Grade 6 1 st Quarter State Standard GEO 4 GEO 5 Content Statement Latitude and longitude can be used to identify absolute location. Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). Expectations for Learning Explain how maps provide visual ways to learn about places and to see where it is in relation to other places. Learning the parts of different types of maps and one in discovering new areas, cultures, climate, economics and landforms. Days Clear Learning Target 4 I can identify and use an insert map and a map grid to locate places. I can define the vocabulary and find them on maps. I can explain the importance of the use of maps. Content Standard Vocabulary grid systems map title map key insert map locator map scale compass rose cardinal direction intermediate direction Resource (adopted and supplemental) 6 th grade Pgs A2-26 Atlas Simple Solutions Level 6 Lesson 1-3 Pg. 2-7 6 th Grade : Pgs A2-26 Atlas Essential Questions What do we mean by region? & Notes Study Island: 6 th grade SS (New Learning Standards) Geography Strand; Map Skills Daily Exit Ticket National Geographic Society: Crack the Code GEO 5 Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). Explain the difference between the five strands of social studies: geography, history, culture and society, civics 2 I can identify the importance of perspectives and historical empathy in analyzing the past. geography relative location absolute location physical feature human feature 6 th Grade : Pg. 1-5 Unit 1 Ch. 1 Intro. How does where I live influence how I live? Daily Exit Tickets Study Island: 6 th grade SS (New Common Formative will be implemented daily.
GEO 5 GEO 3 Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is and government, economics. In addition, the five themes of geography: location, place, movement, human- environment interactions and regions. To evaluate knowledge of students by reading and sharing experiences, peak interests, and develop skills to build on by using a KWL chart. Use appropriate maps. Globes and geographic tools to gather, process, and report information about people, places, and environment. Explain that maps are created for specific purposes 1 I can explain how chronology helps historians study about the past. I can identify the five themes of geography. I can analyze information by finding the main idea. I can create a graphic organizer. I can interpret information from visuals. region modify adapt cause effect analyze history chronology oral history perspective historical empathy 6 th Grade : Pg. 11-19 Unit 1 Ch. 1 1 I can explain how landforms physical plate processes such as tectonics tectonics, continental earthquakes and drift erosion have fault created physical magma patterns of the lava Earth s surface. weathering erosion I can identify and deposition Common Formative will be implemented daily. 6 th Grade : Pgs. 20-25 Unit 1 Ch. 1.1 Why is where important? How do we know what we know about the world today? Learning Standards) Geography Strand; Places and Regions Study Island: 6 th grade SS (New Learning Standards) Geography Strand; Human Environment Interaction 6 th grade Book Pg. 7
GEO 5 GEO 4 displayed. Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). Latitude and longitude can be used to identify absolute location. and represent the context in which they were created. Assess student prior knowledge about how people use rivers, streams, and other waterways. Describe the Earth s bodies of water and how they affect humans. Explain that the globes and maps show locations worldwide. Explain that a grid representing imaginary lines has been drawn on globes and maps. Without reference to these lines of latitude and longitude, searching for a analyze ways people have modified the physical environment. 1 I can describe and explain how physical processes such as ocean circulation have resulted in physical patterns on Earth s surface. I can analyze the effects of physical processes and the physical environment on humans. 1 I can organize and interpret information presented on maps. I can use appropriate mathematical skills to interpret social studies information such as that found on maps. floodplain delta tributary river system drainage basin rift reservoir trench current tidal wave tide water cycle line of latitude equator line of longitude prime meridian 6 th Grade : Pg. 26-31 Unit 1 Ch. 1.2 6 th Grade : Pg. 32-33 Unit 1 Ch. 1 Skill Lesson Common Formative will be implemented daily. How do geography, climate, and natural resources affect the way people live and work? What story do maps and globes tell? 6 th grade Reading Skill: Identify the Main Idea and Supporting Details Pg. 29 Study Island: 6 th grade SS (New Learning Standards) Geography Strand; Places and Regions. 6 th grade Book pg. 8 Study Island: 6 th grade SS (New Learning Standards) Geography Strand; Map Skills
GEO 4 GEO 3 Latitude and longitude can be used to identify absolute location. Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is specific location on a map could be very difficult. Explain how latitude, land, water, and altitude affect climate. It can also describe six major climate regions and their vegetation. Describe the importance of renewable and nonrenewable resources. Discuss vegetation in your climate region. Point out that plants are called biological resources. 2 I can describe how physical processes have resulted in physical patterns on Earth s surface. I can analyze the effects of physical processes and the physical environment on humans. I can identify how people have adapted to the physical environment in specific places and regions. 2 I can describe how renewable and nonrenewable natural resources such as fossil fuels, fertile soil, and timber are produced. climate temperate tropic sea breeze land breeze altitude rain shadow vegetation rain forest arid 6 th Grade : Pg. 34-39 Unit 1 Ch. 1.3 natural resources biological resources fertile soil mineral fossil fuel renewable resources nonrenewable I can identify resources Common Formative will be implemented daily. 6 th Grade : Pg 40-45 Unit 1 Ch. 1.4 How do geography, climate and natural resources affect the way people live and work? How do we know what we know about the world today? 6 th grade Book pg. 11 Study Island: 6 th grade SS (New Learning Standards) Geography Strand; Places and Regions
GEO 3 GEO 7 displayed. Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is displayed. Political, environmental, social and economic factors cause people, products and ideas to move from place to place in Eastern Hemisphere in the Point out to the students that identifying a problem is just the first step in solving it. Breaking the problem down into separate steps makes it more manageable and makes it easier to find an effective solution. In the case of world energy sources, the problem that exists today is trying to replace nonrenewable fossil fuels with renewable sources. Examine the reasons why population is spread over Earth s surface in particular patterns. issues that arise when natural resources are in relatively short supply. 1 I can use a problem- solving process to identify and implement a solution. I can use a decision- making process to identify a situation that requires a solution and implement a decision. conservation scarce recycling 6 th Grade : Pg. 46-47 Solve a Problem Brain Pop: 1 I can explain the population geographic distribution factors environment responsible for irrigation patterns of desertification population in drought places and migration regions. urbanization metropolitan Common Formative will be implemented daily. 6 th Grade Pg. 50-57 Unit 1 Ch. 2.1 Why is/was located there? (e.g. capitol, factory, battle, etc.) Why do people move? 6 th grade Book Pg. 13 Study Island: 6 th grade SS (New Learning Standards) Geography Strand; Human
past and today. I can explain ways in which human migration influences the character of places and regions. area demographer Environment Interaction GEO 3 Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is displayed. Explain that population facts are used for distributing resources, providing a basis for developing facilities and services, and preserving open space, among other things. Population maps provide essential information for this planning. 1 I can identify and analyze ways people have adapted to the physical environment in selected places and regions. I can compare selected world regions and countries using data from maps. I can organize and interpret data presented on maps. I can use appropriate mathematical skills to interpret social studies information such as that found on maps. thematic map population density 6 th Grade : Pg. 58-59 Unit 1 Maps and Globe Skills. How do maps and globes reflect history, politics and economics? 6 th grade Book Pg. 17-18 Study Island: 6 th grade SS (New Learning Standards) Geography Strand; Places and Regions Common Formative will be implemented daily.
GEO 6 Variations among physical environments within the Eastern Hemisphere influence human activities. Human activities also alter the physical environment. Exploring the customs, traditions, and ways of the life that identify the world s societies. 1 I can define the concept of culture. I can describe some traits that define cultures. I can explain why cultures burrow from each other. I can evaluate how cultural burrowing affects world cultures. human society enculturation culture trait cultural diffusion technology assimilation acculturation ethnic group cultural diversity 6 th Grade : Pg. 60-65 Unit 1 Ch. 2.2 How does where you live influence how you live? 6 th grade Book Pg. 17-18 HIST 1 Events can be arranged in order of occurrence using the conventions of B.C., A.D., B.C.E., and C.E. Discuss the purpose of a time line- to represent events in the sequence in which they happened. Explain that parallel time lines show related events in different parts of the world, or different types of events in one part of the world, during a given period of time. Parallel time lines allow for easy comparison of events. 1 I can organize and interpret information from time lines. parallel time line B.C. A.D. B.C.E. C.E. 6 th Grade : Pg. 66-67 Unit 1 Ch. 2 Chart and Graph Skills Thinkport Tool: Creating a Timeline- Create a Timeline How have ideas and events from the past shaped the Eastern Hemisphere? 6 th grade Book Pg. 20-21 Common Formative will be implemented daily.
GOV 10 ECON 15 Government can be categorized as monarchies, theocracies, dictatorships, or democracies, but categories may over and labels may not accurately represent how governments function. The extent of citizens liberties and responsibilities varies according to limits on governmental authority. The interaction of supply and demand, influenced by competition, helps to determine price in a market. This and the quantities of inputs (human resources, natural resources and capital) used. Describe the main governing and economic systems. Discuss how a country s government might affect the way its people earn a living. 1 I can differentiate among traditional, market, and command economics. I can describe characteristics of limited and unlimited governments. I can explain how citizens participate in and influence the political process in contemporary societies. democracy majority rule right monarchy dictatorship oligarchy industry developed country developing country GDP subsistence farming free enterprise 6 th Grade Pg. 68-73 Unit 1 Ch. 2.3 How does governmenta l authority affect citizen s rights? 6 th grade Book Pg. 22 Common Formative will be implemented daily.
GEO 5 GEO 5 Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). The interaction of supply and demand, influenced by competition, helps to determine price in a market. This and the quantities of inputs (human resources, natural resources and capital) used. Understand the relationships with geographic areas must share common characteristics to be considered a region. Have students recall, interpret and analyze data in a formal written format. 1 I can pose and answer questions about geographic distribution and patterns for world regions and countries. I can analyze the similarities and differences among selected world societies. I can define culture and cultural region. 1 I can relate, identify vocabulary, analyze, and interpret data. border empire colony subregion 6 th Grade : Pg. 76-81 Unit 1 Ch. 2.4 6 th Grade : Pg. 89 Unit 1 Review How does where you live influence how you live? Why can t people have everything they want? 6 th grade Book Pg. 23 Study Island: 6 th grade SS (New Learning Standards) Economic Strand; Economic Choices Common Formative will be implemented daily.
HIST 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 culture practices and products of these early civilizations can be used to help understand the Eastern Hemisphere today. Activate prior knowledge and misconceptions about early humans and hook students using a discussion about why people move from place to place. Explore resources to explain the migration patterns of early humans from Africa to various parts of the world. Explore resources to explain the connections between living in groups and staying alive. 2 I can explain the migration pattern of early humans from Africa to various world regions. I can identify and analyze the impact of early cultural developments on hunter- gatherer civilization. I can identify and analyze the impact of early technological developments on hunter- gatherers civilizations. hunter- gatherer Red Sea Tigris River Euphrates River Fertile Crescent Europe Education : World (Prehistory- 1800) Unit 1 Rise of CH1 Human Origins Ch. 1.2 Early Humans Sections 1-3 Ch. 1.2 Section 4 and 5 (optional) How did early humans improve their lives? Study Island: 6 th grade SS (New Learning Standards) Strand; Chronology Education SS GEO 3 Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is displayed. Explores the features of Southwest Asia s geography. Complete a problem/solution graphic organizer. Complete a Mind map to respond to the essential questions. How did geography impact like in 3 I can locate ancient Mesopotamia and its important cities and rivers on a historical and a modern map. I can analyze the importance of the physical geography of Mesopotamia civilization nomadic city- state Eridu Sumer Ur Persian Gulf trade Uruk silt climate irrigation Education : World (Prehistory- 1800) Unit 2 Ancient Ch 3 Mesopotamia Ch.3.1 Geography of Mesopotamia Ch. 3.1 Problem/ solution graphic How did geography impact life in Mesopota- mia? Book Pg. 100 Study Island: 6 th grade SS (New Learning Standards) Strand; Common Formative will be implemented daily.
HIST 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 culture practices and products of Mesopotamia? Explore resources and a Comparison Chart activity to learn about religion and social structure in Mesopotamia. Participation in a Comparison chart to learn more about the daily lives of Mesopotamia and the role each social class played in Mesopotamia society. Complete a Mesopotamia to the development of civilization. I can identify and analyze the impact of agricultural innovations that led to the growth of cities in Mesopotamia. I can analyze the ways the people of Southwest Asia have adapted to and modified their physical environment. 3 I can describe religious beliefs and practices of ancient Mesopotamia. I can describe the social structure- including gender divisions- of Mesopotamia and draw conclusions about its impact on the Ives of Mesopotamia. I can describe and map the natural resources levee agriculture domestication goods scribe alluvial soil oasis Exotic River Wadi Aquifer Qanat desalinization Polytheism Deity Ziggurat social pyramid Cuneiform culture empire Sargon Hammurabi Assyrian Empire Chaldeans Neo- Babylonian Empire Nebuchadnezz ar domesticate organizer Section 1 Ch. 3.1 Section 4 and 5(optional) 6 th Grade : Unit 5 Ch. 11 Southwest Asia and North Africa Section 1 Land of Contrast Pg. 364-370 Education : World (Prehistory- 1800) Unit 2 Ancient Ch. 3 Mesopotamia Ch.3.2 Mesopotamian Society Ch. 3.2 section 2 Comparison Chart: Mesopotamia society Ch. 3.2 Section 4 and 5 (optional) Common Formative will be implemented daily. How did religion and gender influence Mesopotami an society? Mesopotamia Education SS 6 th grade Book Pg. 101 Study Island: 6 th grade SS (New Learning Standards) Strand; Mesopotamia Education SS
GEO 6 HIST 2 these early civilizations can be used to help understand the Eastern Hemisphere today Variations among physical environments within the Eastern Hemisphere influence human activities. Human activities also alter the physical environment. 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 culture practices and products of these early civilizations can be used to help graphic organizer to demonstrate understanding of the social classes of Mesopotamia. Explore resources to learn about the development of the cuneiform writing system. Explore resources and perform a Jigsaw activity to learn about the various discoveries and innovations of Mesopotamia calendars, metal tools, the wheel, the plow, and pottery. Explore resources to learn about the Code of Hammurabi, how cycles of conquest that led to the ascension of varied civilizations in Mesopotamia from 3000 BCE through 500 BCE. Explain the significance of Hammurabi, Muhammad and Jesus. 3 I can identify and analyze the impact of cultural and technical innovations about the importance of codified laws to a society. I can paraphrase portions of Hammurabi s Code and draw conclusions about the importance of codified laws to a society. dike code gospels crusades epic Babylonia Code of Hammurabi code of law historical map refugee Five Pillars Haji Sunni Shi i calligraphy 6 th Grade : Unit 5 Ch. 11 Section 2 Southwest Asia Long Ago Pg. 371-377 Education : World (Prehistory- 1800) Unit 2 Ancient Ch. 3 Mesopotamia Ch. 3.3 Mesopotamian Innovations and Contributions Ch. 3.3 Section 5(optional) For instruction on Jigsaw visit: Jigsaw 6 th Grade : Unit 3 Ch. 11 Section 3 I can explain how Common Formative will be implemented daily. How did Mesopotami an technological and cultural innovations influence future civilizations? 6 th grade Book Pg. 102-103 Map and Graph Skills 6 th grade Book Pg. 105 New Government and Strong Economies Study Island: 6 th grade SS (New
understand the Eastern Hemisphere today. it changed the rule of law in Mesopotamia, and the impact it had on the future civilizations. distribution of natural resources influences the economic development and foreign policies of Southwest Asian countries. Pgs. 380-385 Influences on Culture Section 4 Pgs. 388-393 Learning Standards) Strand; Mesopotamia Education SS HIST 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 culture practices and products of these early civilizations can be used to help understand the Explore resources to investigate why the Nile was and is so vital to life in Egypt and to learn more about the geographic features of ancient Egypt. Through discussion and a thorough completion of a Venn Diagram will be able to demonstrate their understanding of geography s influence on the development of civilization in Mesopotamia and 3 I can locate ancient Egypt and its important cities and rivers on an historical and modern map. I can analyze how the geographical location of Egypt led to the development of a civilization. I can explain the importance of trade to the ancient Egyptian economy and people. Egypt Mediterranean Sea Nile River Lower Egypt Upper Egypt delta economy cataract Education : World (Prehistory- 1800) Unit 2 Ancient Ch. 4 Egypt Ch.4.1 Geography of Egypt Ch. 4.1 Venn Diagram: Egypt and Mesopotamia Ch. 4.1 Cause and Effect Chart Ch. 4.1 Section 3 and 4(optional) How did Egypt s location influence its development? 6 th grade Book Pg. 109,110 and 111 Study Island: 6 th grade SS (New Learning Standards) Strand; Ancient Egypt Education SS I can analyze the Common Formative will be implemented daily.
Eastern Hemisphere today. Egypt. Describe how Egypt s geography and location (causes) have led to the growth of civilization, such as the development of states and trade (effect). ways in which North Africans have adapted to and modified their physical environments. 6 th Grade : Unit 5 Ch. 12 North Africa Section 1 A Region of Deserts HIST 2 GEO 8 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 culture practices and products of these early civilizations can be used to help understand the Explore resources to define the term dynasty and learn more about some of the most influential pharaohs in ancient Egypt. Participate in a jigsaw activity to learn more about the daily lives of Egyptians and the role each social class played in Egyptian society. Compare dynasties of ancient Egypt with dynastic leadership today. Complete a 4 I can explain the concept of a dynasty and identify the important dynasties in ancient Egypt. I can analyze the roles of the following in ancient Egypt: pharaoh, peasants, and enslaved people. I can explain the religious practices of ancient Egypt. I can explain how North Africa s pharaoh dynasty hieroglyphics Old Kingdom Middle Kingdom New Kingdom Giza Hatshepsut Thutmose lll Kush Memphis Thebes Peasant Ramses ll social class Khufu Tutankhamen pyramid Education : World (Prehistory- 1800) Unit 2 Ancient Ch. 4 Egypt Ch. 4.2Egyptian Society Ch. 4.2 Explanation worksheet Ch. 4.2 Section 4 and 5(optional) 6 th Grade: Unit 3 Ch 12 Section 2 Ancient Days to What effects did power and social class have on the lives of ancient Egyptians? 6 th grade Book pg. 11 6 th grade Book Pg. 115 Study Island: 6 th grade SS (New Learning Standards) Strand; Ancient Egypt Common Formative will be implemented daily.
Eastern Hemisphere today. Modern cultural practices and products show the influence of traditional and diffusion, including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism). Explanation worksheet to respond to the Essential Question: What effects did power and social classes have on the lives of ancient Egypt? ideas about religions and its cultures have been influenced by the past. Independence Unit 3 Ch 12 Section 3 A Blend of Cultures Education SS End 1 st Quarter Common Formative will be implemented daily.
Grade 6 2 nd Quarter State Standard GEO 6 Content Statement Variations among physical environments within the Eastern Hemisphere influence human activities. Human activities also alter the physical environment. Expectations for Learning Explore resources to learn more about ancient Egyptian innovations and contributions. Complete a Quick Write in which they explain which ancient Egyptian innovation is most important to the modern world and why. Days Clear Learning Target 2 I can connect technological and cultural innovations of Egyptian civilization to the development of its neighbors and future civilizations. I can compare how North African governments work. I can describe and measure levels of economic development in North Africa. Content Standard Vocabulary deity papyrus stylus mummification mummy telescoping time line Resource (adopted and supplemental) Education : World (Prehistory- 1800) Unit 2 Ancient Ch. 4 Egypt Ch. 4.3 Egyptian Innovations and Contributions Ch. 4.3 Section 4 and 5(optional) Ch. 4.3 Quick Write Form 6 th Grade : Unit 3 Ch 12 Section 4 Present Day Concerns Essential Questions How did the innovations of Ancient Egypt impact its neighbors and future civilizations? & Notes 6 th grade Book Pg. 113 and 116 Study Island: 6 th grade SS (New Learning Standards) Strand; Ancient Egypt Education SS Common Formative will be implemented daily.
GEO 5 ECON 12 GEO 5 Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). The choices people make have both present and future consequences. The evaluation of choices is relative and may differ across individuals and societies. Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). Explore resources to locate the Kush Empire and learn about its resources. Complete a Mind Map to respond to the Essential Question: How did trade help change and spread ancient Kush culture? Explore resources to locate Phoenicia and learn about what they traded. Read about Phoenician culture and government as well as the impact of other civilizations on Phoenicia. Also read about the Phoenician alphabet and engage in activities to support learning. Complete comparison 2 I can locate ancient Kush and its important cities and rivers on both historical and modern maps. I can analyze the importance of the location of Kush, including its natural resources and its proximity to Egypt. I can connect technological and cultural innovations of Kush civilization to the development of its neighbors and future civilization. I can explain the connection between the location of Phoenicia and its importance to sea- based trading. I can analyze the influence of neighboring cultures on political organization and culture in Phoenicia. I can analyze the advantages of a Kush Nubia Ethiopia Phoenicia Phoenicians Education : World (Prehistory- 1800) Unit 2 Ancient Ch. 5Kush and Phoenicia Ch. 5.1Kush Geography and Society Ch. 5.1 Section 3(optional) Ch. 5.2 Phoenicia s Geography and Society Ch. 5.2 Section 3 and 4(optional) How did trade help change and spread ancient Kush culture? In what ways did the sea shape Phoenician society and its impact on the outside world? Education Unit2 Ch. 5.2 worksheet GREASES graphic organizer and Comparison chart Education SS Common Formative will be implemented daily.
chart comparing Phoenicia with Egypt and Mesopotamia simple, shared writing system for the Phoenicians. GEO 5 Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). Analyze images of Indian geographic features, watch videos on Indian geography, and predict how geography affected life in ancient India. To read the following pages of core interactive (engage button) from the Geography of India concept and complete a modified Geography of India graphic organizer. Will demonstrate understanding of the connection between physical geography and the Indian 2 I can locate ancient India and explain the importance of physical geography to the development of Indian civilizations. I can analyze a map of South Asian geographic features and predict where the first Indian farming settlement occurred. I can demonstrate the understanding of the connection between physical geography and the Indian civilization in a diagramed response. I can explain geographic factors responsible for population patterns in South Asia. India Himalayas Arabian Sea subcontinent Indus River climate surplus Harappa Mohenjo- daro Citadel irrigation canal atoll monsoon Education : World (Prehistory- 1800) Unit 3 Regional Ch. 6 Ancient India Ch. 6.1 Geography of India. Ch. 6.1 Graphic organizer Geography of India 6 th Grade : Unit 7 Ch. 15 Asia Section 1 pg. 524-529 Great Rivers, Mighty Monsoons How did physical geography shape Indian civilization? 6 th grade Book Ps 138 Great Rivers, Mighty Monsoons Study Island: 6 th grade SS (New Learning Standards) Strand; Ancient India Education I can explain factors Common Formative will be implemented daily.
HIST 2 HIST 1 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 culture practices civilization by creating a diagram to respond to the Essential Question: How did physical geography shape Indian civilization? Describe the unique geographic features of the South Asian subcontinent and how they affect economic development in the region. Complete a Main Idea web graphic organizer and participate in a jigsaw activity to learn more about the Aryan impact on India s rulers and society. Compare and contrast the caste system of India with the social structure of ancient Egypt or Mesopotamia that influence economic development in South Asia. 2 I can identify the Nomadic Education cultural impact of Vedas : World the Aryan invasion Hinduism Chandragupta (Prehistory- 1800) I can describe the Mauryan Empire Unit 3 Regional changes in territory Ashoka and religion brought Kshatriyas Ch. 6 Ancient India by the Mauryan and merchants Ch. 6.2 Rulers and Gupta dynasties. Vaisyas Society Sudras I can examine the Dalits Ch. 6.2 Indian caste system untouchables Main Idea web graphic from the Buddha organizer perspective of Buddhism members from Brahmans Storyboard template various castes. Gupta Empire Section 3, 4, 5 Siddhartha I can describe Guatama Common Formative will be implemented daily. What effects did power and social class have one the lives of the ancient Indian people? Study Island: 6 th grade SS (New Learning Standards) Strand; Ancient India Education
GEO 8 and products of these early civilizations can be used to help understand the Eastern Hemisphere today. Events can be arranged in order of occurrence using the conventions of B.C., A.D., B.C.E., and C.E. Modern cultural practices and products show the influence of tradition and diffusion, including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam, and Judaism). Create a Visualization to show the impact a particular group of people, or event had on Indian society over time. Explore how waves of conquerors and colonizers shaped South Asia. Show how the past events affected politics and culture today, Explore resources to investigate what Hindus believe and how beliefs and practices of Hinduism relate to everyday life in India. Explore resources to investigate the principles of Hinduism as they relate to human conduct and also to compare Hindu beliefs and characteristics of contemporary South Asia societies that are shaped by historical events. I can analyze South Asia s history for links between past conflicts and current conditions. 2 I can connect the beliefs of Hinduism to the caste system and other elements of ancient Indian. I can compare Buddhism to other ancient religions (including Hinduism, and Egyptian, Mesopotamian religions) I can analyze the motives for and impact of Ashoka s conversion to caste system urban planning stupa puppet ruler beginning of Hinduism Dhama reincarnation beginning of Buddhism Jainism Four Noble Truths Eightfold Path Nirvana Vedas Tandoor purdah population pyramid Common Formative will be implemented daily. 6 th Grade : Unit 7 Ch. 15 Asia Section 2 Through the Ages Pg 530-535 Education : World (Prehistory- 1800) Unit 3 Regional Ch. 6 Ancient India Ch. 6.3 India s Religions and Characteristics Section 6.3 Do the Comparison chart Ch. 6.3 Section 4 optional 6 th Grade: How did religion Influence Indian society? 6 th grade Book Pg. 143-144 Chart and Graph Skill Study Island: 6 th grade SS (New Learning Standards)
practices with those of Buddhism, which developed out of Hinduism. Explore resources to analyze the motives for and impact of Ashoka s conversion to Buddhism and to draw conclusions about the place of King Ashoka in the history of India. Describe South Asian governments and economics and the effects of religion, colonialism, and independence. Population pyramid is a visual representation of a country s people, grouped by gender and age. Buddhism. I can relate ways in which contemporary expressions of culture are influenced by the past. I can organize and interpret information presented in visuals, including graphs, charts, time lines, and maps. Unit 7 Ch 15 Asia Section 3 People and Culture Pg. 536-540 Section 4 South Asia Today Pg 542-547 Strand; Ancient India Education Common Formative will be implemented daily.
GEO 3 GEO 7 Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is displayed. Political, environmental, social and economic factors cause people, products and ideas to move from place to place in Eastern Hemisphere in the past and today Organize and examine the changing borders and important rivers of China. Examine how deserts and mountains both benefited and restricted the Chinese. Examine how the Chinese interacted with nomadic groups from the north and study how China s geography impacted its interactions with other civilizations. 2 I can locate ancient China and its important cities and rivers on a historical and a modern map. I can analyze the connection between ancient China s location and its growth and expansion. I can explain the geographic factors responsible for population patterns in East Asia. I can explain factors such as location and distribution of natural resources that influence economic development in East Asia. China Asia Huang He River Xianyang Qin Dynasty Silk Road Gobi Dessert Great Wall of China loess typhoon tsunami Education : World (Prehistory- 1800) Unit 3 Regional Ch. 7 Ancient China Ch. 7.1 Geography of China Ch. 7.1 Change Over Time with Graphic Organizer/ Venn Diagram Ch. 7.1 Sections 4 and 5 (optional) 6 th Grade: Unit 7 Ch 16 East Asia Section 16.1 Mountains, Deserts, Rivers, and Seas Pg 554-558 How did China s location impact its developme nt? Study Island: 6 th grade SS (New Learning Standards) Strand; Ancient China Education HIST 1 GOV 9 Events can be arranged in order of occurrence using the conventions of B.C., A.D., B.C.E., Use comparison chart graphic organizer to organize information I can analyze ways people have adapted to East Asia s physical environment. 2 I can identify Confucius, his teaching, and his contributions to the growth of philosophy warring states period Confucius Confucianism Education : World (Prehistory- 1800) Unit 3 Regional Common Formative will be implemented daily. How did Confucianis m, Daoism, and Legalism Study Island: 6 th grade SS
and C.E Different perspectives on a topic can be obtained from a variety of historic and contemporary sources. Sources can be examined for accuracy. about the Warring States period and the philosophy of Confucianism. Consider what can be learned about Legalism and Taoism by examining and image of the founder of Daoism. Complete a Mind Map diagram to show their understanding of one of the three philosophies of China. Confucianism in China. I can compare Confucianism with other major philosophies of ancient China based on their views of human nature and their implications to government. I can analyze the historical background of East Asian societies to evaluate the effects of past conflicts on current conditions. I can explain the significance of individuals or groups from East Asian societies. Han Dynasty legalism Taoism Mandate of Heaven virtue standardization Khan clan Samurai shogun Ch. 7 Ancient China Ch. 7.2 China s Belief Systems Ch. 7.2 Section 2 Comparison chart graphic organizer Ch. 7.2 Section 3 Mind map worksheet Ch. 7.2 Section 4 and 5 (optional) 6 th Grade : Unit 7 Ch. 16 East Asia Section 16.2 Long- lasting Civilization Pg 560-565 influence society in ancient China? (New Learning Standards) Strand; Ancient China Education GOV 9 Different perspectives on a topic can be obtained from a variety of historic and contemporary sources. Sources can be examined for accuracy. Will be able to use a web graphic organizer to record the important characteristics of feudalism during the Zhou Dynasty. Explore 2 I can trace the important Chinese dynasties (Zhou Dynasty, Qin Dynasty, Han Dynasty) and analyze impacts of these dynasties on life in East Asia. Zhou Dynasty mandate of heaven Feudalism Roman Empire Filial piety Pagoda haiku Education : World (Prehistory- 1800) Unit 3 Regional Ch. 7 Ancient China Ch. 7.3 Life in the Chinese Dynasties Ch. 7.3 Section 1 Web Graphic How did the Chinese dynasties affect life throughout East Asia? 6 th grade Book Pg. 151 I can analyze the Common Formative will be implemented daily.
resources to learn about the first Chinese emperor and the impact of the Qin Dynasty.Will participate in a jigsaw activity to learn more about the accomplishment s of the Han Dynasty. Will complete Comparison Chart graphic organizer in response to the Essential Question: How did the Chinese dynasties affect life throughout East Asia. societal structures in China during this period. I can evaluate how cultural borrowing affects cultures in East Asia. I can evaluate the relationships between societies in East Asia and their architecture, art, music, and literature. Organizer Ch. 7.3 Section 4 Comparison Chart graphic organizer Ch. 7.3 Section 5 and 6 (optional) 6 th Grade : Unit 7 Ch 16 East Asia Section 16.1 A Life of Traditions and Religions Pg. 570-574 Study Island: 6 th grade SS (New Learning Standards) Strand; Ancient China Education ECON 14 ECON 12 When regions and/or countries specialize, global trade occurs. The choices people make have both present and future consequences. Watch a video and complete a K- W- L chart as they read the Core Interactive Text. Show understanding of the routes and purposes of the Silk Road by writing a creative story about traveling the Silk Road,Read the 2 I can trace the land and sea routes of the Silk Road. I can analyze the importance of the Silk Road to trade and economic growth in ancient China and for cultural diffusion throughout the world. markets Persian Gulf merchants artifact technology Laos Shang Dynasty Politburo censor diet Keiretsu special economic Education : World (Prehistory- 1800) Unit 3 Regional CH. 7 Ancient China CH. 7.4 Ancient Chinese Economy CH. 7.4 Section 1 KWL Chart How did China become economicall y successful? 6 th Grade Book pg. 152 Study Island: 6 th grade SS (New Common Formative will be implemented daily.
The evaluation of choices is relative and may differ across individuals and societies. Core Interactive Text and complete a Comparison Chart graphic organizer about technological developments during the Shang, Zhou, and Han Dynasties. I can identify major innovations in ancient China and their influence on the Chinese economy. I can compare how governments function in East Asia.I can compare ways in which East Asian societies organize the production and distribution of goods and services. zone Most- favored- Nation status CH. 7.4 Section3 Comparison Chart CH. 7.4 Section 4,5,and 6 (optional) 6 th Grade : Unit 7 CH. 16 East Asia Section 16.4 A Region of Contrasts pgs. 575-579 Learning Standards) Strand; Ancient China Education GEO 5 GEO 8 Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). Modern cultural Explore resources to learn about and discuss Israel s geography, the importance of the Torah, and important figures among the early Hebrews. Explore resources to learn more 2 I can locate ancient Israel and its important cities and rivers on a historical and modern map. I can describe the origins and characteristics of Judaism, the religion of the ancient Israel Jerusalem Hebrew Bible Jesus Abraham Ur Canaan Monotheism famine Moses Ten Education : World (Prehistory- 1800) Unit 3 Regional Ch. 8 Ancient Hebrews and the Origins of Judaism Ch. 8.1 Culture and Beliefs of the Ancient In what ways did the ancient Hebrews influence religions and societies in ancient and modern times? Education Unit 3 Ch. 8.1 Section 2 Quick write Study Island: Common Formative will be implemented daily.
practices and products show the influence of tradition and diffusion, including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam, and Judaism). about some important people and concepts originating form ancient Israel and perform a quick- write to interpret their findings. Complete Comparison Charts to identify the similarities and differences between the different religious. Israelites. I can identify important figures in Israelite (Hebrew) tradition (Abraham, Moses, Ruth, and David). I can analyze the role of women in Israelite society. I can analyze the impact of the legal code of the ancient Israelites on surrounding civilization and future traditions Commandments King David Ruth Code of law Christianity Islam Muslims Hebrews Ch. 8.3 Comparison Chart 6 th grade SS (New Learning Standards) Geography Strand; World Religions Education GEO 8 Modern cultural practices and products show the influence of tradition and diffusion, including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam, and Judaism). Explore resources to research traditions and practices of the ancient Israelites, how they are observed b modern Jews, and how they have been adopted into the practices of other religious communities. Explore resources to analyze how the Jewish people were 2 I can analyze the rites and rituals of Judaism. I can compare the architectural of the Jewish temple to other temples and houses of worship from ancient and modern times. I can describe the different events that led to the formation Ch. 8.2 Common Formative will be implemented daily. Rabbis Sabbath Talmud Jerusalem King Solomon Alexander the Great Roman Empire Judea Diaspora Education : World (Prehistory- 1800) Unit 3 Regional Ch. 8.2 Section 3 Visualization Ch. 8.2 Section 4/5 Vocabulary Chart: Diaspora How did ancient Judaism adapt and change the Diaspora of the Jewish people and how did it influence other religions and peoples? Study Island: 6 th grade SS (New Learning Standards) Geography Strand: World Religions Education
GEO 5 HIST 2 Region can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). Early civilizations with unique governments, able to survive repeated military defeat and exile. Complete a timeline/slide show activity using events from the timeline on page 6 to address the question, How did the Jewish people survive all these conquests and periods of exile. Explore resources and a graphic organizer to answer the question: What was the Jewish Diaspora? and to gain insight into the Essential Question. Explore resources and complete a Cause and Effect graphic organizer as they study important geographical features of Greece and their effects on ancient Greek people. Explore resources and guiding questions to of the various diasporas throughout the world. 2 I can analyze the impact of Greek geography on the development of civilization in ancient Greece. I can describe the origins of the Persian Empire and the relationship between Persia and Greece. Aegean Sea peninsula Athens Sparta Cyrus Cyrus the Great Persia Persian War Common Formative will be implemented daily. Essential Question Worksheet Education : World (Prehistory- 1800) Unit 3 Regional Ch. 9 Ancient Greece Ch. 9.1 Geography of Ancient Greece Ch. 9.1 Section 1 Cause and Effect Chart Section 3 Venn Diagram How did geography influence the developme nt of Greek civilization? Education : World (Prehistory- 1800) Unit 3 Regional Ch. 9 Ancient Greece
GOV 9 economic systems, social structures, religions, technologies and agricultural practices and products flourished as a result of favorable geographic characteristics. The culture practices and products of these early civilizations can be used to help understand the Eastern Hemisphere today. Different perspectives on a topic can be obtained from a variety of historic and contemporary sources. Sources can be examined for accuracy. analyze similarities and differences between ancient Greece and the present- day Greece. Explore and create a Venn diagram to learn about the similarities and differences between ancient Greece and the Persian Empire. Compare and contrast the different forms of government in ancient Greece. Explore the similarities and differences between the ancient Athenian democracy and the modern U.S. democracy. Explore resources to learn about the I can trace the major wars between Persia and Greek city- state. 2 I can trace the roots of changes in governments from monarchy to aristocracy to oligarchy in ancient Greek city- states. I can describe the political structure of Greece- particularly Athens- and compare the democratic concepts developed in the city- state monarchy aristocracy oligarchy democracy citizen Representative Government Sparta Peloponnesus Peloponnesus Wars Common Formative will be implemented daily. Section 4 Sequence Chart Education : World (Prehistory- 1800) Unit 3 Regional Ch. 9 Ancient Greece Ch. 9.2 Greek Political Systems Unit 3 Ch.9 Section 1 Compare and Contrast Charts:Greek Political Systems To what extent were ancient Greek political systems democratic? Ch. 9.1 Geography of Ancient Greece Ch. 9.1 Section 1 Cause and Effect Chart Section 3 Venn Diagram Section 4 Sequence Chart Education : World (Prehistory- 1800) Unit 3 Regional Ch. 9 Ancient Greece Ch. 9.2
conflicts between Athens and Sparta and the decline of democracy in ancient Greece. region (city- state, constitutions, and lawmaking bodies) to modern democracy. I can compare and contrast the characteristics of the Greek city- states of Athens and Sparta. Greek Political Systems Unit 3 Ch.9 Section 1 Compare and Contrast Charts:Gree k Political Systems GEO 8 Modern cultural practices and products show the influence of tradition and diffusion, including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam, and Judaism). Explore resources and participate in a question and answer exercise to learn about the impact of ancient Greek culture. Explore resources to learn about the philosophical contributions of Socrates, Plato, and Aristotle. Explore resources to learn about and summarize the achievements and impact o f ancient Greek culture. 2 I can describe the philosophical ideas of Socrates, Plato, and Aristotle. Connect their ideas to philosophies to current ideas of governance and compare them to other ancient political philosophers. I can identify important achievements and contributions (e.g. mythology, democracy, athletic competitions) of ancient Greeks that persist to the mythology Aristotle Plato Socrates epic Education : World (Prehistory- 1800) Unit 3 Regional Ch. 9 Ancient Greece Ch. 9.3 Greek Cultural Achievements Ch. 9.3 Section 1-2 Complete Three- Way Venn Diagram on Philosophers Section 3-4 Categorization Chart How has classical Greek culture affected our modern lives? Education : World (Prehistory- 1800) Unit 3 Regional Ch. 9 Ancient Greece Ch. 9.3 Greek Cultural Achievemen ts Ch. 9.3 Section 1-2 Common Formative will be implemented daily.
modern ear. Connect these cultural features with elements of Greek political society. Complete Three- Way Venn Diagram on Philosopher s I can trace Alexandra the Great s conquests and the cultural diffusion of Hellenistic traditions. Section 3-4 Categorizati on Chart ECON 12 The choices people make have both present and future consequences. The evaluation of choices is relative and may differ across individuals and societies. Through structured discussion students will be able to demonstrate their understanding of the geography and climate of Rome and their effect on the empire s growth. Will learn more about the r oads and bridges and the impact on the economy of ancient Rome, as well as the history of money and Rome s monetary system. 1 I can connect ancient Rome s location and its expansion through conquest and trade. I can analyze the impact of coined money and roads to trade inside the Roman Empire I can explain how the road and bridges had an impact on the economy of ancient Rome. Roman Empire Rome Romulus Remus Education : World (Prehistory- 1800) Unit 3 Regional Ch. 10 The Roman Republic and Empire Ch. 10.1 Geography and Economy of Ancient Rome Ch. 10.1 Section 1 Mind Map Section 2 Problem Solving Chart How did geography and trade routes impact the growth of Rome? Education : World (Prehistory- 1800) Unit 3 Regional Ch. 10 The Roman Republic and Empire Ch. 10.1 Geography and Economy of Ancient Rome Common Formative will be implemented daily.