Wayne County Public Schools
NC Social Studies Essential Standards Year-Long Pacing Guide for Social Studies, Grade 6
Note on Coding: H–History, G–Geography and Environmental Literacy, E–Economic and Financial Literacy, C&G–Civics and Governance, C–Culture
9-Weeks Period / Unit / NC Essential Standards/ Clarifying Objectives / Major Topics/Concepts fromDPI’s Unpacking Documents / Textbook Alignment
1st
9-Weeks / Geography Skills
(4 Weeks) / History: 6.H.1.1
Geography:
6.G.1.1; 6.G.1.3;
6.G.2.1; 6.G.2.2 / ● Map Skills
● Landforms
● Culture
● Climate / 6th grade textbook:
Geography Handbook
Chapter 1
Emergence 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.1.1 / ● Map 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 144-151
2nd
9-Weeks / Development 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 classes / 6th 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 19
3rd
9-Weeks / Expansion of Civilizations—
(9 Weeks)
Postclassical Civilizations, 300 to 1000AD / 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.1.3 / ● Spread of Empires
● Religious Influence
● Effects of Trade Routes
● Establishment and Spread of Goods, Technology, and
Ideas
● Investigate the differences of the Medieval Periods / 7th grade textbook
Chapter 6 Sec. 3
pp 160-164
Byzantine
Ch 8 224-226
4th
9-Weeks / Regional 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 Civilizations / 6th grade textbook
Chapter 5, 135-139
Chapter 8, 221-223
Chapter 8, 225-226
Wayne County Public Schools Social Studies Pacing Guide by 9-Weeks
Note on Coding: H–History, G–Geography and Environmental Literacy, E–Economic and Financial Literacy, C&G–Civics and Governance, C–Culture
Subject: Social StudiesGrade Level: 6th
Unit Title: Geography Skills / Timeframe 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.2.2 / Essential 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: H–History, G–Geography and Environmental Literacy, E–Economic and Financial Literacy, C&G–Civics and Governance, C–Culture
Subject: Social StudiesGrade Level: 6th
Unit Title: Emergence of Civilizations / Timeframe 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.1.1 / Essential 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, technology / Assessment 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: H–History, G–Geography and Environmental Literacy, E–Economic and Financial Literacy, C&G–Civics and Governance, C–Culture
Subject: Social StudiesGrade Level: 6th
Unit Title: Development of Civilizations / Timeframe Needed for Completion: 9 Weeks
9-Weeks Period: 2nd 9-Weeks
Big 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 classes
NC 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 world’s 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: H–History, G–Geography and Environmental Literacy, E–Economic and Financial Literacy, C&G–Civics and Governance, C–Culture
Subject: Social StudiesGrade Level: 6th
Unit Title: Expansion of Civilizations / Timeframe 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 Periods
NC 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.1.3 / Essential 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 Empire’s 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: H–History, G–Geography and Environmental Literacy, E–Economic and Financial Literacy, C&G–Civics and Governance, C–Culture
Subject: Social StudiesGrade 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 Civilizations
NC 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.1.1 / Essential Questions:
· What was the effect of contact with new people on the health of the natives of that particular area?