6th Grade
Public Schools of Robeson County
SOCIAL STUDIES
INSTRUCTIONAL ALIGNMENT
Unit 9- Many Worlds Meet
Essential Standard:
History: 6.H.1 Use historical thinking to understand the emergence, expansion and decline of civilizations, societies and regions over time.
6.H.2 Understand the political, economic and/or social significance of historical events, issues, individuals and cultural groups.
Geography: 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.G.2 Apply the tools of a
geographer to understand the emergence, expansion and decline of civilizations, societies and regions.
Economics: 6.E.1 Understand how the physical environment and human interaction affected the economic activities of various civilizations, societies and regions.
Civics & Governance: 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.G.2 Apply the tools of a geographer to understand the emergence, expansion and decline of civilizations, societies and regions
Culture: 6.C.1 Explain how the behaviors and practices of individuals and groups influenced societies, civilizations and regions.
Clarifying Objective(s):
Essential Question(s):
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6.H 2.4 - Mansa Musa transformed west African civilization by
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converting to Islam, sharing the wealth of west Africa and
making Timbuktu a center of Islamic learning.
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and ideas across the Sahara Desert.
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6.G.1.2 - East African city-states blended traditional African
6.G.1.2 - What factors influence the movement of people, goods, and ideas and what are the effects of that movement on societies and
regions over time?
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6.G.1.2 - The lack of salt but the abundance of gold in western
Africa led to the Gold-Salt trade which brought people, goods,
6.H.2.4 - What role did key historical figures and cultural groups have in transforming society?
6.E.1.1 - How does conflict, compromise, and negotiation over the availability of resources (natural, human and capital) impact the
economic development of various civilizations, societies and regions?
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E.1.2 - How is quality of life impacted by the economic choices of civilizations, societies and regions?
C. 1.1 - How is culture reflected through the values of civilizations, societies and regions?
6.C.1.2 - In what ways did religion transform various societies, civilizations and regions?
cultures with those of peoples from the Middle East and South
Asia as a result of an extensive trade network spanning the
Indian Ocean.
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E.1.1 - West African civilizations began to decline and
eventually disappeared due to Portugal's efforts to control gold
and other valuable resources.
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E.1.2 - The peoples' standard of living in Ghana, Mali, and
Songhai were impacted positively and negatively by their
control of gold resources and trade with outside civilizations.
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6.C.1.1 - West African folktales and art reflect the peoples'
history, cultural values and religious beliefs.
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6.C.1.2 - The expansion of Islam into sub-Saharan Africa, and
Western Africa specifically, radically changed the people's
beliefs and peoples' way of life.
Pacing Guide: 4th Nine Weeks
3 Weeks
Unit of
Major Concepts
Study
Instructional Task
Essential
Vocabulary
Instructional Resources
Sample Assessment Prompts
6th Grade
Public Schools of Robeson County
Many
Worlds
Meet
History,
Civilizations,
Language,
Government
Systems ,
Economic,
Trade, Religion,
Beliefs,
Technology,
Hierarchy




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Understand how
trade routes
spread new
goods, technology
and ideas.
Explain how and
why civilizations
used and modified
environments to
suit the needs of
the people.
Identify political
boundary
expansion to new
worlds.
Discuss how
competition,
conflict, and
compromise over
the availability of
natural, human,
and capital
resources
impacted
economic
development.
Understand the
impact on daily
life and
interactions when
disease or
sickness strikes in
a community.
Summarize the
ideas that shaped
political thought
in various
civilizations,
societies, and
regions.
Pre:
Current:
Proverbs, Kusk,
Nile River, griots,
Meroe, oasis,
monsoon, Sahara,
Swahili, Great
Zimbabwe, Mali
Mansa Musa,
Harappan, Aryan,
and Gupta, Four
Noble
Truths of
Buddhism,
Eight-Fold
Path, Nirvana
 involve analyzing
information and delivering
presentations.
 National Geographic Africa's Resources
 National Geographic - Map
Resources for Africa
 Current Events with STEM
Connection on Africa
 Africa Poster
 Ancient African Kingdoms
PowerPoint
 Ghana/Mali/Songhai
Summary
 Great Zimbabwe Visuals
 Kush/Axum Charts
 Musa Ashanti Pix
 Musa Ashanti VisualsMusa
Ashanti
 Mali Primary Source
 Songhai Primary Source
 Ghana Primary Source
 Great Zimbabwe
Secondary Source
 Ghana Secondary Source
 Secondary Source Table
Rally
 The Size of Africa
 West African Kingdoms R
+Q
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6.H 2.4: Facebook Page for Mansa Musa - Engage and motivate students to connect
with a historical figure. Judge the economic and social significance of Mansa Musa's
influence on West African society by designing a Facebook Page (digital or teacher
hand-out) for Mansa Musa. Rubric for Facebook Page

6.G.1.2: Muslim Trader Interview - Assess the effects of human interaction on the
environment to the development of trade routes and economies of the East African
city-states by conducting a Muslim Trader Interview. Students will apply knowledge of
East African trade routes and assume the role of a TV news reporter. Using a rubric,
they will write a scripted interview (with applications of learning). Interviews can be
taped using a flip camera OR interview can take place on Edmodo.

E.1.1: Threaded Discussion on Portugal's role in West African Decline - An essential
question (assessing objective E 1.1 and teacher created) is posed to students using a
digital source like Edmodo or Blackboard Discussion Board. Students are to respond
to the question with a thoughtful answer, as well as participate in a discussion with
classmates. A rubric is provided and should be reviewed prior to beginning their
thread. Students should provide evidence for their response based on prior
learning. https://edorigami.wikispaces.com/file/view/2+threaded+discussion+rubric.pdf

E.1.2: Gold for Salt Comic - Students will create a comic strip that outlines the need
for salt and the abundance of gold. Character dialogue should demonstrate and apply
knowledge of the silent barter in ancient Ghana.
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Comic Strip Websites:
o
o
o
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http://www.pixton.com/
http://www.makebeliefscomix.com/Comix/
Comic Strip Rubric
o
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http://www.toondoo.com/
http://www.schrockguide.net/assessment-and-rubrics.html
6.C.1.1: Project: Writing an African Folktale - For this project, students will write an
authentic West African folktale. Based on the folktales read in class, students will
write a short story featuring the character Anansi the Spider that ends with an
important moral to be learned by the reader.
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6.C.1.2: Constructed Response: Did Islam change the lives of those living in SubSaharan and West Africa? - Students use the provided website, as well as content
taught in class to critically analyze the influence of Islam on Africa. Prompt: How did
Islam affect the political, economic and social lives of peoples living in West African
civilizations prior to the arrival of the Europeans? Website and Rubric
Public Schools of Robeson County
6th Grade