6th Grade Social Studies Curriculum
6th Grade Social Studies CurriculumCourse Description: The focus of 6th grade Social Studies is to promote an awareness of thehistory, culture and contributions of the world’s civilizations, including Early Civilizations,Classical Civilizations, African Civilizations, Mesoamerican and Andean South AmericanCivilizations, and Feudal Kingdoms in Europe and Japan. The essential skills and concepts ofthis course provide the necessary background knowledge for success in subsequent social studiescoursework.Scope and Sequence:TimeframeUnit12 WeeksUnit 1: Early Civilizations7 WeeksUnit 2: ClassicalCivilizationsTopic 1: GreeceTopic 2: Rome4-5 WeeksUnit 3: AfricanCivilizationsTopic 1: Religion and TradeTopic 2: Sub-Saharan Culture4-5 WeeksUnit 4: Mesoamerican andAndean South AmericanCivilizations7 WeeksInstructional TopicsTopic 1: MesopotamiaTopic 2: EgyptTopic 3: IndiaTopic 4: ChinaTopic 1: Maya CivilizationTopic 2: Inca CivilizationTopic 3: Aztec CivilizationUnit 5: Feudal Kingdoms in Topic 1: JapanEurope and JapanTopic 2: Europe
Unit 1: Early CivilizationsSubject: Social StudiesGrade: 6Name of Unit: Early CivilizationsLength of Unit: 12 weeksOverview of Unit: This unit will describe and analyze the interrelationships of Mesopotamia,Egypt, India, and China while focusing on geography, economics, culture, and government.Priority Standards for unit: SS.6-8.1.6.B. Using a world history lens, examine the origins and impact of socialstructures and stratification on societies and relationships between peoples. SS.6-8.2.1.A. Explain the causes and results of the Agricultural Revolution in relation tothe development of new and more complex societies Asia, Africa, and the Americas. SS.6-8.2.2.C. Explain how the codification of law impacted early civilizations. SS.6-8.3.2.A. Describe how physical characteristics of river valleys supported permanentsettlements and the rise of early civilizations. SS.6-8.4.2.A. Using a world history lens, explain how the concept of economic surplusled to trade and the emergence of specialized labor. SS.6-8.5.2.A. Explain the significance of monotheistic and polytheistic religions to thesocial and political order of early civilizations. SS.6-8.5.2.B. Describe the origins, structure, and essential beliefs of Judaism, Hinduism,and Buddhism. SS.6-8.5.2.D. Analyze scientific, technological, intellectual, and artistic advancements todetermine the legacy of the ancient civilizations. SS.6-8.5.3.C. Analyze the extent and impact of cultural diffusion that results from empirebuilding. SS.6-8.4.1.B. Explain the origins and significance of the expansion of the Muslim andMongol rule in Europe, Asia and Africa.Supporting Standards for unit: SS.6-8.3.3.B. Identify the effect of natural forces upon human activities. SS.6-8.3.4.B. Explain how physical geographic characteristics influence human identitiesand cultures. SS.6-8.2.1.B. Analyze the role early civilizations had in shaping concepts of government,law, and social order. SS.6-8.4.2.B. Explain how standardization affects the early stability of a society. SS.6-8.1.3.C. Locate major cities of the world and key world nations; the world’scontinents, and oceans; and major topographical features of the world.Board Approved: January 12, 20172 Page
SS.6-8.1.3.B. Describe the impact of human settlement activities on the environmentaland cultural characteristics of world regions prior to c. 1450. SS.6-8.3.4.A. Explain how the spread of cultural patterns and economic decisions shapeand are shaped by environments. SS.6-8.2.2.A. Explain the origins, functions, and structure of monarchies, theocracies,city states, empires and dynasties. SS.6-8.5.4.D. Analyze the causes and effects of the changing roles of class, ethnicity,race, gender and age on world cultures prior to c. 1450. SS.6-8.3.2.C. Explain how various characteristics of civilizations are connected toidentities and cultures. SS.6-8.4.4.A. Explain how inter-regional trade intensified the exchange of goods, ideasand people. SS.6-8.1.4.A. Using a world history lens, examine the opportunity costs and benefits ofeconomic decisions on society as a whole as well as on individuals prior to c. 1450. SS.6-8.1.2.A. Analyze laws, policies, and processes to determine how governmentalsystems affect individuals and groups in society in world history prior to c.1450. SS.6-8.1.3.A. Create and use maps and other graphic representations in order to explainrelationships and reveal patterns or trends in world history prior to c.1450. SS.6-8.1.1.D. Using an inquiry lens, develop compelling questions about world historyprior to c. 1450, to determine helpful resources and consider multiple points of viewsrepresented in the resources. SS.6-8.4.3.A. Describe trade patterns and how they influence the movement of resources,goods and services. SS.6-8.5.2.C. Describe how the worldview of social groups and institutions influenceculture and define the position of the individual within various societies. ISTE 1 - Creativity and Innovation: Students demonstrate creative thinking, constructknowledge, and develop innovative products and processes using technology. Apply existing knowledge to generate new ideas, products, or processes. Create original works as a means of personal or group expression Use models and simulations to explore complex systems and issues. ISTE 2 - Communication and Collaboration: Students use digital media andenvironments to communicate and work collaboratively, including at a distance, tosupport individual learning and contribute to the learning of others. Interact, collaborate, and publish with peers, experts, or others employing avariety of digital environments and media. Communicate information and ideas effectively to multiple audiences using avariety of media and formats. Develop cultural understanding and global awareness by engaging with learnersof other cultures. Contribute to project teams to produce original works or solve problems.Board Approved: January 12, 20173 Page
Unwrapped Concepts(Students need to know)Using a world history lens, theorigins of social structures andstratification on societies andrelationships between peoples.Using a world history lens, theimpact of social structures andstratification on societies andrelationships between peoples.Causes and results of theAgricultural Revolution inrelation to the development ofnew and more complexsocieties Asia, Africa, and theAmericas.Codification of law impactingearly civilizations.How physical characteristics ofriver valleys supportedpermanent settlements and therise of early civilizations.Using a world history lens,how the concept of economicsurplus led to trade.Using a world history lens,how the concept of economicsurplus led to the emergence ofspecialized labor.Explain the significance ofmonotheistic and polytheisticreligions to the social order ofearly civilizations.The significance ofmonotheistic and polytheisticreligions to the political orderof early civilizations.The origins of Hinduism.Bloom’sUnwrapped SkillsTaxonomyLevels(Students need to be able to do)Board Approved: January 12, 2017Webb's nderstand3DescribeUnderstand24 Page
The structure of Hinduism.The essential beliefs ofHinduism.The origins of Buddhism.The structure of Buddhism.The essential beliefs ofBuddhism.Scientific, advancements todetermine the legacy of theancient civilizations.Technological advancementsto determine the legacy of theancient civilizations.Intellectual advancements todetermine the legacy of theancient civilizations.Artistic advancements todetermine the legacy of theancient civilizations.The extent and impact ofcultural diffusion that resultsfrom empire building.The origins and significance ofthe expansion of the Mongolrule in Europe, Asia sential Questions:1. How did the geography, economics, government, advancements, and beliefs affect theculture of ancient Mesopotamia?2. How did the geography, economics, government, advancements, and beliefs affect theculture of ancient Egypt?3. How did the geography, economics, government, advancements, and beliefs affect theculture of ancient India?4. How did the geography, economics, government, advancements, and beliefs affect theculture of ancient China?Enduring Understanding/Big Ideas:1. Mesopotamia was located near the Tigris and Euphrates rivers which provided the idealgeographic location for agriculture. Advancements in farming methods (irrigation) andBoard Approved: January 12, 20175 Page
tools (plow and wheel) helped them produce a surplus of grain; therefore,Mesopotamians were able specialize and form a strong economy. The civilization wasdivided into city-states in which kings ruled and created code of laws. Mesopotamianswere polytheistic. Often they performed daily activities as a service to their gods andleadership positions were held by priests.2. Ancient Egypt was located near the Nile River, and they relied on the river for agricultureand trade. Advancements in writing, mathematics, architecture, and astronomy helped theEgyptian culture progress. Egyptians believed in polytheism and was an integral part oftheir culture. Pharaohs were political and religious leaders of the government.3. Ancient India was located near the Indus River, Indian Ocean, Himalaya Mountains,which was ideal for agriculture and trade. The government and social structure of Indiawas based on the caste system which organized people based upon their job. The castesystem showed the value of religion and education to the culture of India, since priestsand scholars were at the top of the caste system. The religions of Hinduism andBuddhism originated in India.4. Ancient China was located near two rivers, the Huang He and Yangtze, and the Gobidesert which provided a great location for agriculture and trade. Many technologicaladvancements were developed to help in the areas of agriculture and trade and helpedsubsequent civilizations. The Silk Roads were established as a significant trade route inwhich goods and ideas were transferred throughout Asia and Europe. Ancient China hada government ruled by dynasties and were ruled by emperors and warlord kings.Eventually, the Mongols (barbarian rulers) ruled over China.Unit Vocabulary:Academic Cross-Curricular WordsContent/Domain ural RevolutionRiver ValleysMonotheistic religionsPolytheistic religionsHinduismBuddhismMongol ruleTigris RiverEuphrates RiverMesopotamiaPharaohIndus RiverHimalaya MountainsCaste systemBoard Approved: January 12, 20176 Page
Huang He RiverYangtze RiverGobi DesertSilk RoadsDynastiesEmperorsWarlord kingsCultural DiffusionSurplusOpportunity costsCodification of LawMonarchyCivilizationInter-regionalPolitical orderSocial orderIrrigationSilk RoadsNatural BarriersSiltBoard Approved: January 12, 20177 Page
Topic 1: MesopotamiaEngaging Experience 1Title: Mapping the Ancient River Valley CivilizationsSuggested Length of Time: ½-1 class periodStandards AddressedPriority: SS.6-8.3.2.A. Describe how physical characteristics of river valleys supportedpermanent settlements and the rise of early civilizations. SS.6-8.4.2.A. Using a world history lens, explain how the concept of economicsurplus led to trade and the emergence of specialized labor.Supporting: SS.6-8.3.3.B. Identify the effect of natural forces upon human activities. SS.6-8.3.4.B. Explain how physical geographic characteristics influence humanidentities and cultures. SS.6-8.1.3.C. Locate major cities of the world and key world nations; the world’scontinents, and oceans; and major topographical features of the world. SS.6-8.1.3.B. Describe the impact of human settlement activities on theenvironmental and cultural characteristics of world regions prior to c. 1450. SS.6-8.4.4.A. Explain how inter-regional trade intensified the exchange of goods,ideas and people. SS.6-8.1.3.A. Create and use maps and other graphic representations in order toexplain relationships and reveal patterns or trends in world history prior to c.1450. SS.6-8.4.3.A. Describe trade patterns and how they influence the movement ofresources, goods and services.Detailed Description/Instructions: Students will create a map which shows the location andtrade routes of Mesopotamia.Bloom’s Levels: UnderstandWebb’s DOK: 2Engaging Experience 2Title: Agriculture and Economy Newspaper ArticleSuggested Length of Time: 1 class periodStandards AddressedPriority: SS.6-8.2.1.A. Explain the causes and results of the Agricultural Revolution inrelation to the development of new and more complex societies Asia, Africa, andthe Americas. SS.6-8.4.2.A. Using a world history lens, explain how the concept of economicsurplus led to trade and the emergence of specialized labor.Board Approved: January 12, 20178 Page
SS.6-8.3.2.A. Describe how physical characteristics of river valleys supportedpermanent settlements and the rise of early civilizations.Supporting: SS.6-8.3.4.B. Explain how physical geographic characteristics influence humanidentities and cultures. SS.6-8.4.2.B. Explain how standardization affects the early stability of a society. SS.6-8.3.4.A. Explain how the spread of cultural patterns and economic decisionsshape and are shaped by environments. SS.6-8.4.4.A. Explain how inter-regional trade intensified the exchange of goods,ideas and people. SS.6-8.1.4.A. Using a world history lens, examine the opportunity costs andbenefits of economic decisions on society as a whole as well as on individualsprior to c. 1450. SS.6-8.4.3.A. Describe trade patterns and how they influence the movement ofresources, goods and services. ISTE 1 - Creativity and Innovation: Students demonstrate creative thinking,construct knowledge, and develop innovative products and processes usingtechnology. Apply existing knowledge to generate new ideas, products, or processes. Create original works as a means of personal or group expression Use models and simulations to explore complex systems and issues.Detailed Description/Instructions: Students will create a newspaper article about theAgricultural Revolution. Within their article, they will write about the importance of geographiclocation to the development of agriculture with agriculture being the foundation of theMesopotamian economy.Bloom’s Levels: UnderstandWebb’s DOK: 2Engaging Experience 3Title: Government and Belief Systems Poster/InfographicSuggested Length of Time: ½-1 class periodStandards AddressedPriority: SS.6-8.1.6.B. Using a world history lens, examine the origins and impact of socialstructures and stratification on societies and relationships between peoples. SS.6-8.5.2.A. Explain the significance of monotheistic and polytheistic religionsto the social and political order of early civilizations.Supporting: SS.6-8.2.1.B. Analyze the role early civilizations had in shaping concepts ofgovernment, law, and social order.Board Approved: January 12, 20179 Page
SS.6-8.2.2.A. Explain the origins, functions, and structure of monarchies,theocracies, city states, empires and dynasties. SS.6-8.5.4.D. Analyze the causes and effects of the changing roles of class,ethnicity, race, gender and age on world cultures prior to c. 1450. SS.6-8.3.2.C. Explain how various characteristics of civilizations are connected toidentities and cultures. SS.6-8.1.2.A. Analyze laws, policies, and processes to determine howgovernmental systems affect individuals and groups in society in world historyprior to c.1450. SS.6-8.1.1.D. Using an inquiry lens, develop compelling questions about worldhistory prior to c. 1450, to determine helpful resources and consider multiplepoints of views represented in the resources. SS.6-8.5.2.C. Describe how the worldview of social groups and institutionsinfluence culture and define the position of the individual within various societies. ISTE 1 - Creativity and Innovation: Students demonstrate creative thinking,construct knowledge, and develop innovative products and processes usingtechnology. Apply existing knowledge to generate new ideas, products, or processes. Create original works as a means of personal or group expression Use models and simulations to explore complex systems and issues.Detailed Description/Instructions: Students will create a poster or infographic which detailsthe social class structure of Mesopotamia. In addition, they will add information that describeshow religion influenced the government and social class structure.Bloom’s Levels: UnderstandWebb’s DOK: 2Engaging Experience 4Title: Code of Law SimulationSuggested Length of Time: 1 to 1 ½ class periodsStandards AddressedPriority: SS.6-8.2.2.C. Explain how the codification of law impacted early civilizations.Supporting: SS.6-8.2.1.B. Analyze the role early civilizations had in shaping concepts ofgovernment, law, and social order. SS.6-8.1.2.A. Analyze laws, policies, and processes to determine howgovernmental systems affect individuals and groups in society in world historyprior to c.1450.Board Approved: January 12, 201710 P a g e
Detailed Description/Instructions: Students will work in small groups and will receive ascenario to discuss and perform. The audience will discuss possible rules that citizens must obey.Once all scenarios have been performed, groups will discuss the importance of rules and acodification of law.Bloom’s Levels: UnderstandWebb’s DOK: 2Board Approved: January 12, 201711 P a g e
Topic 2: EgyptEngaging Experience 1Title: Mapping the Ancient River Valley CivilizationsSuggested Length of Time: ½-1 class periodStandards AddressedPriority: SS.6-8.3.2.A. Describe how physical characteristics of river valleys supportedpermanent settlements and the rise of early civilizations. SS.6-8.4.2.A. Using a world history lens, explain how the concept of economicsurplus led to trade and the emergence of specialized labor.Supporting: SS.6-8.3.3.B. Identify the effect of natural forces upon human activities. SS.6-8.3.4.B. Explain how physical geographic characteristics influence humanidentities and cultures. SS.6-8.1.3.C. Locate major cities of the world and key world nations; the world’scontinents, and oceans; and major topographical features of the world. SS.6-8.1.3.B. Describe the impact of human settlement activities on theenvironmental and cultural characteristics of world regions prior to c. 1450. SS.6-8.4.4.A. Explain how inter-regional trade intensified the exchange of goods,ideas and people. SS.6-8.1.3.A. Create and use maps and other graphic representations in order toexplain relationships and reveal patterns or trends in world history prior to c.1450. SS.6-8.4.3.A. Describe trade patterns and how they influence the movement ofresources, goods and services.Detailed Description/Instructions: Students will create a map which shows the location andtrade routes of Egypt. This information will be added to the Map of Mesoamerica (Topic 1,engaging experience 1).Bloom’s Levels: UnderstandWebb’s DOK: 2Engaging Experience 2Title: Agriculture and Economy Newspaper ArticleSuggested Length of Time: 1 class periodStandards AddressedPriority: SS.6-8.2.1.A. Explain the causes and results of the Agricultural Revolution inrelation to the development of new and more complex societies Asia, Africa, andthe Americas.Board Approved: January 12, 201712 P a g e
SS.6-8.4.2.A. Using a world history lens, explain how the concept of economicsurplus led to trade and the emergence of specialized labor. SS.6-8.3.2.A. Describe how physical characteristics of river valleys supportedpermanent settlements and the rise of early civilizations.Supporting: SS.6-8.3.4
6th Grade Social Studies Curriculum. Course Description: The focus of 6th grade Social Studies is to promote an awareness of the history, culture and contributions of the world’s civilizations, including Early Civilizations, Classical Civilizations, African Civilizations, Mesoamerican and Andean South American
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