West Jefferson Hills School District



Social Studies: Sixth Grade This course offers a thorough investigation of the history of the ancient world from the first rise of civilization in Mesopotamia to the exciting advancements of the Renaissance. The development of the cultures in these, as well as those of ancient Egypt, China, India, Greece, Rome and the Middle Ages are explored. The history of the beginnings of the world religions of Judaism, Buddhism, Hinduism, Christianity, and Islam is introduced. There is emphasis placed on connecting the accomplishments of these cultures to their impact on our world today.Course Information:Frequency & Duration: Averaging 42 minutes; 5 days per week; full yearText: The World - Scott ForesmanContent: Learning About Our Past Duration: August/September (3 weeks)Essential Question:What role does analysis have in historical construction?Skill: Describe how to use geographic tools to interpret informationDescribe physical and human regionsExplain physical processes that shape Earth’s patternsDescribe physical systemsDescribe human characteristicsExplain continuity and changeDifferentiate between: Fact/opinion-Points of view-Primary/secondary sourcesIdentify the importance of historical documents, artifacts, and sites critical to world historyExplain how conflict and cooperation among groups and organizations have impacted the history of the worldExplain the division of laborDescribe how the division of labor makes goods and services available to all members of societyExplain the social, political, cultural, and economic contributions of individuals and groups to world historyCompare needs to wantsAssessment:Cite evidence on how people meet their needs with their wantsUsing a map, locate places and regions by physical and human featuresCite examples of the social, political, cultural, and economic contributions of individuals and groups to world historyResources:Scott Foresman: The World (pages 1-29)World MapVideo: Basic GeologyVideo: The First FarmersStandards:6.1.6.B. Compare ways that people meet their needs with how they meet their wants. Describe how resources are combined to produce different goods and services.6.4.6.A. Explain why people specialize in the production of goods and services and divide labor.6.5.6.A. Describe how the availability of goods and services is made possible by the work of members of the society.7.1.6.A. Describe how common geographic tools are used to organize and interpret information about people, places, and environment.7.1.6.B. Describe and locate places and regions as defined by physical and human features.7.2.6.A. Describe the characteristics of places and regions7.2.6.B. (7.2.7.B.) Describe the physical processes that shape patterns on Earth’s surface.7.2.8.B. Explain the physical processes that shape patterns on Earth’s surface.7.4.6.A. Describe and explain the effects of the physical systems on people within regions.7.4.7.A. Describe and explain the effects of the physical systems on people within regions7.4.8.A. Illustrate the effects of the physical systems on people within regions.8.1.6.A. Explain continuity and change over time using sequential order and context of events.8.1.6.B. Differentiate between fact and opinion, multiple points of view, and primary and secondary sources to explain historical events.8.4.6.A. Explain the social, political, cultural, and economic contributions of individuals and groups to world history.8.4.6.B. Identify and explain the importance of historical documents, artifacts, and sites which are critical to world history.8.4.6.C. Explain how continuity and change have impacted world history. ? Belief systems and religions ? Commerce and industry ? Technology ? Politics and government ? Physical and human geography ? Social organizationsContinuity and change8.4.7.A. Summarize the social, political, cultural, and economic contributions of individuals and groups in world history.8.4.7.B. Explain the importance of historical documents, artifacts, and sites which are critical to world history.8.4.7.C. Differentiate how continuity and change have impacted world history. ? Belief systems and religions ? Commerce and industry ? Technology ? Politics and government ? Physical and human geography ? Social organizationsVocabulary:Agriculture- raising of plants animals for human use; Archaeology- the study of the ways of past cultures through objects they left behind; Artifact- an object made by people long ago; Carbon dating- a method scientists use to estimate that age of living things after they have died; Climate- average weather conditions over a long span of time; Culture- the technology, customs, beliefs, and art of a group of people; Domesticate- to tame wild animals or plants; Excavation site- place where archaeologists dig up artifacts; Geography- the study of the relationship between physical features, climate and people; Migrate- to move from one area to another; Prehistory- a long period of time before people developed systems of writing and written language; Social division- a group that does a certain type of work; Stone Age- the period of time when humans relied on stone tools; Technology- way in which humans produce the items they useComments: This unit explains how we can know things so far in the past when there was not a written language or records left behind.Content: Ancient Mesopotamia Duration: September /October (4 weeks)Essential Question:How could human modification of the physical environment significantly impact a region? Skill: Explain effects of rules of law Describe political symbolsCompare and contrast citizenship in the community, state, and nationExplain how citizens resolve conflictsCompare methods used to resolve conflictsDescribe political leadership and public serviceExplain what taxes are and their cost and benefitsIdentify varying interests of countriesDescribe goods and servicesExamine how economic systems work and economic activitiesExplain standards of livingDescribe human and physical characteristics of places using: population, culture, settlement, economic activities and political activitiesExplain continuity and changeExplain and summarize the social, political, cultural, and economic contributions of individuals and groups to world historyIdentify the importance of historical documents, artifacts, and sites critical to world historyAssessment:Cite evidence of methods used to resolve conflicts in society and government Describe human characteristics of places using: population, culture, settlement, economic activities and political activitiesCite evidence of continuity and change over time using sequential order and context of eventsCite examples of the social, political, cultural, and economic contributions of individuals and groups to world historyCite examples of the important historical documents, artifacts, and sites critical to world historyResources:Scott Foresman: The World (32-63)World mapsKids Discover Mesopotamia MagazineVideo: Ancient Civilizations: MesopotamiaVideo: World Religions: JudaismStandards:5.1.6.A. Explain the effect of the rule of law in protecting property rights, individual rights, and the common good5.1.6.F. Describe how citizens and leaders use political symbols5.2.6.A. Compare and contrast rights and responsibilities of citizenship in the community, state, and nation.5.2.6.B. Explain how citizens resolve conflicts in society and government5.2.7.B. Compare the methods citizens use to resolve conflicts in society and government.5.2.6.C. Describe the importance of political leadership and public service.5.3.6.I. Explain what taxes are and why they are necessary.5.4.6.A (5.4.7.A.). Identify how countries have varying interests.5.4.7.B. Describe how countries coexist in the world community6.1.6.B6.2.6.G. Examine how various economic systems address the three basic questions. ? What to produce? ? How? ? For whom?6.3.6.B. Describe the impact of government involvement in state and national economic activities.6.3.6.C. Explain the cost and benefits of taxation. 6.4.6.B. Explain how trade affects standards of living.6.5.6.A.7.3.6.A. (7.3.7.A.) Describe the human characteristics of places and regions using the following criteria: ? Population ? Culture ? Settlement ? Economic activities ? Political activities7.4.6.A; 7.4.7.A; 7.4.8.A.; 8.1.6.A.; 8.4.6.A.; 8.4.6.B. ; 8.4.6.C. Vocabulary:Barter- exchange goods and services; Civilization- group of people who have a complex, organized society within a culture; City-state- a city that is an individual unit, complete with its own form of government and traditions; Cuneiform- a wedge-shaped system of writing; Descendant- a person born later into the same family; Empire- a large territory controlled by one ruler; Monotheism- the practice of worshipping only one God; Polytheism- the worship of many Gods; Scribe- a professional writer; Society- an organized community with established rules and traditions; Synagogue- a Jewish place of worship; Ziggurat- a large pyramid-shaped structure formed from a series of stack rectangular platforms; Comments: This unit describes the effects of the transition of humans from hunters and gatherers to settlers in a village to a town, town to a city, and city to civilization. It also introduces the beginnings of Judaism.Content: Ancient Egypt Duration: October/ November (5 weeks)Essential Question:How can technologies expand cultural adaption and cultural isolation simultaneously?Skill: Describe how citizens and leaders use political pare and contrast citizenship in the community, state, and nationDescribe political leadership and public serviceExamine public goods and servicesExplain international tradeExplain economic interdependenceExplain scarcityDescribe how to use geographic tools to interpret informationDescribe physical and human regionsExplain continuity and changeAssessment:Cite examples of how political symbols are used by citizens and leadersCite evidence that shows the importance of political leadership and public serviceCite evidence of the benefits of international tradeCite evidence of continuity and change over time using sequential order and context of eventsExplain the social, political, cultural, and economic contributions of individuals and groups to world historyCite examples of the social, political, cultural, and economic contributions of individuals and groups to world historyResources:Scott Foresman: The World (pages 76-95)World MapsKids Discover Magazine/iPad App: Ancient EgyptVideo: Ancient Civilizations: EgyptDecisive Battle Video : Ramses IIVirtual Egypt website – create a cartoucheStandards:6.1.6.A. Explain how limited resources and unlimited wants cause scarcity.6.3.6.A. Examine government's role in providing public goods and services. Explain international trade. Explain economic interdependence 5.1.6.F.; 5.2.6.A; 5.2.6.B.; 5.2.6.C; 7.1.6.A.; 7.1.6.B.; 7.2.6.A.; 8.1.6.A. 8.4.7.A.; 8.4.6.B.;Vocabulary:Egypt - an ancient kingdom in northeast Africa; Great Pyramid - built at Giza – largest of all pyramids; Hieroglyphics - A form of writing made up of pictures and symbols; Nile River - longest river in world, flows northward; Papyrus - a plant that was used to make paper; Pharaoh- a god-king; Pyramid- a large stone building that served as a house or a tomb for the dead; Rosetta Stone - because of this stone written Egyptian and Greek, hieroglyphics was able to be decoded; Sphinx - had the head of a pharaoh and the body of a lion; Tutankhamen - “King Tut” His tomb in the Valley of the Kings was untouched by robbers. Comment: This unit examines Egyptian culture including its language, religion, social hierarchy, and architecture. As a culminating activity students create a sarcophagus and a story of the life of a pharaoh or queen in ancient Egypt. Content: Ancient China Duration: December (4 weeks)Essential Question:How can geographic information systems and other geographic technologies impact development?Skill: Explain how citizens resolve conflicts Describe political leadership and public serviceExplain participation in government and civic lifeIdentify varying interests of countriesDescribe state and national economic activitiesExplain international tradeExplain standards of livingDescribe physical and human regionsDescribe physical systemsCite evidence of continuity and change over time using sequential order and context of eventsExplain the social, political, cultural, and economic contributions of individuals and groups to world history Cite examples of the important historical documents, artifacts, and sites critical to world historyExplain continuity and change, and belief systems and religionsAssessment:Cite evidence that shows the importance of political leadership and public serviceCite evidence on the impact of government involvement in the state and national economic activitiesCite evidence of how economic systems are driven by what to produce, how to produce it and for whom it is produced.Describe the characteristics of places and regionsDescribe human characteristics of places using: population, culture, settlement, economic activities and political activitiesCite evidence of continuity and change over time using sequential order and context of eventsCite examples of the social, political, cultural, and economic contributions of individuals and groups to world historyCite examples of the important historical documents, artifacts, and sites critical to world historyCite examples of how continuity and change have impacted world history – belief and religions, - commerce and industry- technology- politics and government – physical and human geography- social organizationsResources:Scott Foresman: The World (pages 98-119)World MapsKids Discover Magazine/iPad app: Ancient ChinaVideo: Ancient Civilizations: ChinaStandards:5.2.6.B.; 5.2.6.D.; 5.4.6.A (5.4.7.A.).; 6.3.6.B.; 6.3.6.D.; 6.4.6.B.; 7.1.6.B.; 7.3.6.A.; 7.4.6.A.; 7.4.7.A.; 8.4.6.A.; 8.4.7.B; 8.4.6.C.Vocabulary:Ancestor- family member who lived before a grandparent did; Civil Service- practice of using skills and talents to work in the government; Confucius - Teacher of morals that came to embody the core of Confucianism; Daoism - The belief in finding the way, “dao” of the universe; Middleman -A person who goes between buyers and sellers; Oracle Bone -Shell or bone used to tell the future (Shang Dynasty); Province -a region of a country; political division; Shi Huangdi- King of Qin- created first united Chinese Empire; Silk Road - Trading route that connected Europe and lands of the former Roman Empire with China; Terrace --A platform of earth that looks like a stair; Tibetan Plateau - A rocky region in west China “Roof of the World”Comments: This unit studies the rise of civilization in China and the contributions of the early dynasties. The importance of the Silk Road is explored. The beliefs of Confucius and Daoism are introduced.Content: Ancient South Asia Duration: January (4 Weeks)Essential Question:Why is time and space important to the study of history?Skill: Explain how citizens resolve conflicts in society and governmentDescribe the importance of political leadership and public service.Identify how countries have varying pare ways that people meet their needs with how they meet their wants.Describe how resources are combined to produce different goods and services.Examine how various economic systems address the three basic questions. ? What to produce? ? How? ? For whom?Explain the benefits of international trade.Describe how common geographic tools are used to organize and interpret information about people, places, and environment.Describe and locate places and regions as defined by physical and human features.Describe the characteristics of places and regionsDescribe the physical processes that shape patterns on Earth’s surface.Describe the human characteristics of places and regions using the following criteria: ? Population ? Culture ? Settlement ? Economic activities ? Political activitiesExplain continuity and change over time using sequential order and context of events.Summarize the social, political, cultural, and economic contributions of individuals and groups in world history.Explain how continuity and change have impacted world history. ? Belief systems and religions ? Commerce and industry ? Technology ? Politics and government ? Physical and human geography ? Social organizationsAssessment:Cite evidence on how people meet their needs with their wantsCite evidence of how resources are combined to produce different goods and servicesCite evidence of how economic systems are driven by what to produce, how to produce it and for whom it is produced.Draw conclusions using geographic tools to interpret information about people, places, and environmentDescribe the characteristics of places and regionsDescribe human characteristics of places using: population, culture, settlement, economic activities and political activitiesResources:Scott Foresman: The World (pages 122-147)World MapsKids Discover Magazine :Ancient India and PersiaVideo: Ancient India: A Journey Back in TimeVideo: What is Buddhism?Video: What is Hinduism?Standards:5.2.6.B; 5.2.6.C.; 5.4.6.A (5.4.7.A.).; 6.1.6.B.; 6.2.6.G; 6.3.6.D; 7.1.6.A; 7.1.6.B; 7.2.6.A; 7.2.6.B. (7.2.7.B.); 7.3.6.A. (7.3.7.A.) ;8.1.6.A; 8.4.7.A; 8.4.6.C;Vocabulary:Brahman-in Hinduism, the one universal being; Buddha-the “enlightened” one; Buddhism-religion based on 4 noble truths about human suffering; Caste- a livelong social group into which a person is born; Chandragupta Maurya- started the Mauryan Empire – 1st emperor of India; Cyrus II- founder of the Persian Empire; Enlightenment - a state of pure goodness; Ganges River – a holy river in Hinduism; Hinduism - the main religion of India; Indus River Valley – the site of one of the world’s oldest civilizations in present day Pakistan; Monsoon Season - the rainy season; Reincarnation – the process a person goes through from one life to another; Sanskrit - main language of the Aryans; Subsistence Farming – raising food for only your familyComments – This unit introduces the civilizations that arose in the Indus River Valleys and spread throughout the subcontinent of India. The religions of Buddhism and Hinduism are also introduced.Content: Ancient Greece Duration: February/ March (5 weeks)Essential Question:How does conflict and cooperation influence social, political, and economic entities?Skill: Explain the effect of the rule of law in protecting property rights, individual rights, and the common pare and contrast a direct democracy with a republican form of government.Describe how citizens and leaders use political pare and contrast citizenship in the community, state, and nationCompare the methods citizens use to resolve conflicts in society and government.Describe political leadership and public serviceExplain why participation in government and civic life is important.Identify how countries have varying interests.Explain the difference between allies and adversaries.Describe how countries coexist in the world communityCompare ways that people meet their needs with how they meet their wants.Identify incentives that affect personal choices.Examine government's role in providing public goods and services.Describe the impact of government involvement in state and national economic activities. Explain the benefits of international trade.Describe the characteristics of places and regionsDescribe the human characteristics of places and regions using the following criteria: ? Population ? Culture ? Settlement ? Economic activities ? Political activitiesDescribe and explain the effects of the physical systems on people within regions. Explain continuity and change over time using sequential order and context of events.Summarize the social, political, cultural, and economic contributions of individuals and groups to world historyExplain how continuity and change have impacted world history. ? Belief systems and religions ? Commerce and industry ? Technology ? Politics and government ? Physical and human geography ? Social organizationsExamine patterns of conflict and cooperation among groups and organizations that impacted the development of the history of the world.Explain how conflict and cooperation among groups and organizations have impacted the history of the world.Assessment:Cite evidence of methods used to resolve conflicts in society and governmentCite examples of the importance of participation in government and civic lifeCite evidence of the difference between allies and adversariesCite evidence on how people meet their needs with their wantsCite evidence on the impact of government involvement in the state and national economic activitiesCite evidence of the effects of the physical systems on people within regionsCite examples of the social, political, cultural, and economic contributions of individuals and groups to world historyCite examples of patterns of conflict and cooperation among groups and organizations that impacted the development of the history of the worldResources:Scott Foresman: The World (pages 244-272)World MapsKids Discover Magazine/iPad App: Ancient GreeceVideo: Ancient Civilizations: GreeceDecisive Battle Videos: Battle of Thermopylae, Battle of GaugamelaVideos: The Trojan War and The Journey of OdysseusStandards:5.1.6.B. Compare and contrast a direct democracy with a republican form of government; 5.4.6.B. Explain the difference between allies and adversaries; 6.1.6.D. Identify incentives that affect personal choices; 8.4.6.D. Examine patterns of conflict and cooperation among groups and organizations that impacted the development of the history of the world; 8.4.7.D. Explain how conflict and cooperation among groups and organizations have impacted the history of the world5.1.6.A; 5.1.6.F; 5.2.6.A; 5.2.7.B; 5.2.6.C; 5.2.6.D; 5.4.6.A (5.4.7.A.); 5.4.7.B; 6.1.6.B; 6.3.6.A; 6.3.6.B; 6.3.6.D; 7.2.6.A; 7.3.6.A. (7.3.7.A.); 7.4.6.A; 8.1.6.A; 8.4.7.A; 8.4.6.C;Vocabulary:Agora- an outdoor marketplace in ancient Greece; Alexander - king of Macedonia who conquered a vast empire in Europe, Asia and Africa and spread Greek culture; Alexandria - an Egyptian city that became the greatest center of trade and learning; Aristocracy - a government controlled by a few wealthy families; Democracy - a government run by the people; Hellenistic Age - a new civilization that developed from the blend of Greek and Asian culture; Immortal - able to live forever; Mercenary - a hired soldier; Philosopher - a person who studies truth and knowledge; Plunder - goods taken during war; Reason - logical thinkingComments - In this unit, the rise and fall of the Greek Empire is presented. The differences between the city-states of Athens and Sparta are a priority along with their ability to cooperate despite their differences to defend Greece. A debate over the better city-state is a focal point. The spread of Greek culture by Alexander the Great is also presented.Content: Ancient Rome Duration: March/ April (5 weeks)Essential Question:What role do multiple causations play in describing a historic event?Skill: Explain the effect of the rule of law in protecting property rights, individual rights, and the common pare and contrast a direct democracy with a republican form of government.Describe how citizens and leaders use political symbolsCompare and contrast rights and responsibilities of citizenship in the community, state, and nation.Explain how citizens resolve conflicts in society and governmentDescribe the importance of political leadership and public service.Explain the difference between allies and adversaries.Identify incentives that affect personal choices.Examine government's role in providing public goods and services. Describe the impact of government involvement in state and national economic activitiesExplain how transportation, communication networks, and technology contribute to economic interdependence. Describe and locate places and regions as defined by physical and human features.Describe the human characteristics of places and regions using the following criteria: ? Population ? Culture ? Settlement ? Economic activities ? Political activitiesExplain continuity and change over time using sequential order and context of events.Explain the social, political, cultural, and economic contributions of individuals and groups to world history.Identify and explain the importance of historical documents, artifacts, and sites which are critical to world history.8.4.6.C. Explain how continuity and change have impacted world history. ? Belief systems and religions ? Commerce and industry ? Technology ? Politics and government ? Physical and human geography ? Social organizationsExplain how conflict and cooperation among groups and organizations have impacted the history of the world.Assessment:Cite evidence of how citizens resolve conflicts in society and governmentCite evidence in the government’s role in providing public goods and servicesCite evidence on the impact of government involvement in the state and national economic activitiesCite examples of the social, political, cultural, and economic contributions of individuals and groups to world historyCite examples of how continuity and change have impacted world history – belief and religions, - commerce and industry- technology- politics and government – physical and human geography- social organizationsCite examples of how conflict and cooperation among groups and organizations have impacted the history of the worldResources:Scott Foresman: The World (pages 274-310)World MapsKids Discover Magazine/iPad App: Ancient RomeVideo: Ancient Civilizations: RomeDecisive Battle Videos: Battle of Cannae, Hail Caesar, Spartacus, Attila the HunVideo: What is Christianity?Standards:5.1.6.A; 5.1.6.B; 5.1.6.F; 5.2.6.A; 5.2.6.B; 5.2.6.C; 5.4.6.B; 6.1.6.D; 6.3.6.A; 6.3.6.B; 6.3.6.B; 6.4.6.D; 7.1.6.B; 7.3.6.A. (7.3.7.A.) ; 8.1.6.A; 8.4.6.A; 8.4.6.C; 8.4.7.DVocabulary: Catacomb - underground room used as a burial place; Consul - officials (2) chosen to manage the government and the army; Dictator - ruler with total control over the people; Gladiator - generally a prisoner or slave who served as a professional fighter; Patrician - a wealthy, powerful Roman citizen; Persecute - to punish others for their beliefs; Plebeian - common Roman citizen with little wealth or power; Republic - government where citizens have the right to choose people to represent them in government; Representative - someone elected to represent the people; Senate - governing body; Tribune - person appointed to protect the rights of plebeians; Vandal- someone who destroys propertyComments- This unit’s focus is on the rise and fall of both the Roman Republic and the Roman Empire including some of the major leaders. The rise of Christianity is also included.Content: Byzantine Empire and Ancient Arabia Duration: April (1 week)Essential Question:How is it possible for different people to interpret an event differently?Skill: Describe the importance of political leadership and public service.Identify how countries have varying interestsIdentify incentives that affect personal choices.Explain how transportation, communication networks, and technology contribute to economic interdependence. Describe and locate places and regions as defined by physical and human features.Describe the human characteristics of places and regions using the following criteria: ? Population ? Culture ? Settlement ? Economic activities ? Political activitiesExplain continuity and change over time using sequential order and context of events.Explain how continuity and change have impacted world history. ? Belief systems and religions ? Commerce and industry ? Technology ? Politics and government ? Physical and human geography ? Social organizationsExamine patterns of conflict and cooperation among groups and organizations that impacted the development of the history of the world.Assessment:Cite examples of patterns of conflict and cooperation among groups and organizations that impacted the development of the history of the worldCite examples of how continuity and change have impacted world history – belief and religions, - commerce and industry- technology- politics and government – physical and human geography- social organizationsCite examples of the important historical documents, artifacts, and sites critical to world historyCite examples of the social, political, cultural, and economic contributions of individuals and groups to world historyResources:Scott Foresman: The World (pages 320-342)World MapsVideo: The Byzantine EmpireUnited Streaming Video: Europe After the Fall of RomeVideo: What Is Islam?Standards:5.2.6.C, 5.4.6.A (5.4.7.A.); 6.1.6.D; 6.4.6.D. 7.1.6.B; 7.3.6.A. (7.3.7.A); 8.1.6.A; 8.4.6.C; 8.4.6.DVocabulary:Constantinople – capital of the Byzantine Empire; Islam – the religion revealed to Muhammed; Mosque – a Muslim place of worship; Muslims – believers in IslamComments – This unit discusses the rise of the Byzantine Empire after the fall of the Roman Empire in the western part of the Roman Empire. It also introduces the beginnings of Islam.Content: Middle Ages Duration: April/ May (3 weeks)Essential Question:What role do multiple causations play in describing a historic event?Skill: Explain the effect of the rule of law in protecting property rights, individual rights, and the common goodExplain how citizens resolve conflicts in society and governmentDescribe the importance of political leadership and public pare ways that people meet their needs with how they meet their wants.Identify incentives that affect personal choicesExplain how transportation, communication networks, and technology contribute to economic interdependence.Describe and locate places and regions as defined by physical and human features.Describe the human characteristics of places and regions using the following criteria: ? Population ? Culture ? Settlement ? Economic activities ? Political activitiesExplain continuity and change over time using sequential order and context of events. Explain the importance of historical documents, artifacts, and sites which are critical to world history.Explain the social, political, cultural, and economic contributions of individuals and groups to world history.Examine patterns of conflict and cooperation among groups and organizations that impacted the development of the history of the world.Assessment:Cite evidence of how transportation, communication networks and technology contribute to economic interdependenceDescribe human characteristics of places using: population, culture, settlement, economic activities and political activitiesCite examples of how continuity and change have impacted world history – belief and religions, - commerce and industry- technology- politics and government – physical and human geography- social organizationsResources:Scott Foresman: The World (pages 322-334)World MapKids Discover Magazine: Middle AgesKids Discover: Castles and KnightsVideo: A History of Life in the Middle AgesStandards:5.1.6.A; 5.2.6.B; 5.2.6.C; 5.4.6.A (5.4.7.A.); 6.1.6.B; 6.1.6.D; 6.4.6.D; 7.1.6.B;7.3.6.A. (7.3.7.A.); 8.1.6.A; 8.4.6.A; 8.4.7.B.Vocabulary:Chivalry – a code of behavior for knights; Crusades- wars fought between the Christians and the Muslims for control of the Holy Land; Domesday Book – this was put together to help keep track of how many people lived in England in the Middle Ages; Epidemic - a disease that spreads quickly; Feudalism - a political, social and economic system that began in the 800’s with Charlemagne; Guild - a group of people united by a common interest or job; Knight – a warrior trained to fight on horseback; Magna Carta - a document that limited royal powers in England; Manor System - Way of organizing farming using serfs on a manor where the lord had all the control Middle Ages - a period of time between 500-1500; Missionary - a person who teaches a religion to people with different beliefs; Plague - a very aggressive epidemic; Serf -a person who lived on and farmed land in the Middle Age (almost like a slave but could not be sold)Comments- This unit describes the difficulties of life during the Middle Ages and the ways people adapted to the changes. It also describes the Crusades and the influence of the church during this time period. Content: Renaissance Duration: May/ June (3 weeks)Essential Question:Why is time and space important to the study of history?Skill: Identify varying interests of countriesDescribe world communityCompare ways that people meet their needs with how they meet their wants.Describe how resources are combined to produce different goods and services.Examine how economic systems workDescribe state and national economic activitiesDescribe the impact of government involvement in state and national economic activities.Explain the benefits of international trade.Explain how trade affects standards of living.Explain how transportation, communication networks, and technology contribute to economic interdependence.Describe how to use geographic tools to interpret informationDescribe and locate places and regions as defined by physical and human features.Describe human characteristicsExplain continuity and change over time using sequential order and context of events.Summarize the social, political, cultural, and economic contributions of individuals and groups in world history.Explain the importance of historical documents, artifacts, and sites which are critical to world history.Explain continuity and change, and belief systems and religionsAssessment:Cite evidence on how people meet their needs with their wantsCite evidence of how economic systems are driven by what to produce, how to produce it and for whom it is produced.Cite evidence of the benefits of international tradeCite evidence of how transportation, communication networks and technology contribute to economic interdependenceCite evidence of continuity and change over time using sequential order and context of eventsCite examples of the social, political, cultural, and economic contributions of individuals and groups to world historyCite examples of how continuity and change have impacted world history – belief and religions, - commerce and industry- technology- politics and government – physical and human geography- social organizationsResources:Scott Foresman: The World (pages 390-414)World MapsVideo: Exploring the RenaissanceKids Discover Magazine: Leonardo Da VinciStandards:5.4.6.A, (5.4.7.A.), 6.1.6.B, 6.1.6.D, 6.2.6.G, 6.3.6.B, 6.3.6.B, 6.3.6.D, 6.4.6.B, 6.4.6.D, 7.1.6.A, 7.1.6.B, 7.3.6.A. ,7.3.7.A, 8.1.6.A, 8.4.7.A, 8.4.7.B, 8.4.6.CVocabulary:Circumnavigate – to travel around the world; Colony – a settlement far from the country that governs it; Commerce – the buying and selling of a large quantity of goods; Conquistador – a Spanish conqueror; Excommunicate – to expel from a church; Indulgence – in the Roman Catholic Church, a pardon for sin; Mercantilism- a system in which a country uses its colonies to obtain raw materials, makes products from the raw materials, and then sells the goods back to the colonists; Renaissance – the movement that saw a revived interest in the art, social, scientific , and political ideas of ancient Greece and RomeComments: This unit completes the year-long study of time up to and including the time of exploration during the Renaissance. In Social Studies classes from kindergarten through fifth grade, much of the content began with Christopher Columbus. This year of study ends with Columbus and other explorers. This fills in that gap in time before the discovery of the Americas that exists for most sixth graders. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download