6th Grade World Civilizations Curriculum



Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

|Grade: 6th |

|Subject: Social Studies |

|Unit: Prehistoric Society: Survival |

|Lens: Change |

|Enduring Understandings |Guiding Questions |

|Economics |

|Revolution of agriculture leads to division of labor. |What is agriculture? |

| |What is domestication? |

|State Standards WHC |How did agriculture impact prehistoric people? |

|3.1.1 Explain how historically people have relied on their natural resources to meet their needs. |How did division of labor lead to specialization? |

|3.2.2 Trace the evolution of hunting-gathering and agrarian, … economic systems. | |

|Geography |

|The search for resources to meet basic needs determines migration patterns. |Why do groups migrate? |

| |How does geography and climate impact people? |

|2.3.1 Identify main reasons for major migrations of people. |What determines areas of settlement? |

|2.3.2 Explain how climate affects human migration and settlement. | |

| | |

|History |

|Civilizations develop and adapt to meet their needs. |What are the basic needs of man? |

| |What is the difference between Paleolithic man and Neolithic man? |

|State Standards WHC |How did Neolithic society develop from Paleolithic people? |

|1.6.1 Describe types of evidence used by anthropologists, archaeologists, and other scholars to |What is the time period for prehistoric man? |

|reconstruct early human and cultural development. |What types of evidence do anthropologist/archaeologists use? |

|1.6.2 Describe the characteristics of early hunter-gatherer communities. |What differences in technology existed between Paleolithic and Neolithic time periods? |

|1.6.3 Analyze the characteristics of early civilizations. |How do artifacts reflect time, place, and human condition? |

|1.7.1 Explain how man adapted the environment for civilizations to develop. |What is the difference between a fossil and an artifact? |

|1.7.2 Identify the technological advances developed by Ancient … societies and civilizations. | |

| | |

|Grade: 6th |

|Subject: Social Studies |

|Unit: Prehistoric Society: Survival |

|Lens: Change |

| AC = Assessment Code: Q – Quizzes P - Prompts |

|Critical Content and Skills O – Observations WS – Work Samples |

|D – Dialogues SA – Student Self-Assessment |

|T - Tests |

|Students will Know… |AC |Students will be able to… |AC |

|The history of ancient people is understood through tools, | |Read and interpret maps as they relate to migration. | |

|petroglyphs/pictographs and other artifacts. | |Examine and draw conclusions from artifacts. | |

|The development of agriculture and trade changed the way ancient people lived. | |Recognize cause and effect relationships | |

|The worlds earliest people banded together to provide for their basic needs, | |Compare and contrast information from Paleolithic and Neolithic eras. | |

|creating the first civilizations. | |Identify main ideas. | |

|The relationship between geography, climate and areas of settlement. | |Use critical thinking skills. | |

|Compare technologies using artifacts between Neolithic and Paleolithic | |Read for comprehension. | |

|civilizations. | | | |

|Identify the factors leading to the change from hunter/gatherer to agricultural | |Common Core State Standards for Literacy in History/Social Studies 6-8 | |

|societies. | |Note: All Common Core Objectives will be included in the skills section of each | |

| | |unit. Teachers must include these objectives in their instructional units. | |

| | | | |

| | |Please see pages 24-26 of this document for a complete list of the CCSS for | |

| | |Literacy in History/Social Studies. | |

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

|Grade: 6th |

|Subject: Social Studies |

|Unit: River Valley Civilizations |

|Lens: Interaction |

|Enduring Understandings |Guiding Questions |

|Economics |

|Advancing technology leads to specialization and an increase in trade. |What is trade? |

| |What are some advantages and disadvantages of trade? |

|State Standards 6-9 WHC |What other forms of exchange were developed in addition to trade? (e.g. coined money, shells, |

|3.1.1 Explain how historically people have relied on their natural resources to meet their needs.|standardization, weights, measures, etc.) |

|3.1.3 Analyze the role of money as a means of exchange. |Which civilizations used a standard form of exchange? (i.e. Lydia, China) |

|3.1.4 Describe alternative means of exchange. |How did standardization impact trade/exchange? |

|3.2.2 Trace the evolution of hunting-gathering, agrarian, industrial and technological |How does specialization develop? |

|economic systems. |What advances in technology allow specialization to develop? |

| |How does the use of resources affect trade? |

|Grade: 6th |

|Subject: Social Studies |

|Unit: River Valley Civilizations |

|Lens: Interaction |

|Enduring Understandings |Guiding Questions |

|Geography |

|Environmental elements influence where civilizations develop and thrive to include movement of |How do River Valley environments influence where civilizations develop and thrive? |

|goods, ideas, culture and technology. |How do topography and bodies of water influence the movement of goods and ideas? |

| |How does the environment impact the development of cultures? |

| |How does climate affect areas of settlement? |

|State Standards 6-9 WHC | |

|2.1.1 Develop and interpret different kinds of maps, globes, graphs, charts, databases and | |

|models. | |

|2.3.2 Explain how climate affects human migration and settlement. | |

|2.3.3 Describe how physical features such as mountain ranges, fertile plains, and rivers led to | |

|the development of cultural regions | |

|2.4.1 Explain the impact of waterways on civilizations. | |

|2.5.4 Describe how the conservation of resources is necessary to maintain a healthy | |

|environment. | |

|Government |

|Civilizations develop government to provide structure, order and organization. |Why are laws developed? |

|State Standards 6-9 WHC |How do interactions among people cause laws to change? |

|4.4.2 Analyze the various political influences which shaped western civilization including the|What systems of government were found in the River Valley civilizations? |

|City-State, Monarchy, Republic, Nation-State, and Democracy. |How did religion influence governmental structures in River Valley civilizations? |

| | |

|History |

|River valleys provided early civilizations with the opportunity to develop and prosper. |How did Mesopotamian civilizations develop and prosper? |

|1.6.3 Analyze the characteristics of early civilizations |How did Egyptian civilization develop and prosper? |

|1.7.1 Explain how man adapted the environment for civilization to develop |How did Indian civilization develop and prosper? |

|1.7.2 Identify the technological advances developed by Ancient, Greco Roman, Medieval, |How did Chinese civilization develop and prosper? |

|Early-Modern, and Modern European societies and civilizations. | |

|1.8.1 Find examples of how writing, art, architecture, mathematics, and science have evolved in | |

|civilization over time | |

| |What effect can religion have on social structure? |

|Civilizations exhibit social class structures. |What effect can government have on social structure? |

|1.8.2 Identify the origins and characteristics of different social classes. |Which ancient civilization(s) had social structures affected by both religion and government? (i.e. |

|1.9.1 Explain the relationship between religion and the peoples understanding of the natural |Egypt) |

|world. | |

|1.9.3 Discuss how religion influenced social behavior and created social order. | |

| |a. How does written language impact the way information is stored and communicated? |

| |b. How did River Valley civilizations use written language? |

|Written language impacts the formation, organization and interactions of civilizations. |c. What types of archaeological evidence has been found that gives insight to written languages from |

|1.6.1 Describe types of evidence used by anthropologists, archaeologists, and other |ancient civilizations? (Rosetta Stone, Code of Hammurabi, Old Testament, Vedas, etc.) |

|scholars to reconstruct early human and cultural development. | |

|1.7.2 Identify the technological advances developed by Ancient, Greco Roman, Medieval, |What is the difference between monotheism and polytheism? |

|Early-Modern, and Modern European societies and civilizations. |What groups within ancient civilizations practiced monotheism? |

|1.8.1 Find examples of how writing, art, architecture, mathematics, and science have evolved in |Which groups within ancient civilizations practiced polytheism? |

|civilization over time |How did religion affect the interaction between groups within a civilization? |

| |How did people use religion to explain natural phenomena? |

|Religion has had a significant impact on civilizations throughout history. | |

| | |

|1.9.1 Explain the relationship between religion and the peoples understanding of the natural | |

|world. | |

|1.9.3 Discuss how religion influenced social behavior and created social order. | |

| | |

| | |

|Grade: 6th |

|Subject: Social Studies |

|Unit: River Valley Civilizations |

|Lens: Interaction |

| AC = Assessment Code: Q – Quizzes P - Prompts |

|Critical Content and Skills O – Observations WS – Work Samples |

|D – Dialogues SA – Student Self-Assessment |

|T - Tests |

|Students will Know… |AC |Students will be able to… |AC |

|Civilizations prosper in regions where favorable geographic elements exist. | |Create, read, interpret and relate historical timelines (relate all four river | |

|Chronologies, similarities and differences of the four ancient river | |valley civilizations). | |

|civilizations suggest similar patterns. | |Read, interpret and label maps of river valley civilizations. | |

|Irrigation and other environmental interaction affect the development of the | |Collect and interpret data from charts, graphs and visual aids. | |

|river valley civilizations. | |Use multiple resources to collect information | |

|River valley civilizations developed government to provide order, structure, and | |Compare and contrast cultures. | |

|organization | | | |

|Each river valley civilizations made contributions, which influenced later | |Common Core Writing Standards for Literacy in History/Social Studies | |

|cultures. | |Note: All writing Common Core Objectives will be included in the skills section of| |

|Patterns of class structure existed in the ancient river valley civilizations. | |each unit. Teachers must include these objectives in at least one unit throughout| |

|The different religions associated with ancient civilizations. | |the year. | |

| | | | |

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

|Grade: 6th |

|Subject: Social Studies |

|Unit: Early Civilizations of Latin America |

|Lens: Adaptations |

|Enduring Understandings |Guiding Questions |

|Civilizations adapt to and change their environments to meet their needs. |What was the benefit of intercropping? |

|World History and Civilizations, 6-9 |Why did early people use intercropping and chinampas? |

|1.7.1 Explain how man adapted the environment for civilization to develop. |What was the purpose of raised fields, terraces and slash-and-burn techniques? |

|2.3.1 Identify main reasons for major migrations of people. | |

|2.3.2 Explain how climate affects human migration and settlement. | |

|2.5.4 Describe how the conservation of resources is necessary to maintain a healthy environment. | |

|3.1.1 Explain how historically people have relied on their natural resources to meet their needs. | |

|Geography – Western Hemisphere | |

|1.8.1 Describe major aspects of the civilizations of the Western Hemisphere prior to European contact, | |

|such as Mesoamerica. | |

| | |

|Innovations solve problems and shape societies. |What was a causeway and why were they used? |

|World History and Civilizations, 6-9 |How did early Mesoamerican civilization communicate (spoken and written)? |

|1.7.2 Identify the technological advances developed by Ancient, Greco Roman, Middle Ages, Early-Modern, |How were the number systems of the early Mesoamerican cultures similar/different? |

|and Modern European societies and civilizations. |How were the architectural structures similar/different between the early civilizations of Mesoamerica? |

|1.8.1 Find examples of how writing, art, architecture, mathematics, and science have evolved in western | |

|civilization over time. | |

|3.2.2 Trace the evolution of hunting-gathering and agrarian ... economic systems. | |

|Geography – Western Hemisphere | |

|1.8.1 Describe major aspects of the civilizations of the Western Hemisphere prior to European contact, | |

|such as Mesoamerica. |What were the class structures in early Mesoamerican civilizations? |

| |What role did religion play in early Mesoamerican civilizations? |

| |What forms of recreations were used in early civilizations of Mesoamerica? |

|Civilizations have unique cultures that include class structures, religion, and recreation. | |

|World History and Civilizations, 6-9 | |

|1.6.3 Analyze the characteristics of early civilizations. | |

|1.8.1 Find examples of how writing, art, architecture, mathematics, and science have evolved in western | |

|civilization over time. | |

|1.8.2 Identify the origins and characteristics of different social classes. | |

|1.9.1 Explain the relationship between religion and the peoples understanding of the natural world. | |

|1.9.3 Discuss how religion influenced social behavior and created social order. | |

|Geography – Western Hemisphere | |

|1.8.1 Describe major aspects of the civilizations of the Western Hemisphere prior to European contact, | |

|such as Mesoamerica. | |

|Grade: 6th |

|Subject: Social Studies |

|Unit: Early Civilizations of Latin America |

|Lens: Adaptations |

| AC = Assessment Code: Q – Quizzes P - Prompts |

|Critical Content and Skills O – Observations WS – Work Samples |

|D – Dialogues SA – Student Self-Assessment |

|T - Tests |

|Students will Know… |AC |Students will be able to… |AC |

|The general location of the early Latin American civilizations. | |Read and interpret maps. | |

|How the environment and climate affected the early movement of people in the | |Examine and draw conclusions from artifacts. | |

|Americas. | |Recognize cause and effect relationships. | |

|How innovations and ideas influenced the development of early civilizations in | |Create, read, interpret and relate historical timelines. | |

|Latin America. | |Compare and contrast cultures. | |

|The social structures within early civilizations in Latin America. | | | |

|The religious beliefs of early Latin American civilizations. | |Common Core Writing Standards for Literacy in History/Social Studies | |

|Examples of art and/or architecture, language and technology from early | |Note: All writing Common Core Objectives will be included in the skills section of| |

|Mesoamerican cultures. | |each unit. Teachers must include these objectives in at least one unit throughout| |

|How cultural diffusion influenced the development of cultures within early Latin | |the year. | |

|American civilizations. | | | |

|What caused the demise of each early civilization. | | | |

|The role of women in Mesoamerican civilizations. | | | |

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

|Grade: 6th |

|Subject: Social Studies |

|Unit: Classical Foundations of Greece and Rome |

|Lens: Contributions/Conflict/Cooperation |

|Enduring Understandings |Guiding Questions |

|Global Perspectives |

|Cultural values and perspectives influence language, literature, the arts, and architecture of |Which contributions were adapted by other cultures? |

|societies. |Why and how are cultural ideas transferred across societies? |

| | |

| | |

|2. Cultural borrowing influences the development of civilizations. |What civilizations contributed to the development of Greece and Rome? |

| |What aspects of Greek culture did the Romans adapt for their use? |

|Grade: 6th |

|Subject: Social Studies |

|Unit: Classical Foundations of Greece and Rome |

|Lens: Contributions/Conflict/Cooperation |

|Enduring Understandings |Guiding Questions |

|Economics |

| Increases in trade lead to merchandising and expansion. |What causes an increase in trade? |

| |How can trade lead to expansion? |

|State Standards WHC |How does merchandising affect colonization? |

|3.1.1 Explain how historically people have relied on their natural resources to meet their needs.| |

| | |

|The economic principles of trade and merchandising encourage the exchange of resources, ideas, | |

|and culture. |How does trade serve as a catalyst for exchange of resources, ideas, and culture? |

| | |

|State Standards WHC | |

|3.1.1 Explain how historically people have relied on their natural resources to meet their needs.| |

| | |

|Grade: 6th |

|Subject: Social Studies |

|Unit: Classical Foundations of Greece and Rome |

|Lens: Contributions/Conflict/Cooperation |

|Enduring Understandings |Guiding Questions |

|Geography |

|Geographical features have an impact on the development and transfer of contributions between |How did the unique physical features affect transportation between cultures? |

|cultures. |What waterways were of greatest importance to Greek and Roman civilizations? |

| |How did roads promote the expansion of the Roman Empire? |

|State Standards WHC | |

| | |

|2.1.1 Develop and interpret different kinds of maps, globes, graphs, charts, databases and | |

|models. | |

|2.3.3 Describe how physical features such as mountain ranges, fertile plains, and rivers led to | |

|the development of cultural regions. | |

|2.3.4 Explain how transportation routes stimulate growth of cities and the exchange of goods, | |

|knowledge, and technology. | |

|2.4.1 Explain the impact of waterways on civilizations. | |

|2.5.1 Explain how the resources of an area can be the source of conflict between competing | |

|groups. | |

| | |

|Grade: 6th |

|Subject: Social Studies |

|Unit: Classical Foundations of Greece and Rome |

|Lens: Contributions/Conflict/Cooperation |

|Enduring Understandings |Guiding Questions |

|Government |

|Past governmental structures influence present systems. |How is our present system of government influenced by the governments of Greece and Rome? |

| |What is the difference between a democracy and a republic? |

|State Standards WHC | |

|4.4.1 Describe the role of government in population movements throughout western | |

|civilization. | |

|4.4.2 Analyze the various political influences which shaped western civilization including |What are the possible effects of conflict? |

|the City-State, Monarchy, Republic, Nation-State, and Democracy. |How can political power be transferred? |

| | |

|Conflict may result in transfer of political power. | |

| | |

|State Standards WHC | |

|4.4.1 Describe the role of government in population movements throughout western | |

|civilization. | |

|4.4.2 Analyze the various political influences which shaped western civilization including | |

|the City-State, Monarchy, Republic, Nation-State, and Democracy. | |

|History |

| Present societies are influenced by historical contributions. |What historical contributions from Greece and Rome are evident in present society? |

| |How can positive and negative interactions between groups lead to innovations and advancements (Cultural|

|State Standards WHC |diffusion)? |

|1.6.3 Analyze the characteristics of early civilizations. | |

|1.7.1 Explain how man adapted the environment for civilization to develop. | |

|1.7.2 Identify the technological advances developed by Ancient, Greco Roman, Middle Ages, | |

|Early-Modern, ad Modern European societies and civilizations. |How did the religion of ancient Greece affect daily life? |

|1.8.2 Identify the origins and characteristics of different social classes. |What is the difference between polytheism and monotheism? |

| |How did the spread of Christianity affect the Roman Empire? |

|Religion plays a role in the development of civilizations. | |

| | |

|State Standards WHC | |

|1.9.1 Explain the relationship between religion and the peoples understanding of the natural | |

|world | |

|1.9.2 Explain how religion shaped the development of western civilization. | |

|1.9.3 Discuss how religion influenced social behavior and created social order. | |

|1.9.4 Describe why different religious beliefs were sources of conflict. | |

|Grade: 6th |

|Subject: Social Studies |

|Unit: Classical Foundations of Greece and Rome |

|Lens: Contributions/Conflict/Cooperation |

| AC = Assessment Code: Q – Quizzes P - Prompts |

|Critical Content and Skills O – Observations WS – Work Samples |

|D – Dialogues SA – Student Self-Assessment |

|T - Tests |

|Students will Know… |AC |Students will be able to… |AC |

|The location and topography of ancient Greece and Rome facilitated their | |Read and interpret maps. | |

|development and expansion. | |Use a timeline to relate historical events. | |

|Examples of innovations from Greece and Rome (art, architecture, language, | |Use multi-source information to analyze perspectives. | |

|sciences, Olympics, literature, astronomy, military, roads, etc.). | |Compare and contrast government systems. | |

|Greek and Roman ideas spread throughout the Mediterranean world through | |Organize and present information graphically. | |

|colonization, expansion and trade. | | | |

|There were common contributing factors which affected the rise and fall of | |Common Core Writing Standards for Literacy in History/Social Studies | |

|ancient Greece and Rome. | |Note: All writing Common Core Objectives will be included in the skills section of| |

|The different forms of government in Greece and Rome (monarchy, oligarchy, | |each unit. Teachers must include these objectives in at least one unit throughout| |

|tyranny, democracy, republic). | |the year. | |

|Significant philosophers from Greece and Rome. | | | |

|The early civilizations that led to the development of Greece and Rome (Minoan, | | | |

|Mycenaean, Etruscan, Latin). | | | |

|The aspects of city-states in ancient Greece. | | | |

|The significant differences between Sparta and Athens. | | | |

|The accomplishments and legacy of Alexander the Great. | | | |

|The impact of the Persian Wars on the cit-states of ancient Greece. | | | |

|The religious base of Greece and Rome (polytheism, monotheism). | | | |

|Social class order of Greece and Rome | | | |

|The effects of the Punic wars on the growth of Rome. | | | |

|Significant leaders of Greece and Rome. | | | |

|Causes of the fall of Rome | | | |

| | | | |

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

|Grade: 6th |

|Subject: Social Studies |

|Unit: The Rise of Feudalism |

|Lens: Organization |

|Enduring Understandings |Guiding Questions |

|Global Perspectives |

|A society’s religious beliefs and social structure creates both conflict and order. |a. How do religious beliefs and social structure create conflict? |

| |b. How do religious beliefs and social structure create order? |

|State Standards WHC |c. How do cultures develop and change? |

|5.1.3 Evaluate why peoples unite for political, economic, and humanitarian reasons. | |

| | |

|Economics |

|Economic systems change over time. |What is a manor? |

| |What were the roles and responsibilities of different groups residing on a fief? |

|State Standards WHC |What was the economic basis of the manors? (Agrarian) |

| |What role did guilds play in the development of towns? |

|Describe alternative means of exchange | |

|3.2.1 Analyze the impact of economic growth of European society. | |

|3.2.2 Trace the evolution of hunting-gathering, agrarian, industrial and technological economic | |

|systems | |

|3.2.4 Identify important economic organizations that have influenced economic growth. | |

|Geography |

|Migration results from changing socio-economic factors. |What groups of people migrated during the middle ages? (i.e. Huns, Visigoths, Vikings). |

| |What caused these people to migrate? |

|State Standards WHC |Why did people move to manors? |

| | |

|2.1.1 Develop and interpret different kinds of maps, globes, graphs, charts, databases and models.| |

|2.3.1 Identify main reasons for major migrations of people. | |

|2.5.1 Explain how the resources of an area can be the source of conflict between competing groups.| |

|Grade: 6th |

|Subject: Social Studies |

|Unit: The Rise of Feudalism |

|Lens: Organization |

|Enduring Understandings |Guiding Questions |

|Government |

|Groups within a given region have different degrees of power and influence. |Why did different groups have varying amounts of power and influence? |

| |How did different groups use their power and influence? |

|State Standards WHC |What was the feudal hierarchy during the Middle Ages (King-Nobles-Knights-Serfs) |

|4.4.1 Describe the role of government in population movements throughout western civilization.| |

|4.4.2 Analyze the various political influences which shaped western civilization including the| |

|City-State, Monarchy, Republic, Nation-State, and Democracy. |How did political alliances aid in the defense of sovereignty? |

| | |

|Defense of sovereignty may create a need for political alliances. | |

| | |

|State Standards WHC | |

|4.4.1 Describe the role of government in population movements throughout western civilization.| |

|4.4.2 Analyze the various political influences which shaped western civilization including the| |

|City-State, Monarchy, Republic, Nation-State, and Democracy. | |

|History |

|Groups of people unite for protection. |Why do people band together? |

| |What is feudalism? |

|State Standards WHC |Why did feudalism develop? |

|1.7.2 Identify the technological advances developed by Ancient, Greco Roman, Middle Ages, | |

|Early-Modern, ad Modern European societies and civilizations. | |

|1.8.2 Identify the origins and characteristics of different social classes | |

|5.1.3 Evaluate why peoples unite for political, economic and humanitarian reasons. |What forces can cause a society to change? |

| |Why is this time period known as “the Dark Ages”? |

| |Why do some societies progress and some regress? |

|Societies change over time. |What was the influence of the Church during the Middle Ages? |

| |What was the purpose of the Crusades? |

|State Standards WHC | |

|1.9.2 Explain how religion shaped the development of western civilization. | |

|1.9.3 Discuss how religion influenced social behavior and created social order | |

|Grade: 6th |

|Subject: Social Studies |

|Unit: The Rise of Feudalism |

|Lens: Organization |

| AC = Assessment Code: Q – Quizzes P - Prompts |

|Critical Content and Skills O – Observations WS – Work Samples |

|D – Dialogues SA – Student Self-Assessment |

|T - Tests |

|Students will Know… |AC |Students will be able to… |AC |

|Protection is a factor that contributed to people forming groups/alliances. | |Read and interpret political and physical maps. | |

|Invaders: Vikings, Barbarians, etc. | |Compare and contrast the roles and relationships among people in a feudal society.| |

|In the feudalistic societies of Europe, a top down hierarchy provided mutual | |Read and interpret timelines | |

|benefits for all: | | | |

|pledge of loyalty in exchange for protection | | | |

|alliances among rulers were a means of perpetuating sovereignties | | | |

|The feudal systems of Europe established and passed on culture and traditions. | | | |

| | | | |

|Settlements during the Middle Ages were affected by socio-economic and geographic| | | |

|factors. | | | |

|The factors that contributed to people forming groups. | | | |

|The purpose of the guilds. | | | |

|The feudal origins of some present day traditions and manners (i.e. chivalry, | | | |

|heraldry). | | | |

|Why this time period was known as “the Dark Ages”. | | | |

|The impact of the Black Plague on the population. | | | |

Reading Standards for Literacy in History/Social Studies

The Reading standards specific to the content areas begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Reading Informational Text RH

Key Ideas and Details

6-8.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources.

6-8.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

6-8.RH.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Craft and Structure

6-8.RH.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

6-8.RH.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).

6-8.RH.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integration of Knowledge and Ideas

6-8.RH.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

6-8.RH.8 Distinguish among fact, opinion, and reasoned judgment in a text.

6-8.RH.9 Analyze the relationship between a primary and secondary source on the same topic.

Range of Reading and Level of Text Complexity

6-8.RH.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

Writing Standards for Literacy in History/Social Studies

The Writing standards specific to the content areas begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Writing WHST

Text Types and Purposes

6-8.WHST.1 Write arguments focused on discipline-specific content.

a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from and supports the argument presented.

6-8.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style and objective tone.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

6-8.WHST.3 (See note below; not applicable as a separate requirement)

Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import.

Production and Distribution of Writing

6-8.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

6-8.WHST.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

6-8.WHST.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Research to Build and Present Knowledge

6-8.WHST.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

6-8.WHST.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

6-8.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research.

Range of Writing

6-8.WHST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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Unit Overview

The points of focus in this unit include how tools, language, clothing and the use of technology helped early people advance; how prehistoric people changed from food gatherers to food producers; and why specialization, and geography were important in prehistoric societies.

Suggested time frame: 2 weeks

VOCABULARY

artifacts

pictographs

petroglyphs

archaeologist

anthropologist

fossils

Paleolithic (Old Stone Age)

Neolithic (New Stone Age)

bands

agriculture

cultivate

domestication

technology

specialization

division of labor

society

culture

migration

glacier

ECONOMICS

• Division of labor

• Revolution of agriculture

Prehistoric Society: Survival

Change

6th

Unit Topic:

Prehistoric Society:

Survival

GEOGRAPHY

• Human – environmental interaction and use of available resources

• Migration

Unit Topic:

Early Civilizations of Latin America

Classical Foundations of Greece and Rome

6th

Contributions/Conflict/Cooperation

6th

Unit Overview

The points of focus for this unit include how the Greek and Roman cultures have contributed to other civilizations in the areas of politics, science, philosophy, arts, athletics and language. The geography led to the spread of ideas through colonization and expansion.

Suggested time frame: 8 weeks

VOCABULARY

Aristocracy Alexander the Great

Alliances Julius Caesar

Tyranny Assembly

Democracy Columns

Philosophers Leagues

Oligarchy Christianity

Republic Aqueducts

Arch Polytheism

Legions Monotheism

Monarchy Patricians

Alps Plebeians

Ancient Greece Consuls

Aegean Sea Tribune

Italian Peninsula Census

Gaul Veto

Tiber River Majority rule

Ancient Rome

Plato

Phillip II (from Macedonia)

Augustus Caesar

Mark Antony

Socrates

Aristotle

Peninsula

Island

Isthmus

Harbor

GEOGRAPHY

• Region

• Human/environment interaction (rivers)

•

River Valley Civilization

Environment

• Farming adaptations

• Natural resources

• Climate

Unit Overview

The points of focus in this unit include how religion, family life and government influenced ancient civilizations. The interaction between people leads to a change in laws and the interaction with the environment influences where civilizations develop. Instruction will focus on the civilizations of Mesopotamia, Egypt, India and China. Early people often settled along the rivers.

Suggested time frame: 15 weeks

VOCABULARY

city-state nation-state

ziggurat irrigation

Valley of the Kings monotheism

silt polytheism

monarchy flood plain

cuneiform Nile River Valley

trade routes Mediterranean Sea

pyramid Tigris River

hieroglyphics Euphrates River

mummification Mesopotamia

mouth of river Fertile Crescent

source of river Egypt

delta Red Sea

desert Himalayas

cataract dynasty

culture Daoism

natural resources Chang Jiang River

society standardization

castes Ganges River

subcontinent China

Hinduism Indus River Valley

hierarchy Huang He River

social class structure sovereignty

monsoon subcontinent

Buddhism India

Legalism plateau

innovations Pharaoh

dialect Confucianism

Lydians coined money

Sanskrit Arabic numerals

inoculation

Interaction

Innovations

• Writing

• Number systems

• Calendar

• Art/architecture

Unit Overview

Feudalism existed as the primary form of social organization during the Middle Ages. Trade expanded, towns grew, kings increased their authority and nations began to develop.

Suggested Time Frame: 4 weeks

VOCABULARY:

|Middle Ages |Freemen |

|Dark Ages |Guilds |

|Medieval |Merchants |

|Monarchy |Artisans |

|Feudalism |Alliances |

|Sovereignty |Fief |

|Fealty |Manor |

|Loyalty |Agrarian |

|Hierarchy |Plague |

|King |Crusades |

|Church |Christianity |

|Nobles |Islam |

|Lords | |

|Vassals | |

|Knights | |

|Chivalry | |

|Peasants | |

|Serfs | |

Organization

The Rise of Feudalism

Unit Topic:

The Rise of Feudalism

6th

Culture

• Class structure

• Religion

• Recreation

Civilizations

• Olmecs

• Mayas

• Aztecs

• Incas

HISTORY

• History before written language (Prehistory)

• Time period

6th

GOVERNMENT

• Rulers

• Laws

• Hierarchy

• Transfer of power

ECONOMICS

• Specialization

• Use of resources

• Trade

• Means of exchange

• Standardization

•

Adaptation

HISTORY

• Mesopotamia

• Egypt

• India

• China

• Religion

• Development of written language

• Social Structure

-

Unit Topic:

River Valley

Civilizations

Early Civilizations of Latin America

Unit Overview

This unit will focus on how adaptations, religion, innovations, and the arts influenced the early civilizations in Mesoamerica. Adaptations to the environment influenced where and how civilizations developed. Instruction will focus on the Olmec, Maya, Aztec and Inca civilizations.

Suggested time frame: 4 weeks

VOCABULARY

Intercropping

Ceremonial centers

Elite

Mesoamerica

Slash-and-burn

Glyphs

Cenotes

Causeways

Chinampas

Terraces

Conquistadors

Unit Topic:

Classical Foundations of Greece and Rome

GEOGRAPHY

Human/environmental interaction

• Waterways

• Roman roads

GOVERNMENT

• Democracy

• Oligarchy

• Republic

• Tyranny

• Monarchy

ECONOMICS

• Merchandising

• Trade

• Colonization

• Expansion

HISTORY

• Greece

Minoans/Mycenaeans

• Rome

Etruscans/Latins

Global Perspectives

• Language literature

• Religion

• Art

• Architecture

• Sports

• Drama

• Philosophers,

GEOGRAPHY

• Migration

• Barbarians

GOVERNMENT

• Feudalism

• Feudal Hierarchy

• Alliances

ECONOMICS

• Feudalism

• Crusades

• Trade (guilds)

HISTORY

• Feudalism in Europe

• Plague

GLOBAL PERSPECTIVES

• Feudalism

• Crusades

o Christianity

o Islam

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