Northridge Local Schools 6 th Grade Social Studies Course of Study. Length: 1 Year
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1 Northridge Local Schools 6 th Grade Social Studies Course of Study Course: Social Studies: Ancient Cultures of the Eastern Hemisphere Grade Level: 6th Recommended: Length: 1 Year Credit: Course fee: Course Description: In grade six, students study the Eastern Hemisphere (Africa, Asia and Europe), its geographical features, early history, cultural development and economic change. It is a study of the first civilizations that began in the river valleys of southern Asia and northern Africa (Mesopotamia, Egypt, India, and China.) Scope and Sequence Major Units of Study Estimated Weeks Unit 1 Tools of Geography 2 Unit 2 Early Agriculture and Mesopotamia 6 Unit 3 Religions 3 Unit 4 Ancient Egypt 6.5 Unit 5 Early India Civilizations, includes Hinduism and Buddhism 4.5 Unit 6 India s Empires 3.5 Unit 7 Ancient China 4 Unit 8 Chinese Empires 3 Unit 9 Economics 3
2 Unit 1: Tools of Geography I can identify a variety of tools that geographers use to understand locations on Earth s surface, including the five themes of geography: location, place, region, movement, and human-environment interaction. I can utilize a variety of tools such as globes, photos, computer data, and maps to view Earth s surface. I can recognize that maps may focus on general of specific topics, but include standard features that help people read them. Geography, cardinal directions, sphere, latitude, degree, hemisphere, longitude, absolute location, relative location, place, region, movement, human-environment interaction, scale, aerial photograph, satellite images, geographic information system (GIS), distortion, projection, key, locator map, scale bar, compass rose, physical map, elevation, political map, and special-purpose map. Students will use various types of maps to gather and process information about a place and draw conclusions about the culture of the people. Students will also use maps to identify absolute location. To accomplish this, students will read sections, complete the Word Wise and Take Notes worksheets, interact with the material through activities, demonstrate formative knowledge through quizzes, and demonstrate summative knowledge of the topic by the completion of a unit test. Formative: Use appropriate maps, globes and geographic tools to gather, process and report information about people, places and environments. Explain that maps are created for specific purposes and represent the context in which they were created. quizzes
3 Unit 2: Early Agriculture and Mesopotamia, The Fertile Crescent I can discover how geography affects the way civilizations develop. I can discuss how human life changed when people learned to farm and domesticate animals. I can recognize how one group can conquer another group utilizing technological innovations. I can discuss how cultural practices can be passed along through trade even after a civilization has disappeared. Fertile Crescent, Mesopotamia, irrigate, city-state, barter, polytheism, ziggurat, cuneiform, empire, ally, cultural trait, Hammurabi s Code, cavalry, standing army, tribute, currency, stele, import, export, navigate, colony, cultural diffusion. Using maps of the given regions, discuss geographical characteristics of the regions and how those characteristics may have contributed to the growth of this civilization. Through interaction with the material, students will be able to identify the geographical origins, how geography affects the way civilizations develop, how technology is utilized, and how cultural practices are passed along through trade. To accomplish this, students will read sections, complete the Word Wise and Take Notes worksheets, interact with the material through activities, demonstrate formative knowledge through quizzes, and demonstrate summative knowledge of the topic by the completion of a unit test. Formative: Describe the influence of geography on the development of the unique civilization in Mesopotamia. Describe the governments, cultures, economic systems, technologies and agricultural practices and products of Mesopotamia and their influence in the Eastern Hemisphere today. Describe the influence of religious diffusion in the modern world.
4 Unit 3: Religions (Judaism, Christianity, and Islam) I can draw conclusions about connections among religion, ethics, and culture. I can recognize how religious beliefs play an important role in shaping cultures. I can identify locations where major religions are practiced. Religion, ethics, scripture prophet, rabbi, Talmud, righteousness, justice, Sabbath, resurrection. Baptism, crucifixion, conversion, martyr, Quran, Sunnah, hajj, mosque, Sharia Using maps of the given regions, discuss how the geographical characteristics of the regions may have contributed to the growth of these religions. Through interaction with the material, students will be able to identify the geographical origins, founding leaders and teachings of Judaism, Islam and Christianity. They will also be able to recognize how Judaism influenced Christianity which influenced the Islamic faith. The students will also be able to recognize any similarities and/or differences. To accomplish this, students will read sections, complete the Word Wise and Take Notes worksheets, interact with the material through activities, demonstrate formative knowledge through quizzes, and demonstrate summative knowledge of the topic by the completion of a unit test. Formative: Describe the influence of geography on the development of the unique religions that developed in the Mesopotamia area. Describe how the teachings of Judaism, Christianity and Islam deal with how people should relate to God and to one another in Mesopotamia and religions influence in the Eastern Hemisphere today. Describe the influence of religious diffusion in the modern world.
5 Unit 4: Ancient Egypt I can describe how geography can affect the way people make a living. I can understand how mathematical knowledge is required to be able to construct great buildings. I can discuss how trade leads to the exchange of ideas as well as exchanges of goods. Cataract, delta, artisan, pharaoh, dynasty, bureaucracy, theocracy, mummy, hieroglyphic, papyrus, pyramid, sculpture, anatomy, commerce, ivory, interdependence, Meroitic script, ebony. Using maps of the given regions, discuss geographical characteristics of the regions and how those characteristics may have contributed to the way people make a living and to the development of Egyptian civilization. To accomplish this, students will read sections, complete the Word Wise and Take Notes worksheets, interact with the material through activities, demonstrate formative knowledge through quizzes, and demonstrate summative knowledge of the topic by the completion of a unit test. Formative: Describe the influence of geography on the development of the unique civilization in Egypt. Describe the governments, cultures, economic systems, technologies and agricultural practices and products of Egypt and their influence in the Eastern Hemisphere today.
6 Unit 5: Ancient Indian Civilizations, includes Hinduism and Buddhism I can describe how geographic factors such as landforms, rivers, and climate affect development of civilizations. I can discuss how a culture s social structure affects the way people live and interact with each other. I can recognize how religions shape a civilization s intellectual and artistic traditions as well as its daily life. I can describe how Hinduism evolved from Vedic beliefs and practices. I can recognize the teachings of Buddha and how his search for truth led to spiritual enlightenment. Subcontinent, river system, monsoon, granary, citadel, veda, caste, Brahim, Kashatriya, Vaishya, Sudra, Dalit, Brahmanism, guru, Brahman, reincarnation, karma, dharma, ahimsa, moksha, meditate, enlightenment, nirvana, monastery, Theravada Buddhism, Mahayana Buddhism. Using maps of the given regions, discuss geographical characteristics of the regions and how those characteristics may have contributed to the way people make a living and to the development of this civilization. Through interaction with the material, students will be able to identify the geographical origins and the founding leaders and teachings of Hinduism and Buddhism. Students will also be able to see how Hinduism influenced Buddhism and any similarities and/or differences. To accomplish this, students will read sections, complete the Word Wise and Take Notes worksheets, interact with the material through activities, demonstrate formative knowledge through quizzes, and demonstrate summative knowledge of the topic by the completion of a unit test. Formative: Describe the influence of geography on the development of the unique civilization in the Indus Valley. Describe the governments, cultures, economic systems, technologies and agricultural practices and products of India and their influence in the Eastern Hemisphere today. Describe the influence of religious diffusion in the modern world.
7 Unit 6: Indian Empires I can recognize that rulers who focus on the well-being of their subjects often bring peace and prosperity. I can understand that control of a large region requires an effective government. I can recognize that trade and an exchange of ideas can lead to great artistic and scientific achievements. Strategy, province, bureaucracy, subject, tolerance, citizenship, numeral, decimal system, metallurgy. Through study of various resources, students will discuss the basic characteristics of each type of government possible during the Indian Empire period. Through a role playing activity, students will demonstrate that sometimes a country is ruled using a combination of governmental systems. They will also demonstrate that citizen s liberties vary according the governing bodies authority. To accomplish this, students will read sections, complete the Word Wise and Take Notes worksheets, interact with the material through activities, demonstrate formative knowledge through quizzes, and demonstrate summative knowledge of the topic by the completion of a unit test. Formative: Describe the relationship between those in power and individual citizens in a democracy, dictatorship, monarchy and theocracy. Describe the governments, cultures, economic systems, technologies and agricultural practices and products of India and their influence in the Eastern Hemisphere today.
8 Unit 7: Ancient China I can recognize that many early civilizations began along major rivers. I can understand that artifacts influence what we know or do not know about ancient civilizations. I can discuss that geographic location, including barriers to movement, influences the development of cultures and countries. I can describe how thinkers develop new ideas in response to the problems of their times. Loess, dike, oracle bones, pictograph, Mandate of Heaven, warlord, chaos, Warring States period, philosophy, ancestor worship, Confucianism, filial piety, Daoism. Using maps of the given regions, discuss geographical characteristics of the regions and how those characteristics may have contributed to the way people make a living and to the development of the Chinese civilization. Through interaction with the material, students will be able to identify the geographical origins and the founding leaders and teachings of Confucianism and Daoism. To accomplish this, students will read sections, complete the Word Wise and Take Notes worksheets, interact with the material through activities, demonstrate formative knowledge through quizzes, and demonstrate summative knowledge of the topic by the completion of a unit test. Formative: Describe the influence of geography on the development of the unique civilization in Ancient China. Describe the governments, cultures, economic systems, technologies and agricultural practices and products of China and their influence in the Eastern Hemisphere today. Describe the influence of religious diffusion in the modern world.
9 Unit 8: Chinese Empires I can describe how standardization of language, transportation, weights and measures, and currency builds economic unity across a country. I can recognize that throughout history, leaders have created centralized, bureaucratic governments to rule large empires. I can identify trade routes that were important to cultural change and diffusion. Great Wall, standardization, Legalism, censor, official, civil service, Silk Road, envoy, cuisine, monopoly, calligraphy, lacquer, acupuncture, seismometer. Through study of various resources, students will discuss the basic characteristics of each type of government possible during the Chinese Empire period. Through an activity, students will demonstrate the differences in how you govern in an isolated civilization and how new technologies are introduced. They will also demonstrate the various ways the different Chinese dynasties chose to rule. To accomplish this, students will read sections, complete the Word Wise and Take Notes worksheets, interact with the material through activities, demonstrate formative knowledge through quizzes, and demonstrate summative knowledge of the topic by the completion of a unit test. Formative: Describe the relationship between those in power and individual citizens in a democracy, dictatorship, monarchy and theocracy. Describe the governments, cultures, economic systems, technologies and agricultural practices and products of China and their influence in the Eastern Hemisphere today.
10 Unit 9: Economics I can describe how consumers and producers make economic decisions and exchanges within markets, both domestic and international. I can explain how different economic systems involve varying levels of government control and individual freedom. I can recognize that national development is a measure of economic growth and the overall quality of life. Economics, scarcity, opportunity cost, demand, supply, producer, consumer, incentive, market, profit, revenue, specialization, competition, inflation, recession, trade, export, import, tariff, trade barrier, free trade. Assign students a specific group of consumers and have students invent a new product targeted to that group. They should identify the resources needed and how to produce their item. They will also create an advertisement for their product. Assign each student to a group (4 groups). Each group is a country that specializes in one good. The object is to trade to obtain all four products and then create a country flag. There are trade barriers within the activity. Assign worksheets that require interaction with the vocabulary words. Formative: Explain how individuals and societies answer the fundamental questions of economics. Explain how specialization leads to global trade. Predict the present and future consequences of an economic decision and explain how individuals and societies may evaluate the choice differently. Explain how supply, demand and competition interact to determine price and how they interact to influence quantities of inputs and outputs. Explain how individuals compare price and quality when selecting goods and services to buy. Be able to determine what to do if there is a shortage of necessary resources.
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