H- History G- Geography and Environmental Literacy E- Economics Financial Literacy C&G- Civics and Government C- Culture

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1 1st Six Weeks 6th Grade Social Studies Big : How do we decide what is true? Days NCSCoS Unit Objectives/Goals CCSS Skill/Vocabulary Terms Instructional Strategies & Instructional 2 Days Discuss the Classroom Syllabus and School Handbook, Build Classroom Rules/Expectations Pretest Introduction: What is Social Studies 1. Definition Recommended Resources/Materials Class Syllabus EMS School Handbook Classroom Rules/Expectations Recommended Assessments Diagnostic 9 Days Overview of Geography/Planet Introduce Vocabulary Discuss the Unit Big Daily Formative Earth including: for Section being Write about the Big Assessments taught Five Themes, Branches of Geography, Essential Elements, Climate, Natural Resources, Environment Atlases Maps Warm-up Activities 1.01 Create maps, charts, graphs, databases, and models 6.H.1.1 Construct charts, graphs, and historical narratives

2 as tools to illustrate to explain particular information about different events or issues over people, laces and regions in time. South America and Europe. Research Assignments (specific 1.02 Generate, interpret and 6.G.2.2 guidelines) manipulate information from Construct maps, chars tools such as maps, globes, and graphs to explain charts, graphs, databases, and data about geographic models to pose and answer phenomena (e.g. questions about space and migration patterns and place, environment and population and resource society, and spatial dynamics distribution patterns). and connections Describe how physical 6.G.1.1 Explain how the processes such as erosion, physical features and earthquakes, and volcanoes human characteristics of have resulted in physical a place influence the patterns on the earth s surface development of and analyze their effects on civilizations, societies and human activities. regions (e.g. location near rivers and natural barriers, trading practices and spread of culture.

3 8.01 Describe the role of key 6.H.2.4 Explain the role historical figures and evaluate that key historical figures their impact on past and and cultural groups had present societies in South in transforming society America and Europe. (e.g. Mansa Musa, Confucius, Charlemagne and Qin Shi Huangdi). 9 Days Overview of the World s Introduce Vocabulary Discuss the Unit Big Daily Formative People including: for Section being Write about the Big Assessments taught Section Assessments Population, culture, Unit Assessment government, and economy Warm-ups 3.04 Describe how physical 6.G.1.1 Explain how the processes such as erosion, physical features and earthquakes, and volcanoes human characteristics of have resulted in physical a place influenced the patterns on the earth s surface development of and analyze their effects on civilizations, societies and human activities. regions (e.g. location near rivers and natural Project Rubric barriers, trading practices and spread of Research Assignments (specific culture). guidelines)

4 5.03 Explain how the allocation of scarce resources requires economic systems to make basic decisions regarding the production and distribution of goods and services, and evaluate the impact on the standard of living in selected societies and regions of South America and Europe. 6.E.1.2 Explain how quality of life is impacted by economic choices of civilizations, societies and regions. The Five Themes of Geography 1. Definitions 2. Examples and Applications How can you use the 5 themes of geography to organize information and address questions about places in the world? How can you use geographers tools to pose and answer questions about the world? In what ways might geography tools be used to identify climate and population patterns within South America and Europe? 10 Days Introduce Vocabulary Discuss the Unit Big Daily Formative Early History of Europe for Section being Write about the Big Assessments including: taught Section Assessments Ancient Greece, Ancient Unit Assessment Rome, and the Middle Ages Warm-ups Identify various sources 6.C&G.1.3 of citizens rights and Compare the

5 responsibilities, such as requirements for (e.g. constitutions, traditions, and age, gender, and status) religious law, and analyze how and responsibilities of they are incorporated into (e.g. paying taxes and different government military service) structures. citizenship under various governments. Project Rubric Describe the relationship 6.C.1.1 Analyze how Research Assignments (specific between cultural values of cultural expressions guidelines) selected societies of South reflected the values of America and Europe and their civilizations, societies and art, architecture, music and regions (e.g. oral CULMINATING PROJECT literature, and assess their traditions, art, dance, significance in contemporary music, literature, and culture. architecture).

6 2nd Six Weeks 6th Grade Social Studies Big : Is conflict always bad? Days NCSCoS Unit CCSS Skill/Vocabulary Instructional Strategies Recommended Recommended Assessments Objectives/Goals Terms & Resources/Materials Instructional Activities

7 10 Days History of Early Modern Introduce Discuss the Unit Big Daily Formative Assessments Europe including: Vocabulary for Write about the Big Section Assessments Section being taught Unit Assessment Renaissance and Reformation, Exploration, Enlightenment, and the Warm-ups Industrial Revolution 3.03 Examine the 6.G.1.4 Explain how and development and use of why civilizations, societies tools and technologies and and regions have used, assess their influence on the modified and adapted to human ability to use, their environments (e.g. modify, or adapt to their invention of tools, Project Rubric environment. domestication of plants and animals, farming Research Assignments technique and creation of (specific guidelines) dwellings) Examine key ethical ideas and values deriving from religious, artistic, political, economic, and educational traditions, as well as their diffusion over time, and assess their 6.C.1.1 Analyze how cultural expressions reflecte4d the values of civilizations, societies and regions (e.g. oral traditions, art, dance, music, literature, and

8 influence on the development of selected societies and regions in South America and Europe. architecture). a6.02 Examine the influence of education and technology on productivity and economic development in selected nations and regions of South America and Europe. 6.H.2.3 Explain how innovation and/or technology transformed civilizations, societies and regions over time (e.g. agricultural technology, weaponry, transportation and communication Identify major discoveries, innovations, and inventions, and assess their influence on societies past and present. 6.H.2.3 Explain how innovation and/or technology transformed civilizations, societies and regions over time (e.g. agricultural technology, weaponry, transportation and communication.

9 10 Days Modern European History Introduce Discuss the Unit Big Daily Formative Assessments Vocabulary for Write about the Big Section Assessments World War I, World War II, The Holocaust, The Cold War, and Europe since 1945 Section being taught Warm-ups Unit Assessment 8.01 Describe the role of key historical figures and evaluate their impact on past and present societies in South America and Europe. 6.H.2.4 Explain the role that key historical figures and cultural groups had in transforming society (e.g. Mansa Musa, Confucius, Charlemagne and Qin Shi Huangdi). Project Rubric Research Assignments (specific guidelines) 10 Days Southern Europe and the Introduce Discuss the Unit Big Daily Formative Assessments countries of Greece, Italy, Vocabulary for Write about the Big Section Assessments Spain, and Portugal Section being taught Unit Assessment 1.03 Use tools such as maps, globes, graphs, charts, databases, models, and 6.G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions Warm-ups

10 artifacts to compare data about the emergence, on different countries of expansion and decline of South America and Europe civilizations, societies and and to identify patterns as regions. well as similarities and differences among them. Project Rubric Research Assignments (specific guidelines) CULMINATING PROJECT

11 2.01 Identify key physical characteristics such as landforms, water forms, and climate, and evaluate their influence on the development of cultures in selected South America and European regions. 6.G.1.1 Explain how the physical features and human characteristics of a place influenced the development of civilizations, societies and regions 9e.g. location near rivers and natural barriers, trading practices and spread of culture) Identify ways in which people of selected areas in South America and Europe have used, altered, and adapted to their environments in order to meet their needs, and evaluate the impact to their actions on the development of cultures and regions Describe the relationship between the location of natural resources and economic development, and assess the 6.G.1.4 Explain how and why civilizations, societies and regions have used, modified and adapted to their environments (e.g. invention of tools, domestication of plants and animals, farming techniques and creation of dwellings). 6.E.1.1 Explain how conflict, compromise, and negotiation over the availability of resources

12 impact on selected cultures, countries, and regions in South America and Europe. (natural, human and capital) impacted the economic development of various civilizations, societies and regions (e.g. competition for scarce resources, unequal distribution of wealth and the emergence of powerful trading networks).

13 Days NCSCoS Unit Objectives/Goals 7 Days West/Central Europe including France and the Benelux Countries, Germany and the Alpine Countries 3.01 Identify ways in which people of selected areas in South America and Europe have used, altered, and adapted to their environments in order to meet their needs, and evaluate the impact to their actions on the development of cultures and regions. Halifax County Public Schools Grade 6 3rd Six Weeks 6th Grade Social Studies Big : What is important to know? CCSS Skill/Vocabulary Terms Instructional Strategies 6.G.1.4 Explain how and why civilizations, societies and regions have used, modified and adapted to their environments (e.g. invention of tools, domestication of plants and animals, farming techniques and creation of dwellings). Introduce Vocabulary for Section being taught & Instructional Activities Discuss the Unit Big Write about the Big Research Assignments (specific guidelines) Recommended Resources/Materials Warm-ups Project Rubric Recommended Assessments Daily Formative Assessments Section Assessments Unit Assessment Compare characteristics of political, economic, religious, and 6.G.1.3 Compare distinguishing characteristics of

14 social institutions of various world regions selected cultures, and (e.g. physical features, evaluate their similarities culture, political and differences. organization and ethnic make-up) Identify examples of 6.H.2.1 Explain how economic, political, and invasions, conquests, social changes, such as and migrations affected agrarian to industrial various civilizations, economies, monarchical to societies and regions democratic governments, (e.g. Mongol invasion, and the roles of women The Crusades, the and minorities, and Peopling of the analyze their impact on Americas and culture. Alexander the Great). 8 Days Northern Europe and the Introduce Vocabulary Discuss the Unit Big Daily Formative Assessments areas of the British Isles for Section being taught Write about the Big Section Assessments and Scandinavia Unit Assessment 1.03 Use tools such as 6.G.2.1 Use maps, maps, globes, graphs, charts, graphs, Warm-ups charts, databases, models, geographic data and and artifacts to compare available technology data on different countries tools to draw of South America and conclusions about the Europe and to identify emergence, expansion

15 patterns as well as and decline of similarities and differences civilizations, societies among them. and regions. Project Rubric 2.01 Identify key physical characteristics such as landforms, water forms, and climate, and evaluate their influence on the development of cultures in selected South American and European regions. 6.G.1.1 Explain how the physical features and human characteristics of a place influenced the development of civilizations, societies and regions (e.g. location near rivers and natural barriers, Research Assignments (specific guidelines) trading practices and spread of culture) Compare characteristics of political, economic, religious, and social institutions of selected cultures, and evaluate their similarities and differences. 6.G.1.3 Compare distinguishing characteristics of various world regions (e.g. physical features, culture, political organization and ethnic make-up).

16 12.03 Identify examples of cultural borrowing, such as language, traditions, and technology, and evaluate their importance in the development of selected societies in South America and Europe. 6.C.1.1Analyze how cultural expressions reflected the values of civilizations, societies and regions (e.g. oral traditions, art, dance, music, literature, and architectural).

17 7 Days Eastern Europe including Introduce Vocabulary Discuss the Unit Big Daily Formative Assessments Poland, the Baltic for Section being taught Write about the Big Section Assessments Republics, Inland Eastern Unit Assessment Europe, and the Balkan Countries Warm-ups 2.01 Identify key physical characteristics such as landforms, water forms, and climate, and evaluate their influence on the development of cultures in selected South American and European regions. 6.G.1.1 Explain how the physical features and human characteristics of a place influenced the development of civilizations, societies and regions (e.g. location near rivers and natural barriers, Project Rubric trading practices and spread of culture). Research Assignments Describe rights and (specific guidelines) responsibilities, such as constitutions, traditions, and religious law, and analyze how they are incorporated into different government situations. 6.C&G.1.3 Compare the requirements for 9e.g. age, gender and status) and responsibilities of 9e.g. paying taxes and military service) citizenship under

18 11.03 Compare various governments. characteristics of political, 6.G.1.3 Compare economic, religious, and distinguishing social institutions of characteristics of selected cultures, and various world regions evaluate their similarities (e.g. physical features, and differences. culture, political Analyze how cultural expressions reflected the values of civilizations, societies and regions (e.g. oral traditions, art, dance, music, literature, and architecture). organization and ethnic make-up). 6.C.1.1 Analyze how cultural expressions reflected the values of civilizations, societies and regions (e.g. oral traditions, art, dance, music, literature, and architecture). 8 Days Russia and the Caucasus Introduce Vocabulary Discuss the Unit Big Daily Formative Assessments including history and for Section being taught Write about the Big Section Assessments culture of Russia, modern Unit Assessment Russia and the Caucasus countries Warm-ups 1.03 Use tools such as 6.G.2.1 Use maps,

19 maps, globes, graphs, charts, graphs, charts, databases, models, geographic data and and artifacts to compare available technology data on different countries tools to draw of South America and conclusions about the Europe and to identify emergence, expansion patterns as well as and decline of Project Rubric similarities and differences civilizations, societies among them. and regions. Research Assignments (specific guidelines) 2.01 Identify key physical characteristics such as landforms, water forms, and climate, and evaluate their influence on the development of cultures in selected South American and European regions. 6.G.1.1 Explain how the physical features and human characteristics of a place influenced the development of civilizations, societies and regions (e.g. location near rivers and natural barriers, CULMINATING PROJECT trading practices and spread of culture) Describe how different types of governments such as democracies, dictatorships, 6.C&G.1.1 Explain the origins and structures of various governmental systems (e.g. democracy,

20 monarchies and oligarchies in selected areas of South America and Europe carry out legislative, executive, and judicial functions, and evaluate the effectiveness of each. absolute monarchy and constitutional monarchy).

21 4th Six Weeks 6th Grade Social Studies Big : Do we need words to communicate well? Days NCSCoS Unit CCSS Skill/Vocabulary Instructional Strategies Recommended Recommended Assessments Objectives/Goals Terms & Resources/Materials Instructional Activities 8 Days Early History of the Americas Introduce Vocabulary Discuss the Unit Big Daily Formative focusing on the Mayans, for Section being Write about the Big Assessments Aztecs, and Incas taught Section Assessments Unit Assessment 4.02 Identify the main 6.G.1.2 Explain the Warm-ups commodities of trade over time factors that influenced in selected areas of South the movement of people, America and Europe, and goods, and ideas and the evaluate their significance for effects of that movement the economic, political and on societies and regions social development of cultures over time (e.g. scarcity of and regions. resources, conquests, desire for wealth, disease and trade). Project Rubric 7.01 Identify historical events 6.H.2.1 Explain how Research Assignments (specific such as invasions, conquests, invasions, conquests, and guidelines) and migrations and evaluate migrations affected their relationship to current various civilizations, issues. societies and regions (e.g. Mongol invasion, The

22 Crusades, the People of the Americas and Alexander the Great) Describe the role of key 6.H.2.4 Explain the role historical figures and evaluate that key historical figures their impact on past and and cultural groups had present societies in South in transforming society America and Europe. (e.g. Mansa Musa, Confucius, Charlemagne and Qin Shi Huangdi). 7 Central America and the Introduce Vocabulary Discuss the Unit Big Daily Formative Caribbean for Section being Write about the Big Assessments taught Section Assessments Unit Assessment 7.01 Identify historical events 6.H.2.1 Explain how such as invasions, conquests, invasions, conquests, and Warm-ups and migrations and evaluate migrations affected their relationship to current various civilizations, issues. societies and regions (e.g. Mongol invasion, The Crusades, the People of the Americas and Alexander the Great) Identify the concepts 6.C.1.1 Analyze how Project Rubric associated with culture such as cultural expressions

23 language, religion, family, and reflected the values of Research Assignments (specific ethnic identify, and analyze civilizations, societies and guidelines) how they both link and regions (e.g. oral separate societies. traditions, art, dance, music, literature, and architecture). 8 Days Caribbean South America and Introduce Vocabulary Discuss the Unit Big Daily Formative the countries of Colombia, for Section being Write about the Big Assessments Venezuela, and the Guiana s taught Section Assessments Unit Assessment 1.03 Use tools such as maps, 6.G.2.1 Use maps, charts, Warm-ups globes, graphs, charts, graphs, geographic data databases, models, and and available technology artifacts to compare data on tools to draw conclusions different countries of South about the emergence, America and Europe and to expansion and decline of identify patterns as well as civilizations, societies and similarities and differences regions. among them Describe the role of key groups and evaluate their impact on historical and contemporary societies of South America and Europe. 6.H.2.4 Explain the role that key historical figures and cultural groups had in transforming society (e.g. Mansa Musa, Confucius, Charlemagne Research Assignments (specific guidelines) Project Rubric and Qin Shi Huangdi). CULMINATING PROJECT

24 9.03 Identify the ways in which governments in selected areas of South America and Europe deal with issues of justice and injustice, and assess the influence of cultural values on their practices and expectations. 6.C&G.1.4 Compare the role (e.g. maintains order and enforces societal values and beliefs) and evolution of laws and legal systems (e.g. need for and changing nature of codified system of laws and punishment) in various civilizations, societies and regions.

25 5th Six Weeks 6th Grade Social Studies Big : How do we decide who we are? NCSCoS Unit NCCS Skill/Vocabulary Instructional Strategies Recommended Recommended Assessments Objectives/Goals Terms & Resources/Materials Days Instructional Activities 10 Atlantic South America Introduce Vocabulary Discuss the Unit Big Daily Formative including Brazil, Argentina, for Section being Write about the Big Assessments Uruguay, and Paraguay taught Section Assessments Unit Assessment 2.03 Examine factors such as Warm-ups climate change, location of 6.G.1.2 Explain the resources, and environmental factors that influenced challenges that influence the movement of people, human migration and assess goods, and ideas and the their significance in the effects of the movement development of selected on societies and regions cultures in South America and over time (e.g. scarcity of Europe. resources, conquests, desire for wealth, disease Project Rubric and trade). Research Assignments (specific 4.01 Describe patterns of and 6.G.1.2 Explain the guidelines) motives for the migrations of factors that influenced people, and evaluate their the movement of people, impact on the political, goods, and ideas and the economic, and social effects of that movement

26 development of selected on societies and regions societies and regions. over time (e.g. scarcity of resource, conquests, desire for wealth, disease and trade) Describe how different 6.C&G.1.1 Explain the types of governments such as origins and structures of democracies, dictatorships, various governmental monarchies and oligarchies in systems (e.g. democracy, selected areas of South absolute monarchy and America and Europe carry out constitutional monarchy). legislative, executive, and judicial functions, and evaluate the effectiveness of each. 10 Days Pacific South America Introduce Vocabulary Discuss the Unit Big Daily Formative including Bolivia, Chile, for Section being Write about the Big Assessments Ecuador, Peru and the history taught Section Assessments and current state of this region Unit Assessment

27 Warm-ups 1.01 Create maps, charts, 6.H.1.1 Construct charts, graphs, databases, and models graphs, and historical as tools to illustrate narratives to explain information about different particular events or people, places and regions in issues over time. South America and Europe Identify ways in which 6.G.1.4 Explain how and people of selected areas in why civilizations, Project Rubric South America and Europe societies and regions have have used, altered, and used, modified and Research Assignments (specific adapted to their environments adapted to their guidelines) in order to meet their needs, environments (e.g. and evaluate the impact to invention of tools, their actions on the domestication of plants development of cultures and and animals, farming regions. techniques and creation of dwellings) Trace the development of relationships between individuals and their governments in selected cultures of South America and Europe, and evaluate the 6.C&G.1.3 Compare the requirements for (e.g. age, gender and status) and responsibilities of (e.g. paying taxes and military service)

28 changes that have evolved over citizenship under various time. governments. 10 Days Pacific South America Introduce Vocabulary Discuss the Unit Big Daily Formative including Bolivia, Chile, for Section being Write about the Big Assessments Ecuador, Peru and the history taught Section Assessments and current state of this region Unit Assessment (continued) Warm-ups 3.01 Identify ways in which 6.G.1.4 Explain how and people of selected areas in why civilizations, South America and Europe societies and regions have have used, altered, and used, modified and adapted to their environments adapted to their in order to meet their needs, environments (e.g. and evaluate the impact to invention of tools, their actions on the domestication of plants Project Rubric development of cultures and and animals, farming regions. techniques and creation Research Assignments (specific of dwellings). guidelines) CULMINATING PROJECT

29 10.01 Trace the development of relationships between individuals and their governments in selected cultures of South America and Europe, and evaluate the changes that have evolved over time. 6.C&G.1.3 Compare the requirements for (e.g. age, gender and status) and responsibilities of (e.g. paying taxes and military service) citizenship under various governments.

30 Days NCSCoS Unit Objectives/Goals Halifax County Public Schools Grade 6 6th Six Weeks 6th Grade Social Studies Big : How much do our communities shape us? CCSS Skill/Vocabulary Terms Instructional Strategies & Instructional Activities Recommended Resources/Materials Recommended Assessments 10 End of Year Project Project Rubric 10 Social Studies Review Study Activities for Exam General Overview 10 Follow EOG & Exam Schedule EOG & Social Studies Exams Helpful Websites