Wayne County Public Schools



Wayne County Public Schools DRAFT June, 2012

NC Essential Standards

Curriculum Guide for Grade 6 Social Studies

Focus: World Geography; History & Culture: Patterns of Continuity and Change

Time Period: Beginnings of Human Society to the Emergence of the First Global Age (1450) –

Represents the first five Eras of the National World History Standards:

Era 1: The Beginnings of Human Society Giving Shape to World History

Era 2: Early Civilizations and the Emergence of Pastoral People, 4000-1000 BCE/BC

Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE/BC-300 CE/AD

Era 4: Expanding Zones of Exchange and Encounter, 300-1000 CE/AD

Era 5: Intensified Hemispheric Interactions, 1000 –1500 CE/AD

Grade 6 Overview:

Students in sixth grade will continue to expand the knowledge, skills, and understandings acquired in the fourth and fifth grade studies of North

Carolina and the United States by connecting those studies to their first formal look at a study of the world. Sixth graders will focus heavily on the discipline of geography by using the themes of location, place, movement, human-environment interaction, and region to understand the emergence, expansion, and decline of civilizations and societies from the beginning of human existence to the Age of Exploration. Students will take a systematic look at the history and culture of various world regions including the development of economic, political and social systems through the lens of change and continuity. As students examine the various factors that shaped the development of civilizations, societies, and regions in the ancient world, they will examine both similarities and differences among these areas. A conscious effort should be made to integrate various civilizations, societies, and regions from every continent (Africa, Asia, Europe and the Americas). During this study, students will learn to recognize and interpret the “lessons of history;” those transferable understandings that are supported throughout time by recurring themes and issues.

NOTE: New assessments, called Measures of Student Learning (MSLs), are to be administered at the end of school year 2012 – 2013 in Social Studies, Grades 3-8.

Resources:

NC DPI Essential Standards for Grade 6:

NC DPI Essential Standards INSTRUCTIONAL SUPPORT TOOLS Home Page:

NC DPI Grade 6 Social Studies Unpacking Document:

NC DPI Grade 6 Social Studies Crosswalk Document:

National World History Standards:

Common Core Reading &Writing Standards for Literacy in History/Social Studies 6–12:

See pages 61-66 in the Common Core State Standards: English Language Arts for pages referencing the Common Core Literacy Standards in Social Studies 6-12.

Textbook Series: Exploring Our World: People, Places, and Cultures: South America, Europe and Russia, ( 2008, Glencoe/McGraw-Hill Companies, Inc.

Grade 6 Social Studies --- At a Glance

Comparing the new 2010 NC Essential Standards to the 2006 NC Social Studies Standard Course of Study

There are three key structural differences between the 2010 K-12 Social Studies Essential Standards and the 2006 North Carolina Social Studies Standard Course of Study: the organization of the standards around five broad strands; the use of a conceptual framework; and the use of Revised Bloom’s Taxonomy.

1. The 2010 K-12 Social Studies Essential Standards are organized around five strands: history; geography and environmental literacy; civics and government; economics and financial literacy; and culture. These strands are based on the social science disciplines and provide students a consistent framework for studying and analyzing specific grade level content.

2. The new structure of the 2010 K‐12 Social Studies Essential Standards reflects a shift to a more conceptual framework. The goal of conceptually written standards is to help students recognize patterns and make connections in their learning that transfer beyond a single discipline, topic, grade, or isolated fact. This adoption of a conceptual framework reduces the number of objectives while continuing to address similar topics, facts and skills.

3. The 2010 K‐12 Social Studies Essential Standards were also written using the Revised Bloom's Taxonomy (RBT). The most notable change from the 2006 Standard Course of Study to the 2010 Essential Standards is the use of one verb per standard and clarifying objective. This will allow for greater alignment between instruction and assessment. RBT verbs have specific meanings; therefore, the same verb may serve a different purpose than in the 2006 North Carolina Social Studies Standard Course of Study.

Sixth grade Social Studies is a study of the world from a geographic, historical, and cultural perspective. While the previous course of study included only Europe and South America, the new Essential Standards allow for a comparative exploration of cultures all across the globe.

Eliminated/Moved Objectives:

3.02 Describe the environmental impact of regional activities such as deforestation, urbanization, and industrialization and evaluate their significance to the global community. (7th Grade 7.G.1.1)

5.02 Examine the different economic systems, (traditional, command, and market), developed in selected societies in South America and Europe, and analyze their effectiveness in meeting basic needs.

5.04 Describe the relationship between specialization and interdependence, and analyze its influence on the development of regional and global trade patterns.

6.01 Describe different levels of economic development and assess their connections to standard of living indicators such as purchasing power, literacy rate, and life expectancy.

6.03 Describe the effects of over-specialization and assess their impact on the standard of living.

7.02 Examine the causes of key historical events in selected areas of South America and Europe and analyze the short- and long-range effects on political, economic, and social institutions.

9.04 Describe how different governments in South America and Europe select leaders and establish laws in comparison to the United States and analyze the strengths and weaknesses of each.

13.03 Examine the role and importance of foreign-owned businesses and trade between North Carolina and the nations of South America and Europe, and evaluate the effects on local, state, regional, and national economies and cultures.

The Five Conceptual Strands

in Social Studies

[pic]

Conceptual Focus of the North Carolina Social Studies Essential Standards

Concepts --- How would you describe a concept?

• Timeless

• Universal

• Transferable

• Abstract and broad (to various degrees)

• Examples share common attributes

• Represented by 1-2 words

• Never proper nouns

Conceptual Standards and Curriculum…

are concept-based and focused “transferable ideas” ----- for example:

History: continuity and change, leadership, revolution, war, conflict

Cultural Geography: climate change, location, resources, environmental challenges,

human migration, cultural development

Civics & Economics: scarcity, justice, freedom, authority, trade

Transferable Idea: Leadership may dictate how nations respond to environmental challenges and to issues of social justice.

Examples of CONCEPTS for the 5 Conceptual Strands

|Geography |Culture |Economics/ |Civics and Government |History |

| | |Personal Financial Literacy | | |

| | | | | |

|♣Place |♣Religion |♣Needs/Wants |♣Politics |♣Change |

|♣Region |♣Language |♣Scarcity |♣Limited Government |♣Continuity |

|♣Location |♣Ethnicity |♣Resources |♣Citizenship |♣Patterns |

|♣Movement |♣Society |♣Costs |♣Rule of Law |♣Conflict |

|♣Human-Environment Interaction |♣Civilization |♣Standard of Living |♣Political Action |♣Cooperation |

|♣Physical Environment |♣Culture |♣Market economy |♣Political System |♣Revolution |

|♣Landforms |♣Diversity |♣Markets |♣National Identity |♣Leadership |

|♣Water forms |♣Values & Beliefs |♣Trade |♣Individual Rights |♣Invasion |

|♣Geographic Patterns | |♣Exchange |♣Power |♣Conquest |

|♣Settlement Patterns | |♣Supply and Demand |♣Freedom |♣Colonialism |

|♣Civilization | | | |♣War |

|♣Migration | | | |♣National Identity |

| | | | |♣Imperialism |

Looking at the Big Picture ------- Telling the Human Story Over Time

K – 12 Shifts in the NC Social Studies Essential Standards

Elementary Shifts

❑ Kindergarten: Citizenship & Responsibility

❑ 1st grade: Culture & Diversity

❑ 2nd grade: Interdependence & Global Economics

❑ 3rd grade: Geography & Environmental Literacy

❑ 4th grade: History course focused on North Carolina History

❑ 5th grade: History course focused on United States History

Middle Grade Shifts

❑ Sixth and Seventh Grades: Integrated World Studies

❑ Eighth Grade: Integrated Study of North Carolina and United States History

❑ Integration of Common Core Literacy Standards in History/Social Studies

Common Core Reading &Writing Standards for Literacy in History/Social Studies 6–12:



See pages 61-66 in the Common Core State Standards: English Language Arts for pages referencing

the Common Core Literacy Standards in History/Social Studies 6-12.

Note: In the middle grades, there is a chronological progression to the Standards in grades 6 & 7 and a specific time frame and region for grade 8.

High School Shifts

❑ World History has a focus more on the study of global history from mid 15th century to present.

❑ American History additional focus on teaching Founding Principles (Legislative Act)

❑ Integration of Personal Financial Literacy (PFL) into the Civics & Economics course

❑ Integration of Common Core Literacy Standards in History/Social Studies

Common Core Reading &Writing Standards for Literacy in History/Social Studies 6–12:



See pages 61-66 in the Common Core State Standards: English Language Arts for pages referencing

the Common Core Literacy Standards in History/Social Studies 6-12.

Grades 6 – 8 Social Studies Overview

Sixth and Seventh Grade

6th grade is the first time that students are introduced to the world.

•6th Grade: Shift from a study of just Europe and South America to an integrated study of the Ancient World through Exploration.

•7th Grade: Shift from a study of just Africa, Asia, and Australia to an integrated study of the Age of Exploration to the present.

•7th Grade economic concepts are more sophisticated.

•Both courses should be taught from a

⎫Comparative perspective

⎫Case study approach.

Eighth Grade

•Parallel study of North Carolina and the United States

•Revolutionary era to contemporary times

•Integration of Personal Financial Literacy

The Sixth Grade: The Roots of Modern Societies

Beginnings of Human Society to the Emergence of the First Global Age (1450)

Focus: World Geography; History & Culture: Patterns of Continuity and Change

θ First formal look at a study of the world

θ Focus heavily on the discipline of geography (five themes)

θ Systematic look at the history and culture various civilizations, societies, and regions

θ Various factors that shaped the development of civilizations, societies, and regions in the ancient world

θ Comparative study of world regions

θ Recognize and interpret the “lessons of social studies” –transferable ideas

Major concepts

θ Continuity and change (over time and in various civilizations, societies, and regions)

θ Conflict and cooperation

θ Compromise and negotiation

θ Migration and population distribution

θ Cultural expression/practices and diffusion

θ Human-environment interaction

θ Trade and economic decision-making

θ Societal organization (economic, political, and social systems)

θ Technology and innovation

θ Quality of life

θ Citizenship

Where to start?

National World History Standards:

The periodization of the new NC Essential Standards for sixth grade Social Studies is based on the five eras identified by the National Standards for World History:

Era 1: The Beginnings of Human Society Giving Shape to World History

Era 2: Early Civilizations and the Emergence of Pastoral People, 4000-1000 BCE/BC

Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE/BC-300 CE/AD

Era 4: Expanding Zones of Exchange and Encounter, 300-1000 CE/AD

Era 5: Intensified Hemispheric Interactions, 1000 –1500 CE/AD.

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. | |

The 2010 NC Grade 6 Essential Standards for Social Studies

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