6 th Grade Social Studies Curriculum Overview

Transcription

1 6 th Grade Social Studies Curriculum Overview

2 District 30 Social Studies Curriculum Foundations Common Beliefs District 30 promotes high standards and holds high expectations for all learners in our schools. We have a common vision for what graduates of our schools will know and be able to do with respect to social studies knowledge and skills. Specifically, upon completion of our program of social studies instruction, District 30 graduates will be able to: Think critically about social and economic issues and evaluate and propose solutions to issues Delve into historical events and periods and emerge with an understanding of how the past informs the future Examine local issues that impact our city, state and nation as well as the ability to understand larger, global issues that impact citizens locally Consider perspectives different from their own to understand various sides of an issue, event, or movement Communicate effectively and respectfully We believe that all of our students are capable learners who will move to high school and the world of higher education equipped with the necessary skills and understandings that will allow them to transition into rigorous course work and onto pathways for deeper study in the field of social studies or related areas. Philosophy Social Studies educators teach students the content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy. -The National Council for the Social Studies Social Studies is the integrated study of the social sciences to promote informed citizenship. Our curriculum is designed to tell the story of who we are as citizens of the United States and of a larger global society. As educators of 21 st century learners, our job is to prepare students to be able to critically participate as active citizens with the ability to intelligently and compassionately participate in our democracy in this millennium (NCSS, Media Literacy, 2009). Our curriculum thoughtfully integrates the disciplines of history, geography, economics, and government to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an increasingly interdependent world. Social studies curriculum in District 30 focuses on supporting student growth so that they: Develop a strong content base so that students understand that the past informs the future Develop local, national and global perspectives which emphasize interconnectedness among people and events Build understanding of how to work to address environmental concerns and human rights issues Build understanding of how to participate in the economic development of the United States and the global community Expand their ability to thrive, contribute and produce in a participatory culture that uses information/communication technologies and media literacies for collaboration and networking The Process The District 30 Social Studies Curriculum guide is aligned with the Illinois State Standards as well as Common Core Standards. It is also based upon the ten themes that form the framework of social studies

3 standards, which were developed by the National Council for the Social Studies (1994) and National Geographic's five themes of geography (1986). District 30 students are taught content, concepts, and skills through a wide variety of methods, including but not limited to, engaging learning strategies, incorporation of technology and tools for media literacy, and the integration of literature. Multiple assessment tools are used to measure student progress. In addition, the formulation of this curriculum is based on the Backwards Design model (Wiggins & McTighe), a research-based set of strategies for curriculum and assessment design. District 30 Social Studies curriculum has been designed and written by a team of District 30 teachers who considered the many important aspects of teaching and learning in the development of social studies curriculum. These practices and design elements enable the District 30 staff to address the unique needs and learning styles of individual students. Unit Map Ancient Egypt Sixth Grade Social Studies Essential Questions: How do geographic factors affect the rise of civilizations? Why were the pharaohs of Egypt so successful for so long? How does social position affect the daily lives of individuals? How does religion and belief in an afterlife impact the daily lives of people? The importance and impact of the geography of the Nile River The power structure and the rulers of Egypt Mummies and mummification process represented an important aspect of Egyptian philosophy of the afterlife Ancient Egyptian religion and how it defined Egyptian fife Ancient Egyptian culture and the significance of pyramids and tombs Understanding hieroglyphs and interpreting Rosetta Stone Vocabulary terms: delta, cataract, silt, Kemet (black land), red land, caravans, bazaars, absolute power, dynasty, Old Kingdom, Middle Kingdom, New Kingdom, pharaoh, Tutankhamen, Hatshepsut, Nefertiti, Cleopatra, regent, afterlife, mummy, what, ushabti (shabti), scarab, stela (STEE-lah), resin, amulets, Book of the Dead, canopic jar, mourners, natron salt, viscera, weighing of the heart, opening of the mouth, sarcophagus, embalming, wedjat (Eye of Horus), pyramid, mastaba, Giza, gods and goddesses, hieroglyphs, papyrus, Rosetta Stone, social classes, polytheism. Understand how the Nile River provided the ancient Egyptians with water, food, and fertile soil. Describe how ancient Egypt prospered during three major time periods (the Old Kingdom, Middle Kingdom, and New Kingdom). Explain the religious beliefs of the ancient Egyptians and how their dead were prepared for an afterlife.

4 Illustrate the ancient Egyptian social structure and explain the impact of social order on society. Learn about hieroglyphs and the interpretation of the Rosetta Stone. Unit Map Ancient Greece Essentials Questions: What are the roles and responsibilities of government? What are the roles and responsibilities of citizens in a democracy? Who were the ancient Greeks and how did their various forms of government influence our own history? What is the legacy of ancient Greek art and architecture? How do values influence behavior? The geography of the Mediterranean and its affect on society and settlement The significance of the contributions of the Minoan and Mycenaean people to Greek civilization Religious beliefs and their dominance in the lives of the Ancient Greeks Influence of philosophy and the arts on society Roles and responsibilities of government and the legacy of democracy The differences in values in Athens and Sparta (despite sharing the same culture and language). Alexander the Great, his accomplishments, and the spread of Greek culture Vocabulary terms: peninsula, Asia Minor, Mediterranean, Peloponnesus, Aegean, Acropolis, Parthenon, aristocrat, tyrant, tribute, democracy, council, generals, courts, law enforcement, financial administration, philosopher, Socrates, Aristotle, Plato, labyrinth, agora, citizen, slavery, Athens, Troy, Mycenaean, Minoan, Trojan War, barbarian, oracle, Olympics, Sparta, helots, Delphi, centaur, gorgon, immortals, sacrifice, Twelve Olympians, gods and goddesses, polis, Pericles, monarchy, colony, city-state, assembly, oligarchy, vendor, Doric, Ionic, Corinthian, Greek Chorus, tunic, toga, drama, tragedy, comedy, Aristophanes, Battle at Marathon, Peloponnesian War, plague, Alexander the Great, assassination, Hellenistic Age Understand how geography of the Mediterranean encouraged the growth of independent city-states that shared a common culture. Examine the contributions of the Minoan and Mycenaean people on the development of early Greek civilization. Explain the foundations for government based upon rule by the people. Compare and contrast the roles and responsibilities of citizens in a democracy. Analyze the Golden Age of Athens (focusing on achievements in philosophy and the arts). Analyze the implications of dominant religious beliefs on culture. Compare and contrast values in the city-states of Sparta and Athens.

5 Analyze the accomplishments of Alexander the Great and the spread of Greek culture throughout the ancient world. Unit Map Ancient Rome Essential Questions: How is society affected when one group dominates another? How is power gained, used, and justified? How does living in a violent society damage individuals and contribute to its decline? Compare and contrast Roman lifestyle focusing on social classes, common customs, religious beliefs and the influence of ancient Greeks on the ancient Romans. Ancient Rome s geographic setting and the effect of the expansion of the Roman Empire on the conquered land and people. The impact of changes in Roman government over time (e.g. republic to empire, dictators to emperors). The significance of the level of violence in ancient Rome and how it contributed to the downfall of the empire. Roman law and its spread throughout the empire and its influence on civilizations today. Julius Caesar: His rise to power and the impact of his death on the republic. Vocabulary terms: archaeologist, empire, Pompeii, Mt. Vesuvius, Tiber River, Tyrrhenian Sea, Thrace, Carthage, Gaul, Rome, Capua, province, Mosaic, Romulus and Remus, Etruscan, Laws of the Twelve Tables, republic, forum, Roman Senate, Senators, Magistrates, aristocracy, heredity, Julius Caesar, Diocletian, Cincinnatus, Augustus, Hadrian, Cicero, Homer, Virgil, Aqueduct, oculus, Latin, patrician, plebeian, stylus, Pax Romana, veto, dictator, loyalty, decline, Greco-Roman, barbarians, gladiators, tunic, stolas, Colosseum, Circus Maximus, villa, Roman Dole, gods and goddesses, numina, legions, legionnaires, Triarri, Velites, Centurions, Principes, hastate, javelin, mail shirt, armor, chariot race, Spartacus, desertion, slaves, slavery, equestrians, freemen, priestess, prophetess, barbarians. Learn about the Roman lifestyle and compare and contrast common customs, traditions, religious beliefs, and the culture of the ancient Greeks and ancient Romans. Examine the various social classes and the role of slaves, freemen, and plebeians in ancient Roman society. Understand how Rome s geography influenced the expansion of the Roman Empire. Compare maps of the Roman Empire in different time periods, analyze hypotheses about the growth of the Roman Empire and draw conclusions about the effectiveness of specific emperors. Hypothesize and draw conclusions about how the expansion of the Roman Empire contributed to governmental and social problems and ultimately, to its downfall.

6 Compare and contrast the decline of the Roman Empire with our current social and governmental problems. Understand the merits of heredity rule and analyze the qualifications of emperors and evaluate whether or not each was a successful leader. Analyze the extreme violence that permeated Roman society and understand how that violence contributed to the downfall of the Roman Empire. Describe how the Roman system of law was passed down to other cultures, including our own. Explain how Julius Caesar assumed power over a weakened republic and became Rome s dictator. Examine the impact of the assassination of Julius Caesar on the Roman Republic and explain the transition from republic to empire. American Civil War and Reconstruction Era Essential Questions: Was the American Civil War unavoidable? Was secession by the South justified? Is it ever right for one group to dominate another group? How did African Americans face slavery and discrimination in the mid-1800s? What was impact of the contributions of minority groups during the Civil War? The importance and impact of the geography of the U.S in 1850 (Slave and Free States) The significance of the causes and events of the Civil War The importance of the roles and responsibilities of individuals and groups shaping the Civil War The institution of slavery and the impact of the abolitionist movement The value of contributions of minorities, dissenters, and reformers Vocabulary terms: Missouri Compromise, Compromise of 1850, Fugitive Slave Act, Kansas-Nebraska Act, Dred Scott, Election of 1860, Civil War, Confederate Army, Union Army, Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, Frederick Douglass, Stephen A. Douglas,Fort Sumter, Appomattox Court House, Andersonville prison, U.S. Constitution, states rights, slavery, battlefields, camp life, Battle of Gettysburg, Pickett s Charge, Gettysburg Address, First Battle of Bull Run, Assault on Fort Wagner, border state, Rebel, Yankee, casualty, Emancipation Proclamation, Thirteenth Amendment, inflation,total war, fugitive, Uncle Tom s Cabin, Bleeding Kansas, John Brown, treason, abolitionist, emancipation, plantation, Industrial Revolution, cotton gin, agrarian, immigrant, racism, segregation, Nat Turner's Rebellion, discrimination, Underground Railroad, oppression

7 Select and evaluate data to form hypotheses about the causes of the Civil War. Understand that opinions and explanations concerning the causes of the civil war have changed over the years. Generalize about the nature of civil wars and evaluate alternatives to going to war. Compare and contrast the perspectives of the stakeholders. Recognize patterns of human behavior and explain slavery from the perspective of different individuals and groups. Examine the contributions of minorities and evaluate the risks of dissenters and reformers.