6th Grade Social Studies Curriculum Map First 9 Weeks
Module 1: Human Origins in Africa through the Neolithic Age
Unit 1: Hunter-Gatherers
Duration: 1 Week
Description:
Students analyze the geographic, political, economic, and social structures of early Africa through the Neolithic Age which led to the
development of civilizations.
Standards:
6.1 Identify sites in Africa where archaeologists and historians have found evidence of the origins of modern human beings and
describe what the archaeologists found. (G, H)
6.2 Provide textual evidence that characterizes the nomadic hunter-gatherer societies of the Paleolithic Age (their use of tools and fire,
basic hunting weapons, beads and other jewelry). (C, H)
6.4 Evaluate the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants
and animals and new sources of clothing and shelter. (C, G, H)
6.7 Recognize time designations and the abbreviations, including: (H)
• B.C.
• B.C.E.
• A.D.
• C.E.
• circa (c. or ca), decades, centuries, prehistoric, historic
Big Ideas: People, places and ideas change
Essential Questions: How do people adapt to their environment? How did
over time. Technology led to the expansion and farming change people’s lives?
survival of early civilizations. The Agricultural
Revolution allowed people to set up permanent
settlements.
Skills:
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Analyze maps, graphs, charts and photos
Reading skills and vocabulary
Use digital tools effectively
Unit Vocabulary:
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Paleolithic
Nomads
Technology
Ice ages
Resources: Discovering Our Past: A History of the World, Reading Essentials and Study Guide workbook, Chapter Tests and
Lesson Quizzes Blackline Masters, Printable Digital Worksheets
Digital Content: Digital collections of early African art and tools, including cave paintings and spears, Cave of Forgotten Dreams
(video), How We Know About the Ice Ages video, Paleolithic Nomads whiteboard activity, Paleolithic Era Animals slide show,
Assessment: Weekly assessment, Lesson Reviews (p. 61 & 69), Chapter 3 Activities and Assessment (p. 70-71)
Suggested Learning Target
 Students score 85% or higher on the weekly assessment
6th Grade Social Studies Curriculum Map First 9 Weeks
Module 1: Human Origins in Africa through the Neolithic Age
Unit 2: The Agricultural Revolution
Duration: 1 Week
Description:
Students analyze the geographic, political, economic, and social structures of early Africa through the Neolithic Age which led to the
development of civilizations.
Standards:
6.3 Explain the importance of the discovery of metallurgy and agriculture. (E, H)
6.5 Summarize the impact of agriculture related to settlement, population growth, and the emergence of civilization. (C, G, H)
6.6 Identify and explain the importance of the characteristics of civilizations, including: (C, E, G, H, P)
• the presence of geographic boundaries and political institutions
• an economy that produces food surpluses
• a concentration of population in distinct areas or cities
• the existence of social classes
• developed systems of religion, learning, art, and architecture
• a system of record keeping
• technology
Big Ideas: People, places and ideas change
Essential Questions: How do people adapt to their environment? What
over time. Technology led to the expansion
characteristics did early civilizations share?
and survival of early civilizations. The
Agricultural Revolution allowed people to set
up permanent settlements.
Skills:
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Analyze maps, graphs, charts and photos
Reading skills and vocabulary
Use digital tools effectively
Creating visuals
Unit Vocabulary:
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Domesticate
Systematic agriculture
Shrines
Specialization
Bronze Age
Monarchy
Resources: Discovering Our Past: A History of the World, Reading Essentials and Study Guide workbook, Chapter Tests and
Lesson Quizzes Blackline Masters, Printable Digital Worksheets
Digital Content: Digital collections of early African art and tools, including cave paintings and spears, Analyzing Maps – Early
Civilizations, The Ice Man video, Catalhuyuk slide show, Neolithic Artifacts chart
Assessment: Weekly assessment, Lesson Review (p. 69), Chapter 3 Activities and Assessment (p. 70-71)
Suggested Learning Target
 Students score 85% or higher on the weekly assessment
6th Grade Social Studies Curriculum Map First 9 Weeks
Module 2: Mesopotamia: c. 3500-1200 BC/BCE
Unit 1: The Sumerians
Duration: 1 Week
Description:
Students analyze the geographic, political, economic, social, and religious structures of the civilizations of Mesopotamia.
Standards:
6.8 On a historical map, locate and describe the Tigris and Euphrates Rivers, Zagros and Caucuses Mountains, Persian Gulf, Caspian
and Black Sea, Dead Sea and Sea of Galilee and explain why the region is referred to as the Fertile Crescent. (G)
6.9 Summarize Sumer, Babylon, and Assyria as successive civilizations and empires and explain the development of city-states,
identify Kish, Akkad, Ur, and Nineveh, and the significance of Sargon and Hammurabi. (G, H)
6.10 Trace the development of agricultural techniques that permitted economic surplus and the emergence of cities as centers of
culture and power. (C, E, H)
6.11 Explain the significance of polytheism (the belief that there are many gods) as the religious belief of the people in Mesopotamian
civilizations. (C, H)
6.12 Explain the effects of how irrigation, metal-smithing, slavery, the domestication of animals, and inventions such as the wheel, the
sail, and the plow on the growth of Mesopotamian civilizations. (C, E, H)
6.13 Analyze the important achievements of Mesopotamian civilization, including its system of writing (and its importance in record
keeping and tax collection), literature (Epic of Gilgamesh), monumental architecture (the ziggurat), and art (large relief sculpture,
mosaics, and cylinder seals). (C, E, G, H)
Big Ideas: People, places and ideas change
Essential Questions: How does geography influence the way people live?
over time. Cultures are held together by shared
Why does conflict develop? How did Mesopotamia’s first empires develop?
beliefs and common practices and values. The
Sumerians made important advances in areas
such as farming and writing that laid the
foundation for future civilizations.
Skills:
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Analyze maps, graphs, charts and photos
Reading skills and vocabulary
Use digital tools effectively
Writing to inform
Summarizing
Unit Vocabulary:
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Silt
Irrigation
Surpluses
Ciy-states
Polytheism
Ziggurat
Cuneiform
Scribes
Epic
Resources: Discovering Our Past: A History of the World, Reading Essentials and Study Guide workbook, Chapter Tests and
Lesson Quizzes Blackline Masters, Printable Digital Worksheets, excerpts from the Epic of Gilgamesh
Digital Content: digital collections of the ancient Mesopotamian plow, wheel, sailboat, cuneiform tablets, and the stylus.
Analyzing Maps – Ancient Mesopotamia, Mesopotamia: An Overview (video), Ancient Irrigation (slideshow)
Assessment: Weekly assessment, Lesson Review (p. 83), Chapter 4 Activities and Assessment (p. 94-96)
Suggested Learning Target
 Students score 85% or higher on the weekly assessment
6th Grade Social Studies Curriculum Map First 9 Weeks
Module 2: Mesopotamia: c. 3500-1200 BC/BCE
Unit 2: Mesopotamian Empires
Duration: 1 Week
Description:
Students analyze the geographic, political, economic, social, and religious structures of the civilizations of Mesopotamia.
Standards:
6.9 Summarize Sumer, Babylon, and Assyria as successive civilizations and empires and explain the development of city-states,
identify Kish, Akkad, Ur, and Nineveh, and the significance of Sargon and Hammurabi. (G, H)
6.13 Analyze the important achievements of Mesopotamian civilization, including its system of writing (and its importance in record
keeping and tax collection), literature (Epic of Gilgamesh), monumental architecture (the ziggurat), and art (large relief sculpture,
mosaics, and cylinder seals). (C, E, G, H)
6.14 Write an informative piece explaining the significant contributions of Mesopotamian leaders, including Hammurabi and Sargon,
and explain the basic principle of justice in Hammurabi’s Code (“an eye for an eye”). (C, E, H, P)
Big Ideas: People, places and ideas change
Essential Questions: How did empires first develop in Mesopotamia? Why
over time. Cultures are held together by shared
was Babylon an important city in the ancient world?
beliefs and common practices and values. The
Sumerians made important advances in areas
such as farming and writing that laid the
foundation for future civilizations.
Skills:
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Analyze maps, graphs, charts and photos
Reading skills and vocabulary
Use digital tools effectively
Critical Thinking
Summarizing
Informative writing
Unit Vocabulary:
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Empire
Tribute
Provinces
Caravans
Astronomers
Resources: Discovering Our Past: A History of the World, Reading Essentials and Study Guide workbook, Chapter Tests and
Lesson Quizzes Blackline Masters, Printable Digital Worksheets, Economics of History Activity, excerpts from the Epic of
Gilgamesh
Digital Content: digital collections of the ancient Mesopotamian plow, wheel, sailboat, cuneiform tablets, and the stylus.
Analyzing Maps – Ancient Mesopotamia, Persepolis video, Hammurabi’s Code primary source
Assessment: Weekly assessment, Lesson Review (p. 93), Chapter 4 Activities and Assessment (p. 94-96)
Suggested Learning Target
 Students score 85% or higher on the weekly assessment
6th Grade Social Studies Curriculum Map First 9 Weeks
Module 3: Ancient Egypt: c. 3000-1200 BC/BCE
Unit 1: The Nile River
Duration: 1 Week
Description:
Students analyze the geographic, political, economic, social, and religious structures of the civilizations of Ancient Egypt.
Standards:
6.15 On a historical map locate the Mediterranean and Red Seas, the Nile River and Delta, and the areas of ancient Nubia and Egypt.
Identify the locations of ancient Upper and Lower Egypt and explain what the terms mean. On a modern map, identify the modern
countries of Egypt and the Sudan. (G, H)
6.17 Develop a visual representation of the structure of Egyptian society including the role of the pharaoh as god/king, the concept of
dynasties, the importance of at least one Egyptian ruler, the relationship of pharaohs to peasants, and the role of slaves in ancient
Egypt. (C, E, H, P)
6.19 Summarize important achievements of Egyptian civilization, including: (C, E, H)
• the agricultural and irrigation systems
• the invention of a calendar
• main features of the monumental architecture and art, such as the Pyramids and Sphinx at Giza
• evolution of writing- hieroglyphics
• the invention of papyrus
6.22 Compare and contrast the religious, social, and political structures in Mesopotamia and Egypt. (C, H, P)
Big Ideas: The Nile River was the most
Essential Questions: How does geography influence the way people live?
important factor in the development of Ancient
Why do civilizations rise and fall? Why was the Nile River important to the ancient
Egypt.
Egyptians?
Skills:
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Analyze maps, graphs, charts and photos
Reading skills and vocabulary
Use digital tools effectively
Critical thinking skills
Comparing and contrasting
Researching the internet
Informative/explanatory writing
Unit Vocabulary:
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Cataracts
Delta
Shadoof
Papyrus
Hieroglyphics
Dynasty
Resources: Discovering Our Past: A History of the World, Reading Essentials and Study Guide workbook, Chapter Tests and
Lesson Quizzes Blackline Masters, Printable Digital Worksheets, Benefits of the Nile graphic organizer (p. 101), Geography and
History Activity, Economics of History Activity, Kush conquers Egypt graphic organizer
Digital Content: Digital collections of Egyptian Pyramids, including the Pyramids and Sphinx at Giza; digital collections of the
Pyramid Texts on the wall of the burial chamber of the Pyramid of Teti, Saqqara; digital collections of documents written on papyri.
The Nile River video, Slide Show – World’s Longest Rivers, Chart – How Egyptians Made Papyrus, Map – Early Trade Routes,
Kingdom of Axum video, Map – Kush Kingdom
Assessment: Weekly assessment, Lesson Reviews (p. 107 and 133), Chapter 5 Activities and Assessment (p. 134-136)
Suggested Learning Target
 Students score 85% or higher on the weekly assessment
6th Grade Social Studies Curriculum Map First 9 Weeks
Module 3: Ancient Egypt: c. 3000-1200 BC/BCE
Unit 2: Life in Ancient Egypt
Duration: 1 Week
Description:
Students analyze the geographic, political, economic, social, and religious structures of the civilizations of Ancient Egypt.
Standards:
6.17 Develop a visual representation of the structure of Egyptian society including the role of the pharaoh as god/king, the concept of
dynasties, the importance of at least one Egyptian ruler, the relationship of pharaohs to peasants, and the role of slaves in ancient
Egypt. (C, E, H, P)
6.18 Cite evidence from informational texts to explain the polytheistic religion of ancient Egypt with respect to beliefs about death,
the afterlife, mummification, and the roles of different deities. (C, H)
6.19 Summarize important achievements of Egyptian civilization, including: (C, E, H)
• the agricultural and irrigation systems
• the invention of a calendar
• main features of the monumental architecture and art, such as the Pyramids and Sphinx at Giza
• evolution of writing- hieroglyphics
• the invention of papyrus
6.20 Identify the Old, Middle, and New Kingdom time periods and evaluate the significance of the following: (C, H, P)
• Menes
• Khufu
• Hyksos invasion
• Ahmose
• King Tut
• Queen Hatshepsut
• Ramses the Great
6.22 Compare and contrast the religious, social, and political structures in Mesopotamia and Egypt. (C, H, P)
Big Ideas: The Egyptian pharaohs were allEssential Questions: How was Ancient Egypt governed? What kind of
powerful rulers. Egyptians built gigantic and
religion did the ancient Egyptians practice? How was Egyptian society organized?
sturdy pyramids that still stand today.
Skills:
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Analyze maps, graphs, charts and photos
Reading skills and vocabulary
Use digital tools effectively
Critical thinking skills
Creating visuals
Summarizing
Citing evidence
Unit Vocabulary:
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Theocracy
Pharaoh
Bureaucrats
Embalming
Pyramids
Resources: Discovering Our Past: A History of the World, Reading Essentials and Study Guide workbook, Chapter Tests and
Lesson Quizzes Blackline Masters, Printable Digital Worksheets, Critical Thinking and Problem solving worksheet, Ancient Egypt
graphic organizer, Web diagram worksheet
Digital Content: Digital collections of Egyptian Pyramids, including the Pyramids and Sphinx at Giza; digital collections of the
Pyramid Texts on the wall of the burial chamber of the Pyramid of Teti, Saqqara; digital collections of documents written on papyri.
Life in Ancient Egypt video, Egyptians and their Gods concentration game, Pyramids slide show, Egyptian Society chart, Role of
women chart
Assessment: Weekly assessment, Lesson Review (p. 119), Chapter 5 Activities and Assessment (p. 134-136)
Suggested Learning Target
 Students score 85% or higher on the weekly assessment
6th Grade Social Studies Curriculum Map First 9 Weeks
Module 3: Ancient Egypt: c. 3000-1200 BC/BCE
Unit 3: Egypt’s Empire
Duration: 1 Week
Description:
Students analyze the geographic, political, economic, social, and religious structures of the civilizations of Ancient Egypt.
Standards:
6.17 Develop a visual representation of the structure of Egyptian society including the role of the pharaoh as god/king, the concept of
dynasties, the importance of at least one Egyptian ruler, the relationship of pharaohs to peasants, and the role of slaves in ancient
Egypt. (C, E, H, P)
6.20 Identify the Old, Middle, and New Kingdom time periods and evaluate the significance of the following: (C, H, P)
6.22 Compare and contrast the religious, social, and political structures in Mesopotamia and Egypt. (C, H, P)
Big Ideas: The leaders during the golden age Essential Questions: Why was the Middle Kingdom a “golden age” for
of Egypt expanded the empire through war and
Egypt? Why was the New Kingdom a unique period in ancient Egypt’s history?
trade. Although Egypt later declined, it greatly
How did two unusual pharaohs change ancient Egypt?
influenced other civilizations.
Skills:
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Analyze maps, graphs, charts and photos
Reading skills and vocabulary
Use digital tools effectively
Research
Comparing and contrasting
Creating visuals
Argumentative writing
Unit Vocabulary:
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Incense
Envoys
Resources: Discovering Our Past: A History of the World, Reading Essentials and Study Guide workbook, Chapter Tests and
Lesson Quizzes Blackline Masters, Printable Digital Worksheets, Critical Thinking and Problem solving worksheet, Ancient Egypt
graphic organizer, Web diagram worksheet, Hyksos and Egyptians whiteboard activity, Middle and New Kingdoms graphic organizer
Digital Content: Digital collections of Egyptian Pyramids, including the Pyramids and Sphinx at Giza; digital collections of the
Pyramid Texts on the wall of the burial chamber of the Pyramid of Teti, Saqqara; digital collections of documents written on papyri.
Ancient Egypt video, Map – Ancient Egyptian Kingdoms
Assessment: Weekly assessment, Lesson Reviews (p. 127), Chapter 5 Activities and Assessment (p. 134-136)
Suggested Learning Target
 Students score 85% or higher on the weekly assessment
6th Grade Social Studies Curriculum Map First 9 Weeks
Module 3: Ancient Egypt: c. 3000-1200 BC/BCE
Unit 4: The Kingdom of Kush
Duration: 1 Week
Description:
Students analyze the geographic, political, economic, social, and religious structures of the civilizations of Ancient Egypt.
Standards:
6.16 Investigate the kinds of evidence used by archaeologists and historians to draw conclusions about the social and economic
characteristics of Ancient Nubia (the Kingdom of Kush) and their relationship to the social and economic characteristics of Ancient
Egypt. (C, E, G, H, P)
6.21 Identify the location of the Kush civilization and describe its political, commercial, and cultural relationship with Egypt. (C, E,
G, H, P)
Big Ideas: The kingdoms of Nubia and Kush Essential Questions: How did Nubia and Egypt influence each other? Why
were influenced by Egyptian culture, and they
did the kingdom of Kush prosper?
continued many Egypian traditions.
Skills:
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Analyze maps, graphs, charts and photos
Reading skills and vocabulary
Use digital tools effectively
Drawing conclusions based on evidence
Informative/explanatory writing
Creating time lines
Making presentations
Comparing and contrasting
Unit Vocabulary:
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Savannas
Textiles
Resources: Discovering Our Past: A History of the World, Reading Essentials and Study Guide workbook, Chapter Tests and
Lesson Quizzes Blackline Masters, Printable Digital Worksheets, Economics of History Activity
Digital Content: Digital collections of Egyptian Pyramids, including the Pyramids and Sphinx at Giza; digital collections of the
Pyramid Texts on the wall of the burial chamber of the Pyramid of Teti, Saqqara; digital collections of documents written on papyri.
Kingdom of Axum video, Kush conquers Egypt chart
Assessment: Weekly assessment, Lesson Reviews (p. 133), Chapter 5 Activities and Assessment (p. 134-136)
Suggested Learning Target
 Students score 85% or higher on the weekly assessment
6th Grade Social Studies Curriculum Map First 9 Weeks
Module 3: Ancient India
Unit 1: Early Civilizations
Duration: 1 Week
Description:
Students analyze the geographic, political, economic, social, and religious structures of the civilizations of Ancient India.
Standards:
6.23 Locate and describe the Himalayas and the major river systems, including Indus and Ganges and evaluate the importance of each.
(E, G, H)
6.24 Analyze the impact of the Aryan invasions. (C, H, P)
6.26 Outline the social structure of the caste system and explain its effect on everyday life in Indian society. (C, E, H, P)
Big Ideas: India’s geography shaped the rise Essential Questions: How did physical geography and climate influence the
of the first civilizations in the Indus Valley.
development of civilization in India? How did the people of the Indus Valley build
cities? How did the Aryans influence early India? How was society in ancient India
organized?
Skills:
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Analyze maps, graphs, charts and photos
Reading skills and vocabulary
Use digital tools effectively
Making inferences & connections
Drawing conclusions
Summarizing
Unit Vocabulary:
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Subcontinent
Monsoons
Language family
Raja
Sanskrit
Vedas
Caste
Guru
Resources: Discovering Our Past: A History of the World, Reading Essentials and Study Guide workbook, Chapter Tests and
Lesson Quizzes Blackline Masters, Printable Digital Worksheets, excerpts from the epic Hindu literature Bhagavad Gita; excerpts
from Ramayana; excerpts from Mahabharata
Digital Content: Indus River Civilizations to Buddhism video, Harappan Crafts slide show, Daily Life in Mohenjo-Daro slide
show, India’s Social System graphic organizer
Assessment: Weekly assessment, Lesson Review (p. 148), Chapter 5 Activities and Assessment (p. 164-166)
Suggested Learning Target
 Students score 85% or higher on the weekly assessment
6th Grade Social Studies Curriculum Map First 9 Weeks
Module 3: Ancient India
Unit 2: Religions of Ancient India
Duration: 1 Week
Description:
Students analyze the geographic, political, economic, social, and religious structures of the civilizations of Ancient India.
Standards:
6.25 Explain how the major beliefs and practices of Brahmanism in India evolved into early Hinduism. (C, H)
6.27 Write a narrative text describing how Siddhartha Gautama’s (Buddha) life experiences influenced his moral teachings and how
those teachings became a new religion that spread throughout India and Central Asia as a new religion. (C, H, G)
Big Ideas: Millions of people around the
Essential Questions: What are the basic beliefs of Hinduism? How did
world today follow the beliefs of religions that
Hinduism develop? Why did Buddhism appeal to many people in various parts of
began in ancient India.
Asia? What are the teachings of Jainism?
Skills:

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




Analyze maps, graphs, charts and photos
Reading skills and vocabulary
Use digital tools effectively
Narrative writing
Informative/explanatory writing
Comparing and contrasting
Making presentations
Unit Vocabulary:
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Hinduism
Brahman
Reincarnation
Karma
Dharma
Buddhism
Nirvana
Jainism
Resources: Discovering Our Past: A History of the World, Reading Essentials and Study Guide workbook, Chapter Tests and
Lesson Quizzes Blackline Masters, Printable Digital Worksheets, excerpts from the epic Hindu literature Bhagavad Gita; excerpts
from Ramayana; excerpts from Mahabharata
Digital Content: India’s History from the Hindus to the Buddhists video, Upanishads slide show, Three Religions graphic
organizer, Representations of Buddha slide show
Assessment: Weekly assessment, Lesson Review (p. 156), Chapter 5 Activities and Assessment (p. 164-166)
Suggested Learning Target
 Students score 85% or higher on the weekly assessment
6th Grade Social Studies Curriculum Map First 9 Weeks
Module 3: Ancient India
Unit 3: The Mauryan Empire
Duration: 1 Week
Description:
Students analyze the geographic, political, economic, social, and religious structures of the civilizations of Ancient India.
Standards:
6.28 Describe the growth of the Maurya Empire and the political and moral achievements of the Emperor Asoka. (C, H, P)
6.29 Identify the important aesthetic and intellectual traditions, including:
• Sanskrit literature, including the Bhagavad-Gita Gita, Ramayana, and the Mahabharata
• medicine
• metallurgy
• mathematics, including Hindu-Arabic numerals and the zero
Big Ideas: The Mauryan and Gupta dynasties Essential Questions: How did religion affect the development of the Mauryan
formed the first great Indian empires. Their
Empire? Why did the Gupta Empire become powerful? What were the cultural
cultures were the basis for civilizations that
contributions of the Mauryan and Gupta Empires?
followed.
Skills:
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Analyze maps, graphs, charts and photos
Reading skills and vocabulary
Use digital tools effectively
Research
Summarizing
Unit Vocabulary:
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Stupas
Pilgrims
Bhagavad Gita
Resources: Discovering Our Past: A History of the World, Reading Essentials and Study Guide workbook, Chapter Tests and
Lesson Quizzes Blackline Masters, Printable Digital Worksheets, excerpts from the epic Hindu literature Bhagavad Gita; excerpts
from Ramayana; excerpts from Mahabharata
Digital Content: India’s History from the Golden Age to Today video, Ashoka’s Reign chart, Mural from the Caves at Ajanta
slide show, Bhagavad Gita primary source
Assessment: Weekly assessment, Lesson Review (p. 163), Chapter 5 Activities and Assessment (p. 164-166)
Suggested Learning Target
 Students score 85% or higher on the weekly assessment