Youngstown City Schools 2012 Enhanced Ohio’s Learning Standards: K – 12 Social Studies

Grade Six H-2 GEO-6 GOV-2 ECO-6 Red = New Voc. Since 2002 Yellow = Original 2002 Voc. Blue = Verb Level

Theme: Regions and People of the Eastern Hemisphere [This is a geography based course.]
In grade six, students study the Eastern Hemisphere (Africa, Asia, Australia and Europe), its geographic features, early history, cultural development and economic changes. Students learn about the development of river civilizations in Africa and Asia, including their government, cultures and economic systems. The geographic focus includes the study of contemporary regional characteristics, the movement of people, products and ideas, and cultural diversity. Students develop their understanding of the relationship between markets, resources and competition.

The YCSD has added clarifications to the ODE Model Curriculum and a new Pacing Guide to support teachers and students.

Color Coding:

·  Red: These are new terms or phrases that were not specifically stated in the ODE 2002 course of study. This will help to raise awareness of new content and concepts that have been added to the ODE Model Curriculum. However, you may have personally taught these terms in your units, but now they are required.

·  Yellow: These are terms and phrases that were stated in the ODE 2002 course of study. Note: the terms and phrases may have been in the ODE 2002 version, however, now they are to be taught with a new or modified focus.

·  Blue: This will indicate the level of Bloom’s performance expected by students. This awareness will support your decisions for planning classroom instruction required by the level of expectations for the summative assessments.

o  Frequently, you will find key words or phrases in the Expectations for Learning that have been bolded and underlined. For each of these, there will be a clarification of what processing skill(s) are needed by students to complete their assessment responses.

Format:

·  When you read the statement: [format] pc – this will indicate that words or phrases were bulleted or numbered to raise awareness of how many terms/concepts are involved in the statement.

Enduring Understandings:

·  At this point ODE has not included Enduring Understandings based on the work of Grant Wiggins and Jay McTighe. You will find that YCSD has added samples, but they are not limited to the ones listed. These will always be placed within a set of [ ] pc to designate that they are YCSD suggestions and not ODE requirements.

Essential Questions:

·  ODE has added some Wiggins and McTighe Essential and/or Topical Questions to various Content Statements. These are labeled with ODE at the end of each one. The YCSD has placed additional sample Essential Questions that would support the TCSD’s Enduring Understanding, and they are placed with a set of [ ] pc for each one.

Additional Clarifications

·  Some definitions, notes and summary information has been provided by the YCSD and are placed within a set of [ ] pc.

Theme / Regions and People of the Eastern Hemisphere
Strand / History
Topic / Historical Thinking
Historical thinking begins with a clear sense of time – past, present and future – and becomes more precise as students progress. Historical thinking includes skills such as locating, researching, analyzing and interpreting primary and secondary sources so that students can begin to understand the relationships among events and draw conclusions.
Content Statement / 1.  Events can be arranged in order of occurrence using the conventions of B.C. and A.D. or B.C.E. and C.E.
Content Elaborations
Building on skills learned in grade five, including the use of single and multiple-tier timelines, grade-six students become familiar with the two systems used to identify dates on the commonly used Gregorian calendar (also known as the Christian or Western calendar). It is not necessary for students to study the origins of calendar systems, but to recognize and be able to use the terms B.C. (Before Christ), A.D. (Anno Domini), B.C.E. (Before the Common Era) and C.E. (Common Era) to place dates in chronological order.
Arranging events in chronological order on single and multiple-tier timelines using B.C.E. and C.E. or B.C. and A.D. requires students to understand that years in the B.C.E. or B.C. era are labeled following the conventions of negative numbers beginning with 1 B.C.E. (There is no year 0).
Expectations for Learning
Apply the conventions of B.C.E. and C.E. or B.C. and A.D. to arrange and analyze events in chronological order.
Hist. C.S. 1 / Instructional Strategies
Examine a variety of primary sources such historical accounts, paintings, maps, diaries and personal accounts to describe a historical event or period.
Create a multiple-tier timeline on the classroom/hallway floor or wall using painter’s tape. Each tier can represent a different civilization/cultural group. As historic study progresses, the class can add events to the timeline and discuss relationships.
Create a timeline that spans 2000 B.C.E. to 2010 C.E. along a hallway wall or around the classroom. Select a designated length to represent 100 years (possibly 1 foot = 100 years) and use tape (masking tape or blue painter’s tape) to create the timeline and mark the centuries. Have students select notable historic events, including some ancient events (e.g., building of Giza pyramids) and events in American and Ohio history students might be familiar with (e.g., signing of the Declaration of Independence, Ohio statehood). Have students find photographs or illustrations representing these events and attach them to the timeline. Encourage students to reflect on when most of the events they are familiar with happened and how long ago the river civilizations really were.
Diverse Learners
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at this site. Resources based on the Universal Design for Learning principles are available at www.cast.org.
When introducing this content, discuss why some historians might use C.E. and B.C.E. instead of B.C. and A.D. What are the origins of these four terms? Which ones are used most often and in which situations?
As a kinesthetic learning activity, have students create a human timeline. Distribute event cards with dates in the Common Era and before the Common Era, and instruct students to organize themselves chronologically.
Instructional Resources
Thinkport Tool: Creating a Timeline
http://timeline.thinkport.org
This interactive tool allows users to construct a timeline and add events, descriptions and images to bring their timelines to life.
[Create a Timeline in Excel. This simple step-by-step process is clearly explained for both students and teachers to use. http://www.ehow.com/video_4984384_create-simple-timeline-excel.html ] pc
Connections
Connect to Mathematics Common Core State Standards by emphasizing the similarities between timelines and number lines, including the use of positive and negative numbers.
Connect to the Fine Arts Academic Content Standards by viewing and discussing examples of how art has changed over time (e.g., select a region and discuss examples of artwork from multiple time periods).
[Enduring Understanding: History is a time record of change.] pc
Essential Questions: How have ideas and events from the past shaped the Eastern Hemisphere today? ODE
[Why do historians use chronological order?] pc

CS 1: Events can be arranged in order of occurrence using the conventions of B.C. and A.D. or B.C.E. and C.E.

Vocabulary
·  multiple-tier timelines
·  B.C. (Before Christ),
·  A.D. (Anno Domini),
·  B.C.E. (Before the Common Era)
·  C.E. (Common Era)
·  chronological order / I Can Statements – Learning Targets: In many cases these scaffold from the basic level to the required level in the Expectation for Learning.
·  I can explain the difference between B.C. and A.D. dates.
·  I can explain the link between B.C. / B.C.E. and A.D. / C.E.
·  I can properly sequence A.D. dates.
·  I can properly sequence B.C. dates.
·  I can properly sequence B.C. and A.D. on a single tier timeline.
·  I can properly sequence B.C. and A.D. on multiple-tier timelines.
·  I can analyze the events on a single and a multiple-tier timeline.
YCSD Lessons and other Potential Resources
·  / District Resources and Teaching Suggestions
Theme / Regions and People of the Eastern Hemisphere
Strand / History
Topic / Early Civilizations 1 2 3 4 5
The eight features of civilizations include cities, well-organized central governments, complex religions, job specialization, social classes,
6 7 8
arts and architecture, public works and writing. Early peoples developed unique civilizations. Several civilizations established empires with legacies influencing later peoples. [format] pc
Content Statement / 2.  Early civilizations (India, Egypt, China and Mesopotamia) with
·  unique governments, [2]
·  religions, [3]
·  economic systems, [2, 4]
·  social structures, [4, 5]
·  technologies and [6, 7]
·  agricultural practices and products [4] flourished as a result of favorable geographic characteristics. [very similar to 5th]
The cultural practices and products of these early civilizations can be used to help understand the Eastern Hemisphere today.
[Significant concepts match 5th grade.]
Content Elaborations
Favorable geographic characteristics, including locations in river valleys, promoted the growth of early civilizations. River valleys provided:
·  sources of water,
·  habitat for plants and animals,
·  means of transportation,
·  protection from invasion, and
·  access to natural resources. [format] pc
Rivers provided a constant source of water and their flooding replenished the soil where early civilizations began. This enabled the planting and harvesting of crops. Crop surpluses meant that not all of the people in the valleys had to farm in order to survive and people began to produce different products for their use and for trade. Some people began to develop new technologies used in the construction of irrigation systems, roads and other public works which enabled cities to grow and civilizations to spread. [cause/effect] pc
Hist. CS: 2
Other people took on roles such as artisans, soldiers and priests, which further developed civilization and led to the people being ranked into social classes according to their job.
Early cities became established as centers of production and commerce. Governments gradually developed to address issues including control of irrigation and trade.
Early river civilizations developed writing systems to help keep track of:
·  crops,
·  seasons,
·  commerce and
·  governmental affairs. [format] pc
Early civilizations also developed religious beliefs to help explain the world around them.
While the river civilizations in India, Egypt, China and Mesopotamia reflected the common features of civilization, each one developed unique attributes. These civilizations left enduring legacies that are reflect in the cultural practices and products of the modern Eastern Hemisphere.
Seventh-grade students return to the study of civilizations with World Studies from 750 B.C. to 1600 A.D. [updated: Nov. 2012]
Expectations for Learning [cause/effect] pc
Describe the influence of geography on the development of unique civilizations in India, Egypt, China and Mesopotamia.
Describe the governments, cultures, economic systems, technologies and agricultural practices and products of early civilizations and their enduring influence in the Eastern Hemisphere today.
[evaluate – compare] pc / Instructional Strategies
Using maps of the given regions, discuss geographic characteristics of the regions and hypothesize how those characteristics may have contributed to the growth of these early civilizations. Discussion could include the influence of rivers, deserts, mountains or other significant features.
Working in small groups, have each group research one of the early civilizations (India, Egypt, China and Mesopotamia) and complete its portion of a graphic organizer that compares the characteristics of the civilizations. Then re-group students to share with the others what they learned about their assigned civilizations and complete the remaining portions of the graphic organizer.
Diverse Learners
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at this site. Resources based on the Universal Design for Learning principles are available at www.cast.org.
Extend learning by having students write a persuasive essay evaluating why they would choose to live in one of the civilizations studied rather than the others.
Instructional Resources
Lesson Plan: Chinese Inventions
http://asiasociety.org/education/resources-schools/elementary-lesson-plans/chinese-inventions This lesson plan from the Asia Society introduces students to technological innovations that originated in China. Search for Chinese Inventions.
Connections
Create a unit of study around the question: What role did geography play in the development of early civilizations? Include Geography Content Statements 6, 7 and 8.
Academic Content Standards in Technology provide the opportunity to discuss the development of technology in early civilizations; see Grade-Level Indicator 4. Technology is developed by people to control natural and human-made environments.

CS 2: Early civilizations (India, Egypt, China and Mesopotamia) with unique governments, economic systems, social structures, religions, technologies and agricultural practices and products flourished as a result of favorable geographic characteristics. The cultural practices and products of these early civilizations can be used to help understand the Eastern Hemisphere today.

[Enduring Understanding: Each civilization has defining characteristics.] pc
Essential Questions: How have ideas and events from the past shaped the Eastern Hemisphere today? ODE
[How is the past influencing me?] pc
Vocabulary
·  civilization – Eastern Hemisphere
o  India
o  Egypt
o  China
o  Mesopotamia
·  governments
·  economic system
·  social structure Matches 5th grade.
·  religions (beliefs)
·  technologies
·  agricultural practices & products
·  river valleys
·  geographic characteristics
·  enduring influences / legacies
·  cultural practices
·  natural resources
·  trade / commerce / I Can Statements – Learning Targets: In many cases these scaffold from the basic level to the required level in the Expectation for Learning.
·  I can list and define the five (eight) characteristics of a civilization.
·  I can explain why a river location contributes to the development of a civilization.
·  I can explain how crop surpluses influence the growth of cities.
·  I can describe how geography influenced the unique (defining) development of civilizations. (India, Egypt, China, Mesopotamia)