Sixth Grade Science Curriculum Map

Sixth Grade Social StudiesTransition Curriculum Map

2010-2011 Academic Year

Big Ideas/Concepts / Content Statements / Materials To Be Used
1st 9 Weeks / Geography (3 weeks)
Geographic tools (globes, GPS, maps, etc.) can be used to gather, process, and report data
Latitude/longitude can be used to identify absolute locations.
Regions can determine, classify and compare various criteria for landform, climate, population, culture, and economic characteristics.
Human-environment interaction causes people, products, and ideas to move from location to location.
Sumer/Mesopotamia (4 weeks)
Timelines can be used to determine chronological events for B.C. and A.D. or B.C.E. and C.E.
The growth of Sumerian city-states in the Fertile Crescent (Tigris and Euphrates river valleys) were difficult because of food shortages, uncontrolled water supply, building and maintaining irrigation systems, and attacks by neighbors.
The Sumerian civilization became more complex (stable food supply, social structure, system of government, religious system, highly developed way of life such as arts and technology, and highly developed written language).
The Sumerian city-states are conquered and ruled by four different empires (life of and rule of). / Economics # 12, 13
Geography # 3, 4, 5, 6, 7
Government #9, 10
History # 1, 2 /

History Alive: The Ancient World(Chapters 4-6)
Supplemental Materials (TBD) for geography unit

2nd 9 Weeks / Egypt(9 weeks)
Timelines can be used to determine chronological events for B.C. and A.D. or B.C.E. and C.E.
Environmental (water, topography, and vegetation) factors and physical (Nile, Mediterranean Sea, Libyan/Nubian desert) features influenced early Egyptian civilizations (Kush and Canaan).
Egyptian stability and unity under the rule of four pharaohs (classified as Old Kingdom, Middle Kingdom, and New Kingdom) expanded the role of government, societal structure (social classes), religion (role and afterlife), art, architecture (pyramids), trade (culture and territorial expansion), written language (hieroglyphics), and military.
The origins and beliefs of Judaism influenced modern day practices. / Economics # 11, 12, 13, 14
Geography # 3, ,5, 6, 7, 8
Government # 9, 10
History # 1, 2 /

History Alive: The Ancient World (Chapters 7-9, 11,12)
Supplemental Materials (TBD)

3rd 9 Weeks / India (9 weeks)
Timelines can be used to determine chronological events for B.C. and A.D. or B.C.E. and C.E.
The physical features (rivers, mountains, plains, plateaus, deserts, and valley) influenced ancient India’s civilization.
The religion of Hinduism played an important role between societal classes.
The origins and beliefs of Hinduism influenced modern day practices.
The main beliefs and teachings of Buddhism influenced modern day practices.
The role of Buddhist values unified India.
The “golden age” (literature, art, mathematics, education) achievements of the Gupta Empire impacted ancient and modern day India / Economics # 11, 12, 13, 14
Geography # 3, 6, 7, 8
Government # 9, 10
History # 1, 2 /

History Alive: The Ancient World (Chapters 13-18)
Supplemental Materials (TBD)

4th 9 Weeks / China(9 weeks)
Timelines can be used to determine chronological events for B.C. and A.D. or B.C.E. and C.E.
Physical features, climate, and vegetation influenced the way of life for the early people of China.
The Shang and Han Dynasty influenced early Chinese culture, government, and trade.
The influence of ancient Chinese philosophy can be used to help understand the Eastern Hemisphere today.
The Silk Road was the foundation for globalized trade.
Religion (2 weeks)
Modern belief systems are influenced by the world’s major religions (Hinduism, Buddhism, Islam, Christianity, and Judaism). / Economics # 12, 13, 14
Geography #3, 5, 6, 7, 8
Government # 9, 10
History # 1, 2 /

History Alive: The Ancient World (Chapters 19-24, 36 & 37)
Supplemental Materials (TBD)

Notes:

Content Statements ECON 15 and 16 will be transitioned into the pacing guide during the 2011-2012 school year. Supplemental resources need to be developed for these content statements.

Most geography and economic strands are woven within each unit of study throughout the entire year.