Wayne County Public Schools DRAFT June, 2012
NC Essential Standards
Curriculum Guide for Grade 6 Social Studies
Focus: World Geography; History & Culture: Patterns of Continuity and Change
Time Period: Beginnings of Human Society to the Emergence of the First Global Age (1450) –
Represents the first five Eras of the National World History Standards:
Era 1: The Beginnings of Human Society Giving Shape to World History
Era 2: Early Civilizations and the Emergence of Pastoral People, 4000-1000 BCE/BC
Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE/BC-300 CE/AD
Era 4: Expanding Zones of Exchange and Encounter, 300-1000 CE/AD
Era 5: Intensified Hemispheric Interactions, 1000 –1500 CE/AD
Grade 6 Overview:
Students in sixth grade will continue to expand the knowledge, skills, and understandings acquired in the fourth and fifth grade studies of North
Carolina and the United States by connecting those studies to their first formal look at a study of the world. Sixth graders will focus heavily on the discipline of geography by using the themes of location, place, movement, human-environment interaction, and region to understand the emergence, expansion, and decline of civilizations and societies from the beginning of human existence to the Age of Exploration. Students will take a systematic look at the history and culture of various world regions including the development of economic, political and social systems through the lens of change and continuity. As students examine the various factors that shaped the development of civilizations, societies, and regions in the ancient world, they will examine both similarities and differences among these areas. A conscious effort should be made to integrate various civilizations, societies, and regions from every continent (Africa, Asia, Europe and the Americas). During this study, students will learn to recognize and interpret the “lessons of history;” those transferable understandings that are supported throughout time by recurring themes and issues.
NOTE: New assessments, called Measures of Student Learning (MSLs), are to be administered at the end of school year 2012 – 2013 in Social Studies, Grades 3-8.
Resources:
NC DPI Essential Standards for Grade 6: http://www.dpi.state.nc.us/docs/acre/standards/new-standards/social-studies/6.pdf
NC DPI Essential Standards INSTRUCTIONAL SUPPORT TOOLS Home Page: http://www.dpi.state.nc.us/acre/standards/support-tools/#unsocial
NC DPI Grade 6 Social Studies Unpacking Document: http://www.dpi.state.nc.us/docs/acre/standards/support-tools/unpacking/social-studies/6th.pdf
NC DPI Grade 6 Social Studies Crosswalk Document: http://www.dpi.state.nc.us/docs/acre/standards/support-tools/crosswalks/social-studies/6th.pdf
National World History Standards: http://nchs.ucla.edu/Standards/world-history-standards
Common Core Reading &Writing Standards for Literacy in History/Social Studies 6–12: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
See pages 61-66 in the Common Core State Standards: English Language Arts for pages referencing the Common Core Literacy Standards in Social Studies 6-12.
Textbook Series: Exploring Our World: People, Places, and Cultures: South America, Europe and Russia, Ó 2008, Glencoe/McGraw-Hill Companies, Inc.
Grade 6 Social Studies --- At a Glance
Comparing the new 2010 NC Essential Standards to the 2006 NC Social Studies Standard Course of Study
There are three key structural differences between the 2010 K-12 Social Studies Essential Standards and the 2006 North Carolina Social Studies Standard Course of Study: the organization of the standards around five broad strands; the use of a conceptual framework; and the use of Revised Bloom’s Taxonomy.
1. The 2010 K-12 Social Studies Essential Standards are organized around five strands: history; geography and environmental literacy; civics and government; economics and financial literacy; and culture. These strands are based on the social science disciplines and provide students a consistent framework for studying and analyzing specific grade level content.
2. The new structure of the 2010 K‐12 Social Studies Essential Standards reflects a shift to a more conceptual framework. The goal of conceptually written standards is to help students recognize patterns and make connections in their learning that transfer beyond a single discipline, topic, grade, or isolated fact. This adoption of a conceptual framework reduces the number of objectives while continuing to address similar topics, facts and skills.
3. The 2010 K‐12 Social Studies Essential Standards were also written using the Revised Bloom's Taxonomy (RBT). The most notable change from the 2006 Standard Course of Study to the 2010 Essential Standards is the use of one verb per standard and clarifying objective. This will allow for greater alignment between instruction and assessment. RBT verbs have specific meanings; therefore, the same verb may serve a different purpose than in the 2006 North Carolina Social Studies Standard Course of Study.
Sixth grade Social Studies is a study of the world from a geographic, historical, and cultural perspective. While the previous course of study included only Europe and South America, the new Essential Standards allow for a comparative exploration of cultures all across the globe.
Eliminated/Moved Objectives:
3.02 Describe the environmental impact of regional activities such as deforestation, urbanization, and industrialization and evaluate their significance to the global community. (7th Grade 7.G.1.1)
5.02 Examine the different economic systems, (traditional, command, and market), developed in selected societies in South America and Europe, and analyze their effectiveness in meeting basic needs.
5.04 Describe the relationship between specialization and interdependence, and analyze its influence on the development of regional and global trade patterns.
6.01 Describe different levels of economic development and assess their connections to standard of living indicators such as purchasing power, literacy rate, and life expectancy.
6.03 Describe the effects of over-specialization and assess their impact on the standard of living.
7.02 Examine the causes of key historical events in selected areas of South America and Europe and analyze the short- and long-range effects on political, economic, and social institutions.
9.04 Describe how different governments in South America and Europe select leaders and establish laws in comparison to the United States and analyze the strengths and weaknesses of each.
13.03 Examine the role and importance of foreign-owned businesses and trade between North Carolina and the nations of South America and Europe, and evaluate the effects on local, state, regional, and national economies and cultures.
The Five Conceptual Strands
in Social Studies
Conceptual Focus of the North Carolina Social Studies Essential Standards
Concepts --- How would you describe a concept?
• Timeless
• Universal
• Transferable
• Abstract and broad (to various degrees)
• Examples share common attributes
• Represented by 1-2 words
• Never proper nouns
Conceptual Standards and Curriculum…
are concept-based and focused “transferable ideas” ----- for example:
History: continuity and change, leadership, revolution, war, conflict
Cultural Geography: climate change, location, resources, environmental challenges,
human migration, cultural development
Civics & Economics: scarcity, justice, freedom, authority, trade
Transferable Idea: Leadership may dictate how nations respond to environmental challenges and to issues of social justice.
Examples of CONCEPTS for the 5 Conceptual Strands
Geography / Culture / Economics/Personal Financial Literacy / Civics and Government / History
§Place
§Region
§Location
§Movement
§Human-Environment Interaction
§Physical Environment
§Landforms
§Water forms
§Geographic Patterns
§Settlement Patterns
§Civilization
§Migration / §Religion
§Language
§Ethnicity
§Society
§Civilization
§Culture
§Diversity
§Values & Beliefs / §Needs/Wants
§Scarcity
§Resources
§Costs
§Standard of Living
§Market economy
§Markets
§Trade
§Exchange
§Supply and Demand / §Politics
§Limited Government
§Citizenship
§Rule of Law
§Political Action
§Political System
§National Identity
§Individual Rights
§Power
§Freedom / §Change
§Continuity
§Patterns
§Conflict
§Cooperation
§Revolution
§Leadership
§Invasion
§Conquest
§Colonialism
§War
§National Identity
§Imperialism
Looking at the Big Picture ------Telling the Human Story Over Time
K – 12 Shifts in the NC Social Studies Essential Standards
Elementary Shifts
q Kindergarten: Citizenship & Responsibility
q 1st grade: Culture & Diversity
q 2nd grade: Interdependence & Global Economics
q 3rd grade: Geography & Environmental Literacy
q 4th grade: History course focused on North Carolina History
q 5th grade: History course focused on United States History
Middle Grade Shifts
q Sixth and Seventh Grades: Integrated World Studies
q Eighth Grade: Integrated Study of North Carolina and United States History
q Integration of Common Core Literacy Standards in History/Social Studies
Common Core Reading &Writing Standards for Literacy in History/Social Studies 6–12:
http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
See pages 61-66 in the Common Core State Standards: English Language Arts for pages referencing
the Common Core Literacy Standards in History/Social Studies 6-12.
Note: In the middle grades, there is a chronological progression to the Standards in grades 6 & 7 and a specific time frame and region for grade 8.
High School Shifts
q World History has a focus more on the study of global history from mid 15th century to present.
q American History additional focus on teaching Founding Principles (Legislative Act)
q Integration of Personal Financial Literacy (PFL) into the Civics & Economics course
q Integration of Common Core Literacy Standards in History/Social Studies
Common Core Reading &Writing Standards for Literacy in History/Social Studies 6–12:
http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
See pages 61-66 in the Common Core State Standards: English Language Arts for pages referencing
the Common Core Literacy Standards in History/Social Studies 6-12.
Grades 6 – 8 Social Studies Overview
Sixth and Seventh Grade
6th grade is the first time that students are introduced to the world.
•6th Grade: Shift from a study of just Europe and South America to an integrated study of the Ancient World through Exploration.
•7th Grade: Shift from a study of just Africa, Asia, and Australia to an integrated study of the Age of Exploration to the present.
•7th Grade economic concepts are more sophisticated.
•Both courses should be taught from a
üComparative perspective
üCase study approach.
Eighth Grade
•Parallel study of North Carolina and the United States
•Revolutionary era to contemporary times
•Integration of Personal Financial Literacy
The Sixth Grade: The Roots of Modern Societies
Beginnings of Human Society to the Emergence of the First Global Age (1450)
Focus: World Geography; History & Culture: Patterns of Continuity and Change
q First formal look at a study of the world
q Focus heavily on the discipline of geography (five themes)
q Systematic look at the history and culture various civilizations, societies, and regions
q Various factors that shaped the development of civilizations, societies, and regions in the ancient world
q Comparative study of world regions
q Recognize and interpret the “lessons of social studies” –transferable ideas
Major concepts
q Continuity and change (over time and in various civilizations, societies, and regions)
q Conflict and cooperation
q Compromise and negotiation
q Migration and population distribution
q Cultural expression/practices and diffusion
q Human-environment interaction
q Trade and economic decision-making
q Societal organization (economic, political, and social systems)
q Technology and innovation
q Quality of life
q Citizenship
Where to start?
National World History Standards: http://nchs.ucla.edu/Standards/world-history-standards
The periodization of the new NC Essential Standards for sixth grade Social Studies is based on the five eras identified by the National Standards for World History:
Era 1: The Beginnings of Human Society Giving Shape to World History
Era 2: Early Civilizations and the Emergence of Pastoral People, 4000-1000 BCE/BC
Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE/BC-300 CE/AD
Era 4: Expanding Zones of Exchange and Encounter, 300-1000 CE/AD
Era 5: Intensified Hemispheric Interactions, 1000 –1500 CE/AD.
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