. |
|Describe how to read graphs, charts and diagrams. |Make a map of the classroom. |
| |Play a landform Jeopardy game. |
|Vocabulary |Create foldable using the Geography Dictionary Terms. |
|globe, hemisphere, latitude, longitude, relative location, absolute location, map key, cardinal directions, |Compare and contrast different uses for types of map projections. |
|compass rose, intermediate directions, scale, relief, elevation, contour line, elevation profile |Geocaching -- a treasure hunting game where you use a GPS (global positioning system) to hide and seek |
| |containers (geocaches or caches) anywhere in the world. |
| |Design your own island. Include a specific number of landforms, compute the proper scale for your poster |
| |board and find the appropriate coordinates to place your island. Include a written narrative describing it |
| |all. |
| |Create a mural on the 8 aspects of culture. |
Wayne County Public Schools Social Studies Pacing Guide by 9-Weeks
Note on Coding: H–History, G–Geography and Environmental Literacy, E–Economic and Financial Literacy, C&G–Civics and Governance, C–Culture
|Subject: Social Studies |Timeframe Needed for Completion: 5 weeks |
|Grade Level: 6th | |
|Unit Title: Emergence of Civilizations |9-Weeks Period: 1st 9-Weeks |
|Big Idea/Theme: Human Origins and Early Civilizations, Prehistory to 1000 BC (BCE) |
| |
|Understandings: |
|Map Skills |
|Landforms |
|Human Origins |
|Agricultural Revolution |
|Early Civilizations/Culture |
|Ancient River Valley (Mesopotamia, Nile River, Indus River, Huang He Valley) |
|NC Essential Standards/Clarifying Objectives: |Essential Questions: |
| |How did the physical geography of a location influence the lives of early humans? |
|History: 6.H.1.3; 6.H.2.2; 6.H.2.3 |Why did hunter-gathers move into settled communities? (adaptation and migration) |
| |Why is it important for archaeologists to “dig up” the past? |
|Geography: 6.G.1.1; 6.G.1.4: 6.G. 2.1; 6.G. 2.2 |When and where did the earliest civilizations exist? (Ancient River Valley Civilizations) |
| |What are some of the tools developed by early man and how were they used? |
|Economics: 6.E.1.1 |How did early art evolve into the art we know today? |
| |. |
|Civics & Governance: 6.C&G.1.4 | |
| | |
|Culture: 6.C.1.1 | |
|Essential Skills/Vocabulary: |Assessment Tasks: |
|Essential Skills | |
|Identify the tools developed by prehistoric man. |Projects, journals, foldables |
|Explain how and why civilizations used and modified environments to suit the needs of the people. |Create a graphic organizer classifying prehistoric people. |
|Understand past archaeological discoveries of ancient artifacts to prove the existence of prehistoric man. |Write a journal entry as if you were an archaeologist who had just discovered an ancient artifact. |
|Discuss drawings, weaving, and pottery created by early man. |Timelines/tables |
| |Trace migration routes and patterns. |
|Vocabulary | |
|archaeologists, hunter-gather, civilization, adaptation, migration, nomads, surplus, domesticated, | |
|homogeneous, adaptation, crop yield, scarcity, barter, trade, myths, culture, migration, artifacts, technology | |
| | |
| | |
Wayne County Public Schools Social Studies Pacing Guide by 9-Weeks
Note on Coding: H–History, G–Geography and Environmental Literacy, E–Economic and Financial Literacy, C&G–Civics and Governance, C–Culture
|Subject: Social Studies |Timeframe Needed for Completion: 9 Weeks |
|Grade Level: 6th | |
|Unit Title: Development of Civilizations |9-Weeks Period: 2nd 9-Weeks |
|Big Idea/Theme: Classical Civilizations and Rise of Religious Traditions, 1000BC to 500AD |
|Understandings: |
|History of Ancient Societies |
|Development of languages and writing of Ancient Societies |
|Government of Ancient Societies |
|Economic Development of Ancient Societies |
|Religions of Ancient Societies |
|Four Cradles of Ancient Society: Mesopotamia (Tigris and Euphrates River Valley), Egypt (Nile River Valley), Ancient India (Indus River Valley and Harappa), Ancient China (Yellow River Valley and Shang and Zhou |
|Dynasties) |
|Hierarchy of social classes |
|NC Essential Standards/Clarifying Objectives: |Essential Questions: |
|History: 6.H.1.2; 6.H.1.3; |How did the landforms of an area shape the social, political, and economic characteristics of early civilizations? (Ancient Societies) |
|6.H.2.1; 6.H.2.2; 6.H.2.3; 6.H.2.4 |How did the Four Cradles of Ancient Society develop? |
|Geography: 6.G. 1.1; 6.G.1.2; 6.G.1.3; 6.G.1.4; |What religious traditions developed in ancient civilizations? |
|6.G.2.1; 6.G. 2.2 |What forms of language and writing developed in ancient civilizations? |
|Economics: 6.E.1.1; 6.E.1.2 |What was the impact of Ancient Empires on later civilizations? |
|Civics & Governance: 6.C&G.1.1; 6.C&G.1.2; |Why was it important for early civilizations to settle near water and fertile soil? |
|6.C&G.1.3; 6.C&G.1.4 |What input did Ancient Greece have on the foundations of which the United States is built? |
|Culture: 6.C.1.1; 6.C. 1.2; 6.C. 1.3 |What caused ancient civilizations to rise and fall? |
| |What makes a place culturally unique? |
|Essential Skills/Vocabulary: |Assessment Tasks: |
|Essential Skills |Projects, journals, foldables |
|Explain how and why civilizations used and modified environments to suit the needs of the people. |Play Jeopardy. |
|Explain the origins and structures of the world’s first states: city-states, kingdoms, and empires. |Choose an ancient society and create an illustrated time line. |
|Summarize the ideas that shaped political thought in various civilizations, societies, and regions. |Choose style of writing and create your own piece of writing. |
|Understand ancient centralized government bureaucracy. |Write a “What if…” paper. |
|Understand ancient mythology. |Design a comic strip detailing a historical event. |
|Describe the origins, beliefs, traditions, customs, and spread of ancient religion. (Confucianism, Taoism, and |Time for Kids – Around the World Site – |
|Buddhism, and Judaism) |Create fact cube on the languages and writings of ancient civilizations. |
|Discuss the differences between the earliest forms of writings and languages. | |
|Identify the differences in social classes of ancient societies. | |
|Demonstrate knowledge in the rise and fall of Ancient Empires. (Roman, Greek, Byzantine, etc.) | |
|Understand how the spread of Ancient Empires influenced Western Civilization. | |
| | |
|Vocabulary: | |
|religion, mythology, civilization, hierarchy, Mt. Vesuvius, infrastructure, specialization, social hierarchy, | |
|social class, services, currency, custom, tradition, ethnic group, Indo-European, architecture, Golden Age, | |
|city-state, cultural diffusion, omniscient, persuasion, matrilineal societies, patrilineal societies | |
| | |
|Important Empires/Events/People: | |
|Roman, Byzantine, Persian, Greek, Eruption of Mt. Vesuvius, Socrates, Plato, Aristotle, Alexander the Great, etc.| |
Wayne County Public Schools Social Studies Pacing Guide by 9-Weeks
Note on Coding: H–History, G–Geography and Environmental Literacy, E–Economic and Financial Literacy, C&G–Civics and Governance, C–Culture
|Subject: Social Studies |Timeframe Needed for Completion: 9 Weeks |
|Grade Level: 6th | |
|Unit Title: Expansion of Civilizations |9-Weeks Period: 3rd 9-Weeks |
|Big Idea/Theme: Postclassical Civilizations, 300 to 1000AD |
| |
|Understandings: |
|Spread of Empires |
|Religious Influence |
|Effects of Trade Routes |
|Establishment and Spread of Goods, Technology, and Ideas |
|Investigate the differences of the Medieval Periods |
|NC Essential Standards/Clarifying Objectives: |Essential Questions: |
| |What caused the decline of the Roman Empire? |
|History: 6.H.1.1; 6.H.1.2; 6.H.1.3; |How did political and cultural geography influence the rapid expansion of trade and the spread of civilization? |
|6.H.2.1; 6.H. 2.2; 6.H.2.3; 6.H.2.4 |Why did the Byzantine Empire have so much influence on religion, culture, and trade in Russia and Eastern Europe? |
|Geography: 6.G.1.2; 6.G.1.4; 6.G.2.1 |What factors produced the division within the Christian Church? |
| |How did postclassical civilizations preserve and extend ancient learning from the Four Cradles of Ancient Society? |
|Economics: 6.E.1.1; 6.E.1.2 |How did the Middle Ages influence people over time? |
| | |
|Civics & Governance: | |
|6.C&G.1.2; 6.C&G.1.3; 6.C&G.1.4 | |
|Culture: 6.C.1.1; 6.C.1.2; 6.C.1.3 | |
|Essential Skills/Vocabulary: |Assessment Tasks: |
|Essential Skills |Projects, journals, foldables |
|Explain how and why civilizations used and modified environments to suit the needs of the people. |Using a map, trace the trade routes of goods and people. |
|Explain how invasions, conquests, and migrations affected various civilizations, societies, and regions. |Create a timeline. |
|Summarize the ideas that shaped political thought in various civilizations, societies, and regions. |Play Jeopardy. |
|Identify the cultural influences on trade and the expansion of peoples. |Choose an Empire and create an illustrated time line of that Empire’s history, from creation to |
|Discuss how the Byzantine Empire influenced the culture of Russia and Europe. |decline. |
|Summarize the division within religions. |Create an Empire cube. |
|Describe how key historical figures and cultural groups influenced and transformed societies (e.g. , Mansa Musa, |Write a “What if…” paper. |
|Confucius, Charlemagne and Qin Shi Huangdi). |Create a learning cube that reflects the various products, technologies, and ideas passed along the |
|Discuss how competition, conflict, and compromise over the availability of natural, human, and capital resources |trade routes. |
|impacted economic development. | |
| | |
|Vocabulary: | |
|monastery, count, knight, feudalism, monk, medieval, serf, fief, noble, scribe, aristocracy, chivalry, manor, Middle| |
|Ages, pilgrimage, Before Common Era (BCE), | |
|Anno Domini (A.D.), absolute monarchy, constitutional monarchy | |
| | |
|Important People/Groups: | |
|Charlemagne, Vikings, Eric the Red, Leif Ericson, Patrick, Clovis, Benedict, Joan of Arc, Islam, etc. | |
Wayne County Public Schools Social Studies Pacing Guide by 9-Weeks
Note on Coding: H–History, G–Geography and Environmental Literacy, E–Economic and Financial Literacy, C&G–Civics and Governance, C–Culture
|Subject: Social Studies |Timeframe Needed for Completion: 9 Weeks |
|Grade Level: 6th | |
|Unit Title: Regional Civilizations |9-Weeks Period: 4th 9-Weeks |
|Big Idea/Theme: Regional Interactions, 1000 to 1450 AD |
|Understandings: |
|Renaissance |
|The Late Medieval Period |
|Age of Exploration |
|Major Trade Patterns/Routes |
|Economic Interdependence |
|Technological Advances and Transfers between Civilizations |
|Exchange of Ideas and Resources between Regions |
|Knowledge of Eastern and Western Hemisphere Civilizations |
|NC Essential Standard/Clarifying Objectives: |Essential Questions: |
| |What was the effect of contact with new people on the health of the natives of that particular area? |
|History: 6.H.1.3; 6.H.2.2; 6.H.2.4 |What impact did major trade routes have on the interactions among cultures? |
| |Has the role of law and legal systems within a society changed over time? |
|Geography: 6.G.1.1; 6.G.1.2; 6.G.1.3; 6.G.1.4; |How have religions evolved? |
|6.G.2.1 |Why has the geography of a location influenced the region? |
|Economics: 6.E.1.1; 6.E.1.2 | |
| | |
|Civics & Governance: 6.C&G.1.2; | |
|6.C&G.1.3; 6.C&G.1.4 | |
|Culture: 6.C.1.1 | |
|Essential Skills/Vocabulary: |Assessment Tasks: |
|Essential Skills |Projects, journals, foldables |
|Explain how and why civilizations used and modified environments to suit the needs of the people. |Using a map, trace the trade routes of goods and people. |
|Discuss how competition, conflict, and compromise over the availability of natural, human, and capital resources |Research Pompeii. Write journal entries from the point of view of a child experiencing the |
|impacted economic development. |volcanic eruption. |
|Summarize the ideas that shaped political thought in various civilizations, societies, and regions. |Research Leonardo da Vinci as an artist and as an inventor. Write a persuasive paper defending |
|Compare the role and evolution of laws and legal systems in various regional civilizations. |your choice on which he should be known as, artist or inventor. |
| |Write a “What if…” paper. |
|Vocabulary: |Create a learning cube that reflects the various products, technologies, and ideas passed along |
|causeways, aqueducts, canals, dams, cultural diffusion, assimilation, the Plague, Renaissance, pandemic, humanism, |the trade routes. |
|capital | |
| |Resources: |
|Important People/Groups: | |
|Mayans, Aztecs, Incas, Leonardo da Vinci, Michelangelo, Petrarch, Machiavelli, Crusades, Ferdinand and Isabella, Martin| |
|Luther, Calvin, de Medici, Columbian Exchange, Catholic Church, Protestant, Anglican, etc. | |
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