Public Schools of Robeson County6th Grade

SOCIAL STUDIES

INSTRUCTIONAL ALIGNMENT

Unit -5 Let’s Trade…Migration

Essential Standard: History:
6.C.1 Explain how the behaviors and practices of individuals and groups influenced societies, civilizations and regions.
6.C&G.1 Understand the development of government in various civilizations, societies and regions.
6.E.1 Understand how the physical environment and human interaction affected the economic activities of various civilizations, societies and regions.
6.G.1 Understand geographic factors that influenced the emergence, expansion and decline of civilizations, societies and regions over time (i.e. Africa, Asia, Europe, and the Americas).
6.H.2 Understand the political, economic and/or social significance of historical events, issues, individuals and cultural groups.
Clarifying Objective(s):

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).

G.1.2 - Explain the factors that influenced the movement of people, goods, and ideas and the effects of that movement on societies and regions over time (e.g., scarcity of resources, conquests, desire for wealth, disease and trade).

C&G.1.4 - Compare the role (e.g., maintain order and enforce 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.

E.1.2 - Explain how quality of life is impacted by economic choices of civilizations, societies and regions.

C.1.2 - Explain how religion transformed various societies, civilizations and regions (e.g., beliefs, practices and spread of Buddhism, Christianity, Confucianism, Hinduism, Islam, and Judaism).

/ Essential Question(s):

How does the location of cities influence the trade throughout Europe, Asia, and the Middle East?

How did historical figures contribute to the shaping of the Byzantine Empire?

What are the similarities and differences between the Roman Catholic Church and the Eastern Orthodox Church?

How did the development of written laws influence the civilizations Europe and the Middle East?

What impact did conquests and invasion have on the political, economic and cultures of the Byzantine Empire?

Pacing Guide:Second Nine Weeks
15 days
Unit of Study / Major Concepts
Cultural expression, religion, social structure. Government, rights and responsibilities, citizenship, political thought, Conflict and compromise, economic development, quality of life, Place, location, movement, human-environmental interaction, region / Instructional Task

Explain how and why civilizations used and modified environments to suit the needs of the people.
How did geography impact the success or failure of trading between civilizations?

Identify the cultural influences on trade and the expansion of peoples.
Discuss how competition, conflict, and compromise over the availability of natural, human, and capital resources impacted economic development/trade.
What motivated people to trade?

/ Essential
Vocabulary
Pre:
Religion, civilizations, empires, beliefs, practice
Current:
Buddhism, Christianity, Confucianism, Hinduism, Islam, Judiasm, Roman Empire
Introductory:
Mansa Musa, Confucius, Charlemagne and Qin Shi Huangdi / Instructional Resources
Text Resources:
Digital Resources:
ditional Resources:

Comparing Powerful Medieval Women: Byzantine Europe #1222(from SAS® Curriculum Pathways®): Students will activate and build background knowledge about key accomplishments during the reign of Justinian and Theodora in the Byzantine Empire, including defeat of the Nika revolt and revision of the legal code, analyze the relevant primary-source documents and identify arguments with varying points of view, and evaluate Byzantine Empress Theodora's role and accomplishments and compare her to two powerful women in medieval Europe: Eleanor of Aquitaine and Joan of Arc.
Comparing Russian and Byzantine Rulers #588(from SAS® Curriculum Pathways®): Students will conduct research on Justinian I, Leo III, Ivan III ("the Great"), or Ivan IV ("the Terrible") and write a first-person diary entry from the viewpoint of one of these important Byzantine/Russian rulers.

Literary Connections: / Sample Assessment Prompts

Projects, journals, foldables
Using a map, trace the trade routes of goods and people.
Create a timeline
Research products that were exclusive to one region: ex. Silk, certain spices. Describe the economic influence the product had on that region.
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