ࡱ> '` KbjbjLULU 7.?.?C (C(C(C8`CtD<jEEEEEGGG  $h\z/P{GGPP/EEDSSSPEE SP SSj+EE 0Y(CWQ^2ŠDZ0J֨Q֨d++~֨GAJS9LMGGG//RRGGGPPPPD=(C(C Wayne County Public Schools NC Social Studies Essential Standards Year-Long Pacing Guide for Social Studies, Grade 6 Note on Coding: HHistory, GGeography and Environmental Literacy, EEconomic and Financial Literacy, C&GCivics and Governance, CCulture 9-Weeks PeriodUnitNC Essential Standards/ Clarifying ObjectivesMajor Topics/Concepts from DPIs Unpacking DocumentsTextbook Alignment1st 9-WeeksGeography Skills (4 Weeks) History: 6.H.1.1 Geography: 6.G.1.1; 6.G.1.3; 6.G.2.1; 6.G.2.2Map Skills Landforms Culture Climate 6th grade textbook: Geography Handbook Chapter 1Emergence of Civilizations (5 Weeks) Human Origins and Early Civilizations, Prehistory to 1000 BC (BCE)History: 6.H.1.3; 6.H.2.2; 6.H.2.3 Geography: 6.G.1.1; 6.G.1.4; 6.G.2.1; 6.G.2.2 Economics: 6.E.1.1 Civics & Gov: 6.C&G.1.4 Culture: 6.C.1.1Map Skills Landforms Human Origins Agricultural Revolution Early Civilizations/Culture Ancient River Valley (Mesopotamia, Nile River, Indus River, Huang He Valley)7th grade book Chapter 5 (all) Chapter 6 Sec. 1 pp 144-1512nd 9-WeeksDevelopment of Civilizations 1000BC-500AD- (9 Weeks) Classical Civilizations and Rise of Religious Traditions, 1000BC to 500AD History: 6.H.1.2; 6.H.1.3; 6.H 2.1; 6.H.2.2; 6.H.2.3; 6.H.2.4 Geography: 6.G.1.1; 6.G.1.2; 6.G.1.3; G.1.4; 6.G.2.1; 6.G.2.2 Economics: 6.E.1.1; 6.E.1.2 Civics & Governance: 6.C&G.1.1; 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 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 classes6th grade textbook Ancient Greece pp 221-223 Ancient Rome pp 221-223 7th grade book Ancient Egypt pp 278-305 Chapter 11 Ancient China- Chapter 20 Ancient India- Chapter 193rd 9-WeeksExpansion of Civilizations (9 Weeks) Postclassical Civilizations, 300 to 1000ADHistory: 6.H.1.1; 6.H.1.2; 6.H.1.3; 6.H.2.1; 6.H.2.2; 6.H.2.3; 6.H.2.4 Geography: 6.G.1.2; 6.G.1.4; 6.G.2.1 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; 6.C.1.2; 6.C.1.3Spread of Empires Religious Influence Effects of Trade Routes Establishment and Spread of Goods, Technology, and Ideas Investigate the differences of the Medieval Periods7th grade textbook Chapter 6 Sec. 3 pp 160-164 Byzantine Ch 8 224-2264th 9-WeeksRegional Civilizations (9 Weeks) Regional Interactions, 1000 to 1450 AD History: 6.H.1.3; 6.H.2.2; 6.H.2.4 Geography: 6.G.1.1; 6.G.1.2; 6.G.1.3; 6.G.1.4; 6.G.2.1 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 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 Civilizations6th grade textbook Chapter 5, 135-139 Chapter 8, 221-223 Chapter 8, 225-226Wayne County Public Schools Social Studies Pacing Guide by 9-Weeks Note on Coding: HHistory, GGeography and Environmental Literacy, EEconomic and Financial Literacy, C&GCivics and Governance, CCulture Subject: Social Studies Grade Level: 6th Unit Title: Geography SkillsTimeframe Needed for Completion: 3-4 weeks 9-Weeks Period: 1st 9-Weeks Big Idea/Theme: Geography Skills Understandings: Map Skills Landforms Culture Climate NC Essential Standards/Clarifying Objectives: History: 6.H.1.1 Geography: 6.G.1.1; 6.G.1.3; 6.G.2.1; 6.G.2.2Essential Questions: Can I identify/locate, on a map, the 7 continents, major countries, and my own location? Can I create maps, charts, graphs, timelines, and historical narratives as an interpretation of geographic location & data from a given specific period of time? 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: Essential Skills Understand how mapmakers represent a round globe on a flat map. Explain how to recognize special parts of a map. Describe how to read graphs, charts and diagrams. Vocabulary globe, hemisphere, latitude, longitude, relative location, absolute location, map key, cardinal directions, compass rose, intermediate directions, scale, relief, elevation, contour line, elevation profile Assessment Tasks: Projects, journals, foldables Create latitude & longitude bookmarks. Make a map of the classroom. Play a landform Jeopardy game. Create foldable using the Geography Dictionary Terms. Compare and contrast different uses for types of map projections. 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: HHistory, GGeography and Environmental Literacy, EEconomic and Financial Literacy, C&GCivics and Governance, CCulture Subject: Social Studies Grade Level: 6th Unit Title: Emergence of CivilizationsTimeframe Needed for Completion: 5 weeks 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: History: 6.H.1.3; 6.H.2.2; 6.H.2.3 Geography: 6.G.1.1; 6.G.1.4: 6.G. 2.1; 6.G. 2.2 Economics: 6.E.1.1 Civics & Governance: 6.C&G.1.4 Culture: 6.C.1.1Essential Questions: How did the physical geography of a location influence the lives of early humans? Why did hunter-gathers move into settled communities? (adaptation and migration) Why is it important for archaeologists to dig up the past? 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? How did early art evolve into the art we know today? .Essential Skills/Vocabulary: Essential Skills Identify the tools developed by prehistoric man. Explain how and why civilizations used and modified environments to suit the needs of the people. Understand past archaeological discoveries of ancient artifacts to prove the existence of prehistoric man. Discuss drawings, weaving, and pottery created by early man. Vocabulary archaeologists, hunter-gather, civilization, adaptation, migration, nomads, surplus, domesticated, homogeneous, adaptation, crop yield, scarcity, barter, trade, myths, culture, migration, artifacts, technologyAssessment Tasks: Projects, journals, foldables Create a graphic organizer classifying prehistoric people. Write a journal entry as if you were an archaeologist who had just discovered an ancient artifact. Timelines/tables Trace migration routes and patterns.  Wayne County Public Schools Social Studies Pacing Guide by 9-Weeks Note on Coding: HHistory, GGeography and Environmental Literacy, EEconomic and Financial Literacy, C&GCivics and Governance, CCulture Subject: Social Studies Grade Level: 6th Unit Title: Development of CivilizationsTimeframe Needed for Completion: 9 Weeks 9-Weeks Period: 2nd 9-WeeksBig 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 classesNC Essential Standards/Clarifying Objectives: History: 6.H.1.2; 6.H.1.3; 6.H.2.1; 6.H.2.2; 6.H.2.3; 6.H.2.4 Geography: 6.G. 1.1; 6.G.1.2; 6.G.1.3; 6.G.1.4; 6.G.2.1; 6.G. 2.2 Economics: 6.E.1.1; 6.E.1.2 Civics & Governance: 6.C&G.1.1; 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 Questions: How did the landforms of an area shape the social, political, and economic characteristics of early civilizations? (Ancient Societies) How did the Four Cradles of Ancient Society develop? What religious traditions developed in ancient civilizations? What forms of language and writing developed in ancient civilizations? What was the impact of Ancient Empires on later civilizations? Why was it important for early civilizations to settle near water and fertile soil? What input did Ancient Greece have on the foundations of which the United States is built? What caused ancient civilizations to rise and fall? What makes a place culturally unique?Essential Skills/Vocabulary: Essential Skills Explain how and why civilizations used and modified environments to suit the needs of the people. Explain the origins and structures of the worlds first states: city-states, kingdoms, and empires. Summarize the ideas that shaped political thought in various civilizations, societies, and regions. Understand ancient centralized government bureaucracy. Understand ancient mythology. Describe the origins, beliefs, traditions, customs, and spread of ancient religion. (Confucianism, Taoism, and Buddhism, and Judaism) 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.Assessment Tasks: Projects, journals, foldables Play Jeopardy. Choose an ancient society and create an illustrated time line. Choose style of writing and create your own piece of writing. Write a What if paper. Design a comic strip detailing a historical event. Time for Kids Around the World Site Create fact cube on the languages and writings of ancient civilizations. Wayne County Public Schools Social Studies Pacing Guide by 9-Weeks Note on Coding: HHistory, GGeography and Environmental Literacy, EEconomic and Financial Literacy, C&GCivics and Governance, CCulture Subject: Social Studies Grade Level: 6th Unit Title: Expansion of CivilizationsTimeframe Needed for Completion: 9 Weeks 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 PeriodsNC Essential Standards/Clarifying Objectives: History: 6.H.1.1; 6.H.1.2; 6.H.1.3; 6.H.2.1; 6.H. 2.2; 6.H.2.3; 6.H.2.4 Geography: 6.G.1.2; 6.G.1.4; 6.G.2.1 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; 6.C.1.2; 6.C.1.3Essential Questions: What caused the decline of the Roman Empire? How did political and cultural geography influence the rapid expansion of trade and the spread of civilization? Why did the Byzantine Empire have so much influence on religion, culture, and trade in Russia and Eastern Europe? 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? How did the Middle Ages influence people over time?Essential Skills/Vocabulary: Essential Skills Explain how and why civilizations used and modified environments to suit the needs of the people. Explain how invasions, conquests, and migrations affected various civilizations, societies, and regions. Summarize the ideas that shaped political thought in various civilizations, societies, and regions. Identify the cultural influences on trade and the expansion of peoples. Discuss how the Byzantine Empire influenced the culture of Russia and Europe. Summarize the division within religions. Describe how key historical figures and cultural groups influenced and transformed societies (e.g. , Mansa Musa, Confucius, Charlemagne and Qin Shi Huangdi). Discuss how competition, conflict, and compromise over the availability of natural, human, and capital resources 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.Assessment Tasks: Projects, journals, foldables Using a map, trace the trade routes of goods and people. Create a timeline. Play Jeopardy. Choose an Empire and create an illustrated time line of that Empires history, from creation to decline. Create an Empire cube. Write a What if paper. Create a learning cube that reflects the various products, technologies, and ideas passed along the trade routes. Wayne County Public Schools Social Studies Pacing Guide by 9-Weeks Note on Coding: HHistory, GGeography and Environmental Literacy, EEconomic and Financial Literacy, C&GCivics and Governance, CCulture Subject: Social Studies Grade Level: 6th Unit Title: Regional Civilizations Timeframe Needed for Completion: 9 Weeks 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 CivilizationsNC Essential Standard/Clarifying Objectives: History: 6.H.1.3; 6.H.2.2; 6.H.2.4 Geography: 6.G.1.1; 6.G.1.2; 6.G.1.3; 6.G.1.4; 6.G.2.1 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.1.1Essential Questions: What was the effect of contact with new people on the health of the natives of that particular area? 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? How have religions evolved? Why has the geography of a location influenced the region?Essential Skills/Vocabulary: Essential Skills Explain how and why civilizations used and modified environments to suit the needs of the people. Discuss how competition, conflict, and compromise over the availability of natural, human, and capital resources impacted economic development. Summarize the ideas that shaped political thought in various civilizations, societies, and regions. Compare the role and evolution of laws and legal systems in various regional civilizations. Vocabulary: causeways, aqueducts, canals, dams, cultural diffusion, assimilation, the Plague, Renaissance, pandemic, humanism, capital 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.Assessment Tasks: Projects, journals, foldables Using a map, trace the trade routes of goods and people. Research Pompeii. Write journal entries from the point of view of a child experiencing the volcanic eruption. Research Leonardo da Vinci as an artist and as an inventor. Write a persuasive paper defending your choice on which he should be known as, artist or inventor. Write a What if paper. Create a learning cube that reflects the various products, technologies, and ideas passed along the trade routes. 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