2015-2016 6th Grade Social Studies Consensus Map
Unit 1 1Topic: Early Humans/Nomads
Date Range: August 20-October 23, 2015
6-1.1 Explain the characteristics of hunter-gatherer groups and their
relationship to the natural environment.
Description of Standard
What does the standard mean that a student must
know, understand and be able to do?
College and Career Readiness Anchor Standards(s):
CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g.,
sequentially, comparatively, causally).
CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and
secondary source on the same topic.
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-Literacy.WHST.6-8.2 Write informative/explanatory texts, including the
narration of historical events, scientific procedures/experiments, or technical
processes.
CCSS.ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to
support analysis reflection, and research.
CCSS.ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time
for reflection and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.
Content Specific Focus
Learning Tasks/Activities
What tasks will students perform to learn the identified
concepts/skills?
The first humans were nomads who continually
Key Concepts:
traveled in search for food. As these hunter-gatherers Adaptation
developed better ways of doing things, they began to Technological advancement
develop into the world’s earliest civilizations.
Cultural and social distinctiveness of
Civilized societies have established written languages, hunter-gatherers
permanent structures, forms of government,
Migration
1|Page
At which DOK level(s) are the learning tasks?
Quizlet - Early Humans/Nomads (6-1.1)
USA Test Prep – DOK 3
Watch the following video and respond to the questions using
evidence from the video.
 Hunter-gatherers
2015-2016 6th Grade Social Studies Consensus Map
dependence on agriculture, and specializations of
labor. These societies have also developed customs
such as formal religions and traditions in family
structure, food, clothing that have endured.
2|Page
Key Skills:
Explain change and continuity over time Discovery Education TechBook/Alfresco - DOK 3
and across cultures
Activity 1) Time Warp Trio – Watch “Caveman Catastrophe”
Interpret parallel timelines from different
places and cultures
Activity 2) Use Venn Diagram to compare and contrast the
Identify and explain multiple causation and Caveman from Time Warp Trio to Caveman we have learned
multiple effects
about in history.
Compare the location of places, the
conditions at places, and the connections Activity 3) Analyze the development of early tools and compare
between places
to tools used today. Write an expository explaining your
findings on tools and state how caveman adapted to their
Key Practices:
environment over time.
Interpret
Exemplify
Classify
ItunesU - Stone Age Hunter-Gatherers
Summarize
Infer
Compare
Explain
Key Vocabulary:
Hunter-gatherers
Nomadic
Migration
Settlement
Beringia
Land bridge
Old Stone Age
Adapt
Natural environment
2015-2016 6th Grade Social Studies Consensus Map
Unit 1 1 Topic: Early Humans/Settlement
Date Range: August 20-October 23, 2015
6-1.2 Explain the emergence of agriculture and its effect on early
human communities, including the domestication of plants and
animals, the impact of irrigation techniques, and subsequent food
surpluses.
Description of Standard
What does the standard mean that a student must
know, understand and be able to do?
College and Career Readiness Anchor Standards(s):
CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g.,
sequentially, comparatively, causally).
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-Literacy.RH.6-8.8 Gather relevant information from multiple print and
digital sources, using search terms effectively, assess the credibility and accuracy of
each source; and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.WHST.6-8.2 Write informative/explanatory texts, including the
narraton of historical events, scientific procedures/experiments, or technical processes.
CCSS.ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time
for reflection and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.
Content Specific Focus
Learning Tasks/Activities
What tasks will students perform to learn the identified
concepts/skills?
The first humans were nomads who continually
Key Concepts:
travelled in search for food. As these hunter-gatherers Domestication of plants and animals
developed better ways of doing things, they began to Role of irrigation
develop into the world’s earliest civilizations.
Agricultural techniques
Civilized societies have established written languages, Relationship between surplus food and the
permanent structures, forms of government,
development of communities and
dependence on agriculture, and specializations of
specialized labor
labor. These societies have also developed customs Rise of government
such as formal religions and traditions in family
structure, food, clothing that have endured.
3|Page
At which DOK level(s) are the learning tasks?
Quizlet Early- Humans/Settlement (6-1.2)
USA Test Prep – DOK 3
 Characteristics of early civilizations- Watch video and
respond to the questions using evidence from the video
Discovery Education TechBook/Alfresco - DOK 3
Activity 1) Create an advertisement stating how you would sell
tools to the Early Human Groups.
2015-2016 6th Grade Social Studies Consensus Map
Activity 2) Print a copy of blank timeline for students’
Key Skills:
Explain change and continuity over time interactive notebook, then students will organize events on
and across cultures
timeline for Early Humans and explain how they are related to
Interpret parallel timelines from different one another.
places and cultures
Identify and explain multiple causation and Nystrom Atlas: DOK 2/3 Students will analyze maps, charts,
multiple effects
text and graphs to draw conclusions and make inferences from
Compare the location of places, the
the different texts.
conditions at places, and the connections
 People Migrate Across the Earth - 4a and 4b
between places
 Agriculture and Early Settlements - 5a and 5b
Key Practices:
Interpret
Exemplify
ItunesU - Early Farming
Classify
Summarize
Infer
Compare
Explain
Key Vocabulary:
Domestication
Agriculture
Irrigation (dams, canals)
Surplus
Trade/barter
Specialization
Farming tools
Division of labor
Government
Social hierarchy
4|Page
2015-2016 6th Grade Social Studies Consensus Map
Unit 1 1 Topic: Ancient River Valley Civilizations
Date Range: August 20-October 23, 2015
6-1.3-Compare the river valley civilizations of the Tigris-Euphrates
(Mesopotamia), the Nile (Egypt), the Indus (India), and the Huang He
(China), including the evolution of written language, government,
trade systems, architecture, and forms of social order.
College and Career Readiness Anchor Standards(s):
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of
primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they
are used in a text, including vocabulary specific to domains related to history/social
6-1.4-Explain the origins, fundamental beliefs, and spread of Eastern studies.
CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g.,
religions, including Hinduism (India), Judaism(Mesopotamia),
sequentially, comparatively, causally).
Buddhism(India), and Confucianism and Taoism.
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital texts.
6-3.1 Summarize the major contributions of the Chinese civilization
from the Qin dynasty through the Ming dynasty, including the golden CCSS.ELA-Literacy.RH.6-8.8 Gather relevant information from multiple print and
age of art and literature, the invention of gunpowder and woodblock digital sources, using search terms effectively, assess the credibility and accuracy of
each source; and quote or paraphrase the data and conclusions of others while avoiding
printing, and the rise of trade via the Silk Road.
plagiarism and following a standard format for citation.
6-3.3 Summarize the major contributions of India, including those of CCSSELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
the Gupta dynasty in math, literature, religion, and science.
CCSS.ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to
support analysis reflection, and research.
CCSS.ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time
for reflections and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.
Description of Standard
Content Specific Focus
Learning Tasks/Activities
What does the standard mean that a student must
What tasks will students perform to learn the identified
know, understand and be able to do?
concepts/skills?
At which DOK level(s) are the learning tasks?
5|Page
2015-2016 6th Grade Social Studies Consensus Map
The first humans were nomads who continually
Quizlet - Mesopotamia (6-1.3)
Key Concepts:
traveled in search for food. As these hunter-gatherers Characteristics of civilizations
Egypt (6-1.3)
developed better ways of doing things, they began to Differences and similarities between the
India (6-1.3/6-1.4/6-3.3)
develop into the world’s earliest civilizations.
ancient river valley civilizations
China (6-1.3/6-1.4/6-3.1)
Civilized societies have established written languages, Distinguishing features of the ancient river
valley civilizations
DBQ: Hammurabi’s Code: Was it Just? – DOK 4
permanent structures, forms of government,
dependence on agriculture, and specializations of
Impact of the natural environment on the
labor. These societies have also developed customs development of these civilizations
USA Test Prep – DOK 3
such as formal religions and traditions in family
Importance of trade
Watch the following videos and respond to the questions using
structure, food, clothing that have endured.
Cultural diffusion
evidence from the videos:
Different religions emerged in different
 Ancient Mesopotamia
Asian cultures were developing in ways both similar regions
 Timeline of Religions
to and different from those in other parts of the world. The Silk Road and its ability to connect
 Early writing systems
The cultures of China, India, Japan, and the Middle cultures
 Hinduism and Buddhism
East influenced each other’s growth and development Philosophy
 Han Dynasty
as well as that of the rest of the world.
Key Skills:
 The Silk Roads
Explain change and continuity over time
 Zheng He
and across cultures
Interpret parallel timelines from different
 Zhou & Qin
places and cultures
 Classical India
Identify and explain multiple causation and
 The Caste System
multiple effects
Compare the location of places, the
Reading Like A Historian (http://sheg.stanford.edu/rlh) –
conditions at places, and the connections DOK 4
between places
 Cleopatra- students will consider whether or not
Key Practices:
Cleopatra actually died from a self-inflicted snakebite
Interpret
through evaluating the reliability of various types of
Exemplify
secondary, historical sources.
Classify
Summarize
Discovery Education TechBook/Alfresco – DOK 3
Infer
Mesopotamia
Compare
Activity 1) After reading the text, students will demonstrate
Explain
6|Page
2015-2016 6th Grade Social Studies Consensus Map
Key Vocabulary:
Subcontinent
Hieroglyphics
Pictograph symbols
Phoenician alphabet
Social order/hierarchy
Division of labor
Hammurabi’s Code of Laws
Ziggurats
Monarchy
Theocracy
Pyramids
sphinx
Temples
Engineering
Trade Route
Waterway
Silk Road
Cultural diffusion
Epics
Monsoon
Architecture
Priests
India
Empire
Tang & Song dynasties
7|Page
Key Contributions
Mesopotamian inventions: wheel, plow,
calendar, clock, water wheel, Phoenician
alphabet, astronomy
Egyptian inventions: papyrus, pyramid,
sphinx, obelisk, mummification
Indian inventions: Hindu-Arabic
numerals, the concept of zero, inoculation,
metallurgy, indoor plumbing, medicine,
math
Chinese inventions: gunpowder,
woodblock printing, paper, and the
compass, silk, seismograph
Reasons to live in a river valley: food,
their interpretation of the text by writing a transcript of an
interview between a reporter (themselves) and a king from one
of the three empires.
Activity 2) Role Play – A day in the life of …
Role play should be rationalized by their interpretation of the
text.
Judaism
Activity 1) Explain Ancient Hebrews and the origin of Judaism.
Use Venn Diagram to compare and contrast Polytheism vs.
Judaism explaining what conclusions can be drawn about
Judaism and Polytheism.
Egypt
Activity 1) Time Warp Trio – Watch “Tut Tut”
Activity 2) Explain how Egypt became a rich country, then
compare Egypt’s current state of wealth to its ancient state of
wealth based citing evidence from the text.
Activity 3) Watch video clip “Daily Life in Ancient Egypt,”
analyzing the growth of the Egyptian and Mesopotamian
societies, then citing evidence from the text and video explain
the comparative growth process
India
Activity 1) Time Warp Trio – Watch “Dude Where is My
Karma”
Activity 2) After viewing the TWT, complete a quick write
drawing conclusions about karma.
China
Activity 1) Time Warp Trio – Watch “Wishu Were Here”
Activity 2) Create a Venn Diagram comparing what you already
learned about China to what was seen in the video.
2015-2016 6th Grade Social Studies Consensus Map
Unit 2 2 Topic: Classical Greece
Date Range: October 26 , 2015-January 14, 2016
6-2.1-Describe the development of ancient Greek culture (the
College and Career Readiness Anchor Standards(s):
Hellenic period), including the concept of citizenship and the early CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of
primary and secondary sources.
forms of democracy in Athens.
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary
6-2.2-Analyze the role of Alexander the Great (Hellenistic period), or secondary source; provide and accurate summary of the source distinct from prior
Socrates, Plato, Archimedes, Aristotle, and others in the creation knowledge or opinions.
and spread of Greek governance, literature, philosophy, the arts, CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are
used in a text, including vocabulary specific to domains related to history/social studies.
math and science.
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-Literacy.WHST.6-8.6 Use technology, including the Internet, to produce
and publish writing and present the relationships between information and ideas clearly
and efficiently.
CCSS.ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time for
reflections and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
Description of Standard
Content Specific Focus
Learning Tasks/Activities
What does the standard mean that a student must
What tasks will students perform to learn the identified
know, understand and be able to do?
concepts/skills?
At which DOK level(s) are the learning tasks?
8|Page
2015-2016 6th Grade Social Studies Consensus Map
The foundations of government, science,
technology, and the arts are legacies of ancient
civilizations. The contributions of these ancient
civilizations have endured and are evident in our
society today.
9|Page
Quizlet - Ancient Greek Culture (6-2.1/6-2.2)
Key Concepts:
City-states as political organizations
Impact of geography in the development USA Test Prep – DOK 3
of Greece
Watch the following videos and respond to the questions using
Cultural expressions of Hellenic Greece evidence from the videos:
Enduring cultural expressions of ancient
 Ancient Greece: Geography
Greece
 Aristotle
Athenian democracy
 Athens vs. Sparta
Unification of Greek city-states
 Direct & Representative Democracy
Hellenic culture was spread by

P
Alexander the Great
l
Cultural diffusion during the Hellenistic
a
period
t
Classical vs. Ancient
o
Philosophy
 Socrates
Key Skills:
 Socrates, Plato, & Aristotle
Explain change and continuity over time
and across cultures
Interpret parallel timelines from different DBQ: Citizenship in Athens and Rome: Which Was The Better
System? – DOK 4
places and cultures
Identify and explain multiple causation
Discovery Education TechBook/Alfresco – DOK 3
and multiple effects
Activity 1) Time Warp Trio – Watch “My Big Fat Greek Olympics”
Compare the location of places, the
conditions at places, and the connections then compare and contrast today’s Olympics to ancient Olympics.
between places
Explain how institutions are similar or Activity 2) Investigate the impact of the location of Greece on life.
different across time and/or throughout
Activity 3) Create a map showing the trade route.
the world
Identify how Sparta and Athens
Activity 4) Compare and contrast the Greek political system to our
developed its own city/state
2015-2016 6th Grade Social Studies Consensus Map
Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Key Vocabulary:
Agora
Alliance
City-states
Delian League (alliances)
Hellenic period
Philip of Macedonia
Alexander the Great
Hellenistic period
Phalanx
Athens
Tyranny (dictatorship)
Oligarchy
Direct democracy
Representative democracy
Public debate
Limited Citizenship
Socrates
Plato
Aristotle (water screw)
Archimedes
Pythagoras
Greek Theater: tragedy & comedy
Types of Greek literature:
-history
-mythology
-epics
-philosophy
10 | P a g e
USA government today.
Nystrom Atlas: DOK 2/3 Students will analyze maps, charts, text
and graphs to draw conclusions and make inferences from the
different texts.
 Ancient Greece – 16a and 16b
 Growth of Greek City-State – 17a, and 17b
ItunesU – Ancient Greek Culture
ItunesU – Greek Philosophers and Thinkers
2015-2016 6th Grade Social Studies Consensus Map
Unit 2 2 Topic or Domain: Roman influence on civilization
6-2.3 Describe the development of Roman civilization, including
language, government, architecture, and engineering.
Date Range: October 26 , 2015-January 14, 2016
College and Career Readiness Anchor Standards(s):
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of
primary and secondary sources.
6-2.4 Describe the expansion and transition of the Roman government CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a
primary or secondary source; provide an accurate summary of the source distinct from
from monarchy to republic to empire, including the roles of Julius
prior knowledge or opinions.
Caesar and Augustus Caesar (Octavius).
CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they
6-2.5 Explain the decline and collapse of the Roman Empire and the
are used in a text, including vocabulary specific to domains related to history/social
impact of the Byzantine Empire, including the Justinian Code and the
studies.
preservation of ancient Greek and Roman learning, architecture and
CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g.,
government. [The highlighted part of the indicator is what should be taught sequentially, comparatively, causally).
at this time. What is not highlighted will be taught at a different time].
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and
6-2.6 Compare the polytheistic belief systems of the Greeks and the
secondary source on the same topic.
Romans with the origins, foundational beliefs, and spread of
CCSS.ELA-Literacy.WHST.6-8.2 Write information/explanatory texts, including the
Christianity.
narration of historical events, scientific procedures/experiments, or technical
processes.
CCSS.ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time
for reflections and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.
11 | P a g e
2015-2016 6th Grade Social Studies Consensus Map
Description of Standard
What does the standard mean that a student must
know, understand and be able to do?
The foundations of government, science, technology,
and the arts are legacies of ancient civilizations. The
contributions of these ancient civilizations have
endured and are evident in our society today.
Content Specific Focus
Key Concepts:
Rome evolved from a monarchy
(Etruscans) and then became a republic.
Julius Caesar began the shift towards
dictatorship. Augustus (Octavian) ended
the republic and made Rome into an
empire.
Roman government has influenced the
United States government (veto, checks
and balances, separation of powers)
Geographic location gave Rome many
advantages
Latin, the Roman language has provided a
lasting impact through its influence on
many modern languages
Roman architecture- Coliseum aqueducts,
arch, roads, dome, and cement
Reasons for Roman decline:
1. Too big/Too expensive
2. Moral corruption
3. Split empire/ Civil wars
4. Germanic barbarians
Origins of Christianity, core beliefs, and
how it diffused
12 | P a g e
Learning Tasks/Activities
What tasks will students perform to learn the identified
concepts/skills?
At which DOK level(s) are the learning tasks?
Quizlet - Roman Government (6-2.3/6-2.4)
Fall of Rome/Byzantine Empire (6-2.5)
Christianity (6-2.6)
USA Test Prep – DOK 3
Watch the following videos and respond to the questions using
evidence from the videos:
 Ancient Rome: Geography
 Roman Civilization
 Fall of the Roman Empire



Monotheism and Polytheism
Christianity and Jesus
Christianity in Eastern Roman Empire
Reading Like A Historian (http://sheg.stanford.edu/rlh) –
DOK 4
 Augustus- students will corroborate evidence and
arguments from a set of primary and secondary sources
as they investigate the question: What kind of leader
was Augustus?
Discovery Education TechBook/Alfresco – DOK 3
Activity 1) Time Warp Trio – Watch “Gladiators”
2015-2016 6th Grade Social Studies Consensus Map
Key Skills:
Explain change and continuity over time
and across cultures
Interpret parallel time lines from different
places and cultures
Identify and explain multiple causation
and multiple effects
Compare the location of places, the
conditions at places, and the connections
between places
Explain how institutions are similar or
different across time and/or throughout the
world
Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
13 | P a g e
Activity 2) Explain how Christianity spread after the fall of the
Byzantine Empire.
World History Text Book: DOK 3
 Students will draw conclusions from the map:
Alexander the Great Empire Map- page 274-275
Nystrom Atlas: DOK 2/3 Students will analyze maps, charts,
text and graphs to draw conclusions and make inferences from
the different texts.
 Conquests of Alexander the Great - 18a and 18b
 Height of the Roman Empire – 20a and 20b
ItunesU – Development of Roman Civilization
ItunesU – Expansion and Transition of Roman Government
2015-2016 6th Grade Social Studies Consensus Map
14 | P a g e
Key Vocabulary:
Latin (examples: et cetera, curriculum,
veto)
Romance Languages:
 Italian, Spanish, French,
Portuguese, Romanian
Mediterranean Sea and Region
Alps Mountains
Carthage
Assemblies
Plebieans
Tribunes
Consuls
Magistrates
Senate
Dictatorship (tyranny)
Absolute power
Etruscans
Tarquin Monarchy
Aqueducts
Coliseum
Roman Roads
Julius Caesar
Augustus Caesar (Octavian)
Emperor Trajan
Checks and balances
Pax Romana
Republic
(Representative Democracy)
Barbarian
Triumvirate
Patrician Class
Civil war
Polytheistic
Christianity/ Christian
Monotheistic
Bible
Jesus of Nazareth
Messiah
Disciples
Resurrection
ItunesU – Collapse of the Roman Empire
ItunesU – Polytheistic Belief Systems and the Spread of
Christianity
2015-2016 6th Grade Social Studies Consensus Map
Unit 2 2 Topic or Domain: The Byzantine Empire
15 | P a g e
Date Range October 26 , 2015-January 14, 2016October 26 , 2015-January 14,
2016
2015-2016 6th Grade Social Studies Consensus Map
Standard(s): 6-2.5 Explain the decline and collapse of the Roman Empire
and the impact of the Byzantine Empire, including the Justinian Code
and the preservation of ancient Greek and Roman learning,
architecture and government. [The highlighted part of the indicator is
what should be taught at this time. What is not highlighted will be taught at
a different time].
Description of Standard
What does the standard mean that a student must
know, understand and be able to do?
The foundations of government, science, technology,
and the arts are legacies of ancient civilizations. The
contributions of these ancient civilizations have
endured and are evident in our society today.
16 | P a g e
College and Career Readiness Anchor Standards(s):
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of
primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a
primary or secondary source; provide an accurate summary of the source distinct from
prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g.,
sequentially, comparatively, causally).
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to
support analysis reflection, and research.
CCSS.ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time
for reflections and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.
Content Specific Focus
Learning Tasks/Activities
What tasks will students perform to learn the identified
concepts/skills?
At which DOK level(s) are the learning tasks?
Quizlet - Fall of Rome/Byzantine Empire (6-2.5)
Key Concepts:
The rise of the Byzantine Empire
Justinian Code
Preservation of Greek and Roman learning, Created Lesson: DOK 3/4
architecture, and government
Mosaic Project for Byzantine Empire:
Constantinople became a cultural hearth Students will design and create a mosaic. The key aspect of a
after the fall of the western Roman Empire mosaic is that it is made up of tiny bits of paper, glued to make
2015-2016 6th Grade Social Studies Consensus Map
Key Skills:
Explain change and continuity over time
and across cultures
Interpret parallel time lines from different
places and cultures
Identify and explain multiple causation
and multiple effects
Compare the location of places, the
conditions at places, and the connections
between places
Explain how institutions are similar or
different across time and/or throughout the
world
Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Key Vocabulary:
Byzantine Empire
Justinian Code
Hagia Sophia
Constantinople
Bosporus Strait
Mosaics
Scholars
Invaders: Vandals, Angles, Saxons, Huns
and Visigoths
17 | P a g e
a design. The project requirements are:
1) The mosaic can be done in any shape or design
2) Must be the size of a regular sheet of paper (8 ½ x 11)
3) Bits of paper may not exceed ¼” in diameter
4) The entire surface must be covered with the tiny bits of
paper
5) Tiny bits of paper can be anything you want to use:
construction paper, old magazine pages, wrapping
paper, etc.
Nystrom Atlas: DOK 2/3 Students will analyze maps, charts,
text and graphs to draw conclusions and make inferences from
the different texts.
 Decline of the Roman Empire – 22a and 22b
 Growth and Decline of the Byzantine Empire - 25
ItunesU – Impact of the Byzantine Empire
2015-2016 6th Grade Social Studies Consensus Map
Unit 2 2 Topic or Domain: Islam (as
part of the Africa Unit)
Standard(s): 6-3.4 Explain the origin
and fundamental beliefs of Islam and
the geographic and economic aspects
of its expansion.
Date Range: October 26 , 2015-January 14, 2016
College and Career Readiness Anchor Standards(s):
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.
CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.
CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 68 text complexity band independently and proficiently.
CCSS.ELA-Literacy.WHST.6-8.2 Write information/explanatory texts, including the narration of historical events,
scientific procedures/experiments, or technical processes.
CCSS.ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time for reflections and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Description of Standard
Content Specific Focus
Learning Tasks/Activities
What does the standard mean that a
What tasks will students perform to learn the identified
student must know, understand and be
concepts/skills?
able to do?
At which DOK level(s) are the learning tasks?
Asian cultures were developing in ways Key Concepts:
Quizlet - Islam (6-3.4)
both similar to and different from those Islam’s origins, core beliefs, and how it diffused
in other parts of the world. The cultures The five pillars of Islam
USA Test Prep – DOK 3
of China, India, Japan, and the Middle
Watch the following videos and respond to the questions using
East influenced each other’s growth and
evidence from the videos:
development as well as that of the rest
 Islam & Geography
18 | P a g e
2015-2016 6th Grade Social Studies Consensus Map
of the world.
19 | P a g e
Key Skills:
Explain change and continuity over time and across
cultures
Interpret parallel time lines from different places and
cultures
Identify and explain multiple causation and multiple
effects
Compare the location of places, the conditions at places,
and the connections between places
Explain how institutions are similar or different across
time
Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Key Vocabulary:
Arabian Peninsula
Middle East
monotheistic
Islam
Muslim
Allah
Five Pillars of Islam
Mohammed
Mecca
Prophet
Shiite
Sunni
Qur’an (Koran)
Pilgrimage (hajj)
Alms (zakat)
Fasting
Ramadan


Islam: History and Beliefs
Monotheism: Judaism, Christianity, & Islam
Discovery Education TechBook/Alfresco - DOK 3/4
Activity 1) Religion – How did the Islam religion develop over
time?
Activity 2) Collage – Develop a story frame of the history of
Islam using cutouts or drawings and include evidence to support
the story.
Activity 3) How did Islam develop? Create a sequence of
events showing the development of Islam in writing.
Nystrom Atlas: DOK 2/3 Students will analyze maps, charts,
text and graphs to draw conclusions and make inferences from
the different texts.
 Cultures and Trade In and Around Asia - 23a
and 23b
 The Spread of Islam - 24a, and 24b
ItunesU – Islam
2015-2016 6th Grade Social Studies Consensus Map
Unit 2 2 Topic or Domain: West African Kingdoms
(Ghana, Mali and Songhai) (with Islam Unit)
Standard(s): 6-4.1 Compare the major contributions of the African
civilizations of Ghana, Mali, Songhai, including the impact of Islam on
the cultures of these kingdoms.
Date Range: October 26 , 2015-January 14, 2016
College and Career Readiness Anchor Standards(s):
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital texts
CCSS.ELA-Literacy.WHST.6-8.2 Write information/explanatory texts, including the
Standard(s): 6-4.2 Describe the influence of geography on trade in the narration of historical events, scientific procedures/experiments, or technical
processes.
African kingdoms, including the salt and gold trades.
CCSS.ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time
for reflections and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.
Description of Standard
Content Specific Focus
Learning Tasks/Activities
What does the standard mean that a student must
What tasks will students perform to learn the identified
know, understand and be able to do?
concepts/skills?
African and American cultures were developing
independently in ways similar to and different from
those in other parts of the world. These cultures also
influenced the development of the rest of the world.
20 | P a g e
Key Concepts:
The impact of geography on the culture of
West Africa
Major ecological and climate zones of
West Africa
Resources provided by each zone
Trade routes and their impact
Timbuktu became a leading center for
Islamic scholarship and intellectual life
The spread of Islam along trade routes
At which DOK level(s) are the learning tasks?
Quizlet - West Africa (6-4.1/6-4.2)
USA Test Prep – DOK 3
Watch the following videos and respond to the questions using
evidence from the videos:
 Tran Saharan trade
 Sudanic Kingdoms
Discovery Education TechBook/Alfresco - DOK 3
2015-2016 6th Grade Social Studies Consensus Map
Key Skills:
Compare the location of places, the
conditions at places, and the connections
between places
Analyze evidence, arguments, claims, and
beliefs.
Explain change and continuity over time
and across cultures
Interpret parallel time lines from different
places and cultures
Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
21 | P a g e
Activity 1) Time Warp Trio – Watch “Jinga All the
Way”
Activity 2) Geography – Describe the features of the five main
climate zones of Africa in a newspaper article.
(Mediterranean, Sahel, Desert, Savanna, Tropical Rainforest )
Activity 3) Use the word bank to answer the given questions.
1. What groups and resources were involved in trade in
Africa?
2. How did geography affect trade?
Activity 4) Quick Write – Using evidence, compare and
contrast the effects of trade on the African Empire.
Activity 5) Religion – Using evidence, compare and contrast
the spread of Christianity and Islam in Africa.
2015-2016 6th Grade Social Studies Consensus Map
22 | P a g e
Key Vocabulary:
Trans-Saharan trade
Niger River
Nystrom Atlas: DOK 2/3 Students will analyze maps, charts,
Commodities
text and graphs to draw conclusions and make inferences from
Merchants
the different texts.
Goods, Commerce
 Civilizations of Africa – 46a and 46b
Berbers
 Spread of Islam in Africa – 47a and 47b
Islam
 Africa and Trade – 49a and 49b
Tsetse fly

Kola nuts
 ItunesU – African Civilizations
Muslim Mansa Musa

Pilgrimage (hajj)
Timbuktu
 ItunesU – Geography of Africa
Transition/ecological zones
Mediterranean
Sahel
Sahara
Savanna
Tropical rainforest
Ghana
Mali
Songhai
Arabic
Morocco
Kumbi-Saleh (Ghana’s major city)
Major southern Goldfields:
 Bambuk-Bure
 Akan
West African Group: Wangara or Dyula
Ghana
Mali
Songhai
Arabic
Morocco
Kumbi-Saleh (Ghana’s major city)
Major southern Goldfields:
 Bambuk-Bure
 Akan
West African Group: Wangara or Dyula
2015-2016 6th Grade Social Studies Consensus Map
Unit 3 3 Topic or Domain: Japanese Civilization
23 | P a g e
Date Range: January 15-March 22, 2016
2015-2016 6th Grade Social Studies Consensus Map
Standard(s): 6-3.2 Summarize the major contributions of the Japanese College and Career Readiness Anchor Standards(s):
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of
civilization, including the Japanese feudal system, the Shinto
primary and secondary sources.
traditions, and works of art and literature.
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a
primary or secondary source; provide an accurate summary of the source distinct from
prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they
are used in a text, including vocabulary specific to domains related to history/social
studies.
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and
secondary source on the same topic.
CCSS.ELA-Literacy.WHST.6-8.6 Use technology, including the Internet, to produce
and publish writing and present the relationships between information and ideas
clearly and efficiently.
CCSS.ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time
for reflections and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.
Description of Standard
Content Specific Focus
Learning Tasks/Activities
What does the standard mean that a student must
What tasks will students perform to learn the identified
know, understand and be able to do?
concepts/skills?
Asian cultures were developing in ways both similar
to and different from those in other parts of the world.
The cultures of China, India, Japan, and the Middle
East influenced each other’s growth and development
as well as that of the rest of the world.
24 | P a g e
Key Concepts:
Japanese culture developed as a result of
isolation, because of geography and choice
Arable land and resources are limited;
making them both valuable to control
Japanese feudal system and how it
impacted society
Japanese culture- religion, art, martial arts
At which DOK level(s) are the learning tasks?
Quizlet - Japan (6-3.2)
USA Test Prep – DOK 3 Watch the following video and
respond to the questions using evidence from the video:
 Feudal Japan
DBQ: Samurai and Knights: Were The Similarities Greater
2015-2016 6th Grade Social Studies Consensus Map
Key Skills:
Explain change and continuity over time
and across cultures
Interpret parallel time lines from different
places and cultures
Identify and explain multiple causation
and multiple effects
Compare the location of places, the
conditions at places, and the connections
between places
Explain how institutions are similar or
different across time
Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
25 | P a g e
Than The Differences? DOK 4
Discovery Education TechBook/Alfresco - DOK 3
Activity 1) Time Warp Trio – Watch “Sam Samurai”
Use the video to compare the Samurai and Knights.
Activity 2) Geography – Use pictures (cutouts or draw) to
design the layout of Japan’s geographic features.
Nystrom Atlas: DOK 2/3 Students will analyze maps, charts,
text and graphs to draw conclusions and make inferences from
the different texts.
 From Imperial to Feudal Japan – 30a and 30b
ItunesU – Japanese Civilization
2015-2016 6th Grade Social Studies Consensus Map
Key Vocabulary:
Isolationism
Feudalism/ feudal system
Emperor
Shogun
Daimyo
Samurai warriors
Vassals
Zen Buddhism
Shintoism
Arable land
Artisans
Japanese Nobles
Origami
Tanka Poetry
Laquered boxes and furniture
Textiles
PorcelainArable land
Artisans
Japanese Nobles
Origami
Tanka Poetry
Laquered boxes and furniture
Textiles
Porcelain
26 | P a g e
2015-2016 6th Grade Social Studies Consensus Map
Unit 3 3 Topic or Domain: The Middle Ages
27 | P a g e
Date Range: January 15-March 22, 2016
2015-2016 6th Grade Social Studies Consensus Map
Standard(s): 6-5.1 Explain feudalism and its relationship to the
development of European monarchies and nation-states, including
feudal relationships, the daily lives of peasants and serfs, and the
economy under the manorial system.
College and Career Readiness Anchor Standards(s):
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of
primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a
primary or secondary source; provide an accurate summary of the source distinct from
prior knowledge or opinions.
6-5.4 Explain the role of the Roman Catholic Church in medieval
CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they
Europe.
are used in a text, including vocabulary specific to domains related to history/social
studies.
6-5.3 Summarize the course of the Crusades and explain their effects CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital texts.
on feudalism and their role in spreading Christianity.
CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and
6-5.2 Explain the effects of the Magna Carta on European society, its secondary source on the same topic.
effect on the feudal system, and its contribution to the development of CCSS.ELA-Literacy.WHST.6-8.1 Write arguments focused on discipline-specific
content.
representative government in England.
CCSS.ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time
6-5.5 Summarize the origins and impact of the bubonic plague (Black for reflections and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.
Death) feudalism.
Description of Standard
What does the standard mean that a student must
know, understand and be able to do?
Content Specific Focus
Learning Tasks/Activities
What tasks will students perform to learn the identified
concepts/skills?
At which DOK level(s) are the learning tasks?
28 | P a g e
2015-2016 6th Grade Social Studies Consensus Map
Political systems are made up of people, practices, and Key Concepts:
Quizlet - Middle Ages/Feudal System (6-5.1)
institutions that use power to make and enforce
After the fall of the western Roman
Role of Roman Catholic Church (6-5.4)
decisions. Feudalism in the Middle Ages in Europe Empire; Europe fell into chaos with no
Crusades (6-5.3)
was a political and economic system in which control strong central government. These dark ages Magna Carta (6-5.2)
of land was the main source of power.
also were a time where education took a
Bubonic Plague (6-5.5)
backseat to daily survival.
Ownership of land was most important and USA Test Prep – DOK 3
drove society.
Watch the following videos and respond to the questions using
The feudal system and how it impacted
evidence from the videos:
European society.
 Feudalism
The Magna Carta, its major principles, and
 Charlemagne
how it impacted the development of
 Crusades: Political and economics
representative government.
 Crusades: Social and cultural
The Crusades were a series of religious
 European feudalism
wars between Christians and Muslims. The
 Feudal churches: political and economic
results were distrust built between the two
 Manorialism vs. feudalism
religions and it encouraged Europeans to
begin to explore (Western Hemisphere) and
 The Magna Carta
encouraged trade for Eastern goods and
 The Plague
ideas.
The Roman Catholic Church was the most Reading Like A Historian (http://sheg.stanford.edu/rlh)
important source of stability in people’s
DOK 4
lives. It also preserved and protected
 Dark Ages- students will examine a variety of primary
Christian writings and knowledge.
and secondary sources highlighting different social,
The Bubonic plague killed 1/3 of the
political, economic, cultural, and environmental facets
European population. This loss of workers
of life in Europe during this period.
ended the feudal system.
 First Crusade- students will compare Christian and
Key Skills:
Muslim perspectives of the First Crusade by analyzing
Compare the location of places, the
different accounts of the siege of Jerusalem
conditions at places, and the connections
 Black Death- students will compare two documents
between places
written in 1348 to consider how people experienced and
Analyze evidence, arguments, claims, and
understood the plague.
beliefs.
Explain change and continuity over time
Discovery Education TechBook/Alfresco - DOK 3
and across cultures
Interpret parallel time lines from different Activity 1) Expository Writing – Explain the cause and impact
of the Black Death, using facts from the YouTube song “Fleas
places and culture
29 | P a g e
2015-2016 6th Grade Social Studies Consensus Map
Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
30 | P a g e
on Rats”
Activity 2) Black Death –Explain your interpretation of the
Black Death song.
YouTube:
 Black Death (Hollaback) song “Fleas on Rats”
2015-2016 6th Grade Social Studies Consensus Map
31 | P a g e
Key Vocabulary:
Charlemagne
Carolingian Empire
Chaos
Hierarchy
Feudalism
Obligations & allegiances
William the Conqueror
Monarch
Lords
Vassals
Peasants/serfs
Manor system/manorialism
King John
Magna Carta
1. Rule of law
2. Due process
3. Creation of the Great Council
(Parliament)
Great Charter
(other name for Magna Carta)
Crusades
Holy Land (Palestine)
Jerusalem
Reconquista
Iberian Peninsula
Catholic/ Catholicism
Roman Catholic Church
Theology
Benedictine model
Monks
Monasteries
Scriptorium
Book of Kells
Monastic
Franciscans
Dominicans
Missionaries
Bubonic plague
Black Death
Notre Dame Cathedral

Observe and reflect after viewing.
Nystrom Atlas: DOK 2/3 Students will analyze maps, charts,
text and graphs to draw conclusions and make inferences from
the different texts.


Early Kingdoms of Medieval Europe – 32a and 32b
Feudalism and the Holy Roman Empire – 34a
and 34b
 Crusades to the Holy Land – 35a and 35b
Trade Routes and Plaque – 36a and 36b
ItunesU – Feudalism
ItunesU – The Magna Carta
ItunesU – The Crusades
ItunesU – Roman Catholic Church
ItunesU – Bubonic Plague
2015-2016 6th Grade Social Studies Consensus Map
Unit 3 3 Topic or Domain: The Renaissance
32 | P a g e
Date Range: January 15-March 22, 2016
2015-2016 6th Grade Social Studies Consensus Map
Standard(s):6-6.1 Summarize the contributions of the Italian
Renaissance, including the importance of Florence, the influence of
humanism and the accomplishments of the Italians in art, music,
literature and architecture.
College and Career Readiness Anchor Standards(s):
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a
primary or secondary source; provide an accurate summary of the source distinct from
prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they
are used in a text, including vocabulary specific to domains related to history/social
6-6.2 Identify key figures of the Renaissance and Reformation and
their contributions (e.g. Leonardo da Vinci, Michelangelo, Johannes studies.
Gutenberg, John Calvin and Martin Luther). [The highlighted part of CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs,
the indicator is what should be taught at this time. What is not highlighted photographs, videos, or maps) with other information in print and digital texts.
will be taught at a different time].
CCSS.ELA-Literacy.WHST.6-8.2 Write informative/explanatory texts, including the
narration of historical events, scientific procedures/experiments, or technical
processes.
CCSS.ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time
for reflections and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.
Description of Standard
Content Specific Focus
Learning Tasks/Activities
What does the standard mean that a student must
What tasks will students perform to learn the identified
know, understand and be able to do?
concepts/skills?
At which DOK level(s) are the learning tasks?
33 | P a g e
2015-2016 6th Grade Social Studies Consensus Map
The Renaissance, the Reformation and the Age of
Exploration were time of great discovery and learning
that affected the way individuals viewed themselves
and the world around them.
34 | P a g e
Quizlet - The Renaissance (6-6.1/6-6.2)
Key Concepts:
The Renaissance is a period of “rebirth”
and renewed interest in ancient Greece and USA Test Prep – DOK 3
Rome.
Watch the following videos and respond to the questions using
Humanism was the desire to reach one’s evidence from the videos:
individual potential and achievement.
 “Renaissance Man”
Political realism affects how government
 Renaissance’s Humanism
leaders perceive their responsibilities to
 Renaissance Technology
those they rule.
 Florence
Education became a focus of society.
 Gutenberg’s Printing Press
Many great examples of artistic and
intellectual expressions were created during
Discovery Education TechBook/Alfresco - DOK 3
this time period.
The printing press allowed for knowledge Activity 1) Time Warp Trio – Watch “Breaking the
to travel great distances diffusing to many Codex”
people.
World History Text Book – DOK 3
Activity 1) Quick Write – Explain Humanism and religion.
Key Skills:
Compare the location of places, the
Activity 2) Evaluate Perspective – View painting on page 564
conditions at places, and the connections
and compare and contrast the art styles. Argue the point of
between places
perspective based on evidence from text and painting.
Analyze evidence, arguments, claims, and
beliefs.
Activity 3) Create a collage showing perspective of Art.
Explain change and continuity over time
and across cultures
Created Lesson: DOK 3/4 Students will be applying
Interpret parallel time lines from different
information from one text to another text to develop a
places and cultures
persuasive argument:
Key Practices:
Renaissance/Florence, Italy Project
Interpret
Congratulations, you have just graduated college with a degree
Exemplify
in advertising and have been hired by the Medici family to
Classify
create an advertisement promoting travel to the wonderful city
Summarize
of Florence, Italy! Your job is to persuade others to visit
Infer
Florence, Italy. You can create a flyer (regular sheet of paper:
Compare
8½ X 11) or brochure. This will count as a major grade. Project
Explain
2015-2016 6th Grade Social Studies Consensus Map
35 | P a g e
Key Vocabulary:
Renaissance
Florence
Medici Family
Patron and Patronage
Venice
Milan
Humanism/ Humanist
Perspective
Realism in Art
Political Realism
Philosophy
Michelangelo
Leonardo da Vinci
“Renaissance Man”
Botticelli
Machiavelli
Political realism
“The Prince”
Il Duomo
St. Peter’s Basilica
Sistine Chapel
David
The Pieta/ La Pieta
Mona Lisa
Johannes Gutenberg
Printing press
The Bible
Shading Techniques
Twisted Posture
Copernicus
Kepler
Galileo
Newton
Vernacular Literature
Secular Music
Arch
Dome
Age of Discovery
The Bible
MUST contain the following:
1. Terms: Florence, Italy (explain location), trade, patron,
banking, Medici family. (10 points each) Terms must
be used correctly! 5 terms total!
2. MUST be full color, either colored or color pictures from
a computer program. (25 points)
3. Neatness, grammar and spelling count, this project
must show that you took your time planning and
completing. (25 points)
Nystrom Atlas: DOK 2/3 Students will analyze maps, charts,
text and graphs to draw conclusions and make inferences from
the different texts.
 Europe During the Renaissance – 51a and 51b
ItunesU – The Renaissance
ItunesU – Key Figures of the Renaissance
2015-2016 6th Grade Social Studies Consensus Map
Unit 3 3 Topic or Domain: The Reformation and Counter Reformation Date Range: January 15-March 22, 2016
Standard(s): 6-6.2 Identify key figures of the Renaissance and
Reformation and their contributions (e.g. Leonardo da Vinci,
Michelangelo, Johannes Gutenberg, John Calvin and Martin Luther).
[The highlighted part of the indicator is what should be taught at this time.
What is not highlighted will be taught at a different time].
College and Career Readiness Anchor Standards(s):
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of
primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a
primary or secondary source; provide an accurate summary of the source distinct from
prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they
6-6.3 Explain the causes, events, and points of contention and
are used in a text, including vocabulary specific to domains related to history/social
denominational affiliations (of nations) of the Reformation and the
studies.
Catholic Reformation (Counter Reformation).
CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned
judgment in a text.
CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and
secondary source on the same topic.
CCSS.ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to
support analysis reflection, and research.
CCSS.ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time
for reflection and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.
Description of Standard
Content Specific Focus
Learning Tasks/Activities
What does the standard mean that a
What tasks will students perform to learn the identified
student must know, understand and
concepts/skills?
be able to do?
At which DOK level(s) are the learning tasks?
36 | P a g e
2015-2016 6th Grade Social Studies Consensus Map
The Renaissance, the Reformation
and the Age of Exploration were
time of great discovery and learning
that affected the way individuals
viewed themselves and the world
around them.
37 | P a g e
Quizlet - The Reformation & Counter Reformation (6-6.2/6Key Concepts:
The printing press allowed for knowledge to travel great
6.3)
distances diffusing to many people.
The Reformation was a split within the Roman Catholic
Read Like A Historian (http://sheg.stanford.edu/rlh) – DOK
Church; creating two distinct branches:
4
Catholic & Protestant
 Martin Luther- students compare two primary source
There is a geographic pattern for Protestantism and
documents written by Martin Luther and consider how
Catholicism.
to weigh contrasting accounts of history written by the
Power and gaining of wealth was a motivation for many of
same person.
the Protestant reformers.
The Counter Reformation was the Roman Catholic Church’s USA Test Prep – DOK 3
reaction to the Protestant split.
Watch the following videos and respond to the questions using
Key Skills:
evidence from the videos:
Compare the location of places, the conditions at places,
 Counter Reformation
and the connections between places
 The English Reformation
Analyze evidence, arguments, claims, and beliefs.
 The Protestant Reformation
Explain change and continuity over time and across cultures
Interpret parallel time lines from different places and
Nystrom Atlas: DOK 2/3 Students will analyze maps, charts,
cultures
text and graphs to draw conclusions and make inferences from
Key Practices:
the different texts.
Interpret
 Reformation and Counter Reformation – 52a
Exemplify
and 52b
Classify
Summarize
ItunesU – Key Figures of the Reformation
Infer
ItunesU – The Reformation and the Catholic Reformation
Compare
Explain
2015-2016 6th Grade Social Studies Consensus Map
38 | P a g e
Key Vocabulary:
Reformation
Theology
Johannes Gutenberg
Printing press
Pope
Martin Luther
95 Thesis
John Calvin
John Knox
Protestant Countries/Kingdoms:
 Netherlands
 Denmark
 Sweden
 Norway
 northen Germanic Kingdoms
Catholic Countries/ Kingdoms:
 France
 Spain
 Itay
 Austria
 Poland
 southern Germanic kingdoms
Calvinism/ Calvinist Theology
Huguenots
Henry VIII
Excommunication
Indulgences
Corruption
Intermediary
Heresy
Peace of Augsburg
Counter Reformation
(Catholic Reformation)
Pope Paul III
Council of Trent
Jesuits
Missionary
Spanish Inquisition
“Bloody” Mary
2015-2016 6th Grade Social Studies Consensus Map
Unit 4 Topic or Domain: Mayans, Incas and Aztecs
Date Range: March 23-June 2, 2016
Standard(s): 6-4.3 Compare the contributions and decline of the Maya, College and Career Readiness Anchor Standards(s):
Aztec, and Inca civilizations in Central and South America, including CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital texts
their forms of government and their contributions in mathematics,
CCSS.ELA-Literacy.WHST.6-8.5 With some guidance and support from peers and
astronomy, and architecture.
adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on how well purpose and audience have
been addressed.
CCSS.ELA-Literacy.WHST.6-8.6 Use technology, including the Internet, to produce
and publish writing and present the relationships between information and ideas
clearly and efficiently.
CCSS.ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time
for reflections and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.
Description of Standard
Content Specific Focus
Learning Tasks/Activities
What does the standard mean that a student must
What tasks will students perform to learn the identified
know, understand and be able to do?
concepts/skills?
African and American cultures were developing
independently in ways similar to and different from
those in other parts of the world. These cultures also
influenced the development of the rest of the world.
39 | P a g e
At which DOK level(s) are the learning tasks?
USA Test Prep – DOK 3
Key Concepts:
Mayan, Aztec, and Incan civilizations and Watch the following videos and respond to the questions using
achievements
evidence from the videos:
Location of their empires and how they
 Maya
adapted to the location
 Incas
The decline of the Mayans, Aztec, and
 Aztecs
Incan civilizations
2015-2016 6th Grade Social Studies Consensus Map
Key Skills:
Compare the location of places, the
conditions at places, and the connections
between places
Analyze evidence, arguments, claims, and
beliefs.
Explain change and continuity over time
and across cultures
Interpret parallel time lines from different
places and cultures
Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
40 | P a g e
Discovery Education TechBook/Alfresco - DOK 3
Maya
Activity 1) Time Warp Trio – Watch “Me Oh Maya”
Aztec
Activity 1) Movie Trailer – Select an event from Aztec history
that would make a good movie, sketch out the scenes, write a
script, and produce a movie trailer.
Inca
Activity 1) “Greases” Chart – Create a graphic organizer for the
Inca Empire.
Activity 2) Based on the discovered Inca Empire photo and text,
students will write how the city was constructed and what
purpose it served.
Nystrom Atlas: DOK 2/3 Students will analyze maps, charts,
2015-2016 6th Grade Social Studies Consensus Map
41 | P a g e
text and graphs to draw conclusions and make inferences from
Key Vocabulary:
Polytheism
the different texts.
Conquistador
 Aztec Empire – 42
MesoAmerica
 Inca Empire – 43
Aristocracy
 Maya Civilization – 40a and 40b
Social structure/ hierarchy
Mayan
ItunesU – Mesoamerica (Maya, Aztec, and Inca)
City-state network
Yucatan Peninsula
Pet’en (“Flat región”)
Step pyramids
Ball courts
Chichen Itza & Tikal
Slash and burn agriculture
Astronomy/calendar
Base-20 numbering system
God-king
Aztecs
Tenochititlan
Causeway bridges
Swampland
Valley of Mexico
Terraces
Chinampas: corn, avocadoes, beans, chilli
peppers, squash, tomatoes
Sacrifice
Sacred Calendar
Solar Calendar
Montezuma
Cortes
Incas
Polytheism
Peru
Ecuador, Northern Chile
Rule by proxy
The Inca
Tribal head, clan head
Cultivation: corn, potatoes, llamas and
alpacas
Andes Mountains
Machu Picchu
2015-2016 6th Grade Social Studies Consensus Map
Unit 4 Topic or Domain: Native Americans of North America
Date Range: March 23-June 2, 2016
Standard(s): 6-4.4 Explain the contributions, features, and rise and fall College and Career Readiness Anchor Standards(s):
CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they
of the North American ancestors of the numerous Native American
are used in a text, including vocabulary specific to domains related to history/social
tribes, including the Adena, Hopewell, Pueblo and Mississippian
studies.
cultures.
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-Literacy.WHST.6-8.2 Write information/explanatory texts, including the
narration of historical events, scientific procedures/experiments, or technical
processes.
Description of Standard
Content Specific Focus
Learning Tasks/Activities
What does the standard mean that a student must
What tasks will students perform to learn the identified
know, understand and be able to do?
concepts/skills?
African and American cultures were developing
independently in ways similar to and different from
those in other parts of the world. These cultures also
influenced the development of the rest of the world.
42 | P a g e
At which DOK level(s) are the learning tasks?
Key Concepts:
Each civilization developed unique cultural Discovery Education TechBook/Alfresco - DOK 3/4
traits that were greatly influenced by their Activity 1) Migration Map – Construct and color code the
geographic location and their ability to
migration route of Native American groups that spread
adapt to them.
throughout Mesoamerica, Central America, North America, and
South America. Draw conclusions supported by evidence about
the impact of the migration routes on Native Americans.
Key Skills:
Compare the location of places, the
conditions at places, and the connections Nystrom Atlas: DOK 2/3 Students will analyze maps, charts,
text and graphs to draw conclusions and make inferences from
between places
Analyze evidence, arguments, claims, and the different texts.
 Native American Farming Cultures – 41a and 41b
beliefs.
Explain change and continuity over time
ItunesU – North American Natives (Adena, Hopewell,
and across cultures
Interpret parallel time lines from different Pueblo, and Mississippian)
places and cultures
2015-2016 6th Grade Social Studies Consensus Map
Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
43 | P a g e
2015-2016 6th Grade Social Studies Consensus Map
Key Vocabulary:
Anthropologists
Cultivate
Anasazi
Arid regions: New Mexico, Utah, Colorado
Ancestors
Chaco Canyon
Pueblo Bonito
Pueblo
Turquoise
Drought
Canals
Mesas
Southwest
Adena/Hopewell
Ohio Valley
Great Lakes
Eastern Woodlands
Crops: squash, sunflowers, gourds and
barley
Adena: copper, jewelry, fine pottery
Mound builders
Mississippians
Crops: maize and beans
Cahokia
Mound builders
Gulf Coast
Mississippi River
Unit 4 Topic or Domain: Native Americans of North America
44 | P a g e
Date Range: March 23-May 2, 2016
2015-2016 6th Grade Social Studies Consensus Map
Standard(s): 6-4.4 Explain the contributions, features, and rise and fall College and Career Readiness Anchor Standards(s):
CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they
of the North American ancestors of the numerous Native American
are used in a text, including vocabulary specific to domains related to history/social
tribes, including the Adena, Hopewell, Pueblo and Mississippian
studies.
cultures.
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-Literacy.WHST.6-8.2 Write information/explanatory texts, including the
narration of historical events, scientific procedures/experiments, or technical
processes.
Description of Standard
Content Specific Focus
Learning Tasks/Activities
What does the standard mean that
What tasks will students perform to learn the identified
a student must know, understand
concepts/skills?
and be able to do?
At which DOK level(s) are the learning tasks?
African and American cultures
Quizlet
North American Natives (6-4.4)
Key Concepts:
were developing independently in Each civilization developed unique cultural traits that were
ways similar to and different from greatly influenced by their geographic location and their ability Discovery Education TechBook/Alfresco - DOK 3/4
those in other parts of the world. to adapt to them.
Activity 1) Migration Map – Construct and color code the
These cultures also influenced the Key Skills:
migration route of Native American groups that spread
development of the rest of the
Compare the location of places, the conditions at places, and throughout Mesoamerica, Central America, North America, and
world.
South America. Draw conclusions supported by evidence about
the connections between places
the impact of the migration routes on Native Americans.
Analyze evidence, arguments, claims, and beliefs.
Explain change and continuity over time and across cultures
Interpret parallel time lines from different places and cultures
Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
45 | P a g e
Nystrom Atlas: DOK 2/3 Students will analyze maps, charts,
text and graphs to draw conclusions and make inferences from
the different texts.
 Native American Farming Cultures – 41a and 41b
ItunesU – North American Natives (Adena, Hopewell,
Pueblo, and Mississippian)
2015-2016 6th Grade Social Studies Consensus Map
Key Vocabulary:
Anthropologists
Cultivate
Anasazi
Arid regions: New Mexico, Utah, Colorado
Ancestors
Chaco Canyon
Pueblo Bonito
Pueblo
Turquoise
Drought
Canals
Mesas
Southwest
Adena/Hopewell
Ohio Valley
Great Lakes
Eastern Woodlands
Crops: squash, sunflowers, gourds and barley
Adena: copper, jewelry, fine pottery
Mound builders
Mississippians
Crops: maize and beans
Cahokia
Mound builders
Gulf Coast
Mississippi River
46 | P a g e
2015-2016 6th Grade Social Studies Consensus Map
Unit 4 Topic or Domain: Mayans, Incas and Aztecs
Date Range: March 23-May 2, 2016
Standard(s): 6-4.3 Compare the contributions and decline of the Maya, College and Career Readiness Anchor Standards(s):
Aztec, and Inca civilizations in Central and South America, including CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital texts
their forms of government and their contributions in mathematics,
CCSS.ELA-Literacy.WHST.6-8.5 With some guidance and support from peers and
astronomy, and architecture.
adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on how well purpose and audience have
been addressed.
CCSS.ELA-Literacy.WHST.6-8.6 Use technology, including the Internet, to produce
and publish writing and present the relationships between information and ideas
clearly and efficiently.
CCSS.ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time
for reflections and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.
Description of Standard
Content Specific Focus
Learning Tasks/Activities
What does the standard mean that a student must
What tasks will students perform to learn the identified
know, understand and be able to do?
concepts/skills?
African and American cultures were developing
independently in ways similar to and different from
those in other parts of the world. These cultures also
influenced the development of the rest of the world.
47 | P a g e
Key Concepts:
Mayan, Aztec, and Incan civilizations and
achievements
Location of their empires and how they
adapted to the location
The decline of the Mayans, Aztec, and
Incan civilizations
Key Skills:
Compare the location of places, the
conditions at places, and the connections
between places
Analyze evidence, arguments, claims, and
beliefs.
Explain change and continuity over time
and across cultures
Interpret parallel time lines from different
places and cultures
At which DOK level(s) are the learning tasks?
Quizlet - Mesoamerica (6-4.3)
USA Test Prep – DOK 3
Watch the following videos and respond to the questions using
evidence from the videos:
 Maya
 Incas
 Aztecs
Discovery Education TechBook/Alfresco - DOK 3
Maya
Activity 1) Time Warp Trio – Watch “Me Oh Maya”
Aztec
Activity 1) Movie Trailer – Select an event from Aztec history
that would make a good movie, sketch out the scenes, write a
2015-2016 6th Grade Social Studies Consensus Map
Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
48 | P a g e
script, and produce a movie trailer.
Inca
Activity 1) “Greases” Chart – Create a graphic organizer for the
Inca Empire.
Activity 2) Based on the discovered Inca Empire photo and text,
students will write how the city was constructed and what
purpose it served.
2015-2016 6th Grade Social Studies Consensus Map
49 | P a g e
Key Vocabulary:
Polytheism
Conquistador
MesoAmerica
Aristocracy
Social structure/ hierarchy
Mayan
City-state network
Yucatan Peninsula
Pet’en (“Flat región”)
Step pyramids
Ball courts
Chichen Itza & Tikal
Slash and burn agriculture
Astronomy/calendar
Base-20 numbering system
God-king
Aztecs
Tenochititlan
Causeway bridges
Swampland
Valley of Mexico
Terraces
Chinampas: corn, avocadoes, beans, chilli
peppers, squash, tomatoes
Sacrifice
Sacred Calendar
Solar Calendar
Montezuma
Cortes
Incas
Polytheism
Peru
Ecuador, Northern Chile
Rule by proxy
The Inca
Tribal head, clan head
Cultivation: corn, potatoes, llamas and
alpacas
Andes Mountains
Machu Picchu
Nystrom Atlas: DOK 2/3 Students will analyze maps, charts,
text and graphs to draw conclusions and make inferences from
the different texts.
 Aztec Empire – 42
 Inca Empire – 43
 Maya Civilization – 40a and 40b
ItunesU – Mesoamerica (Maya, Aztec, and Inca)
2015-2016 6th Grade Social Studies Consensus Map
Unit 4 4 Topic or Domain: European Exploration
Date Range: March 23-May 2, 2016
Standard(s): 6-6.4 Compare the economic, political and religious
College and Career Readiness Anchor Standards(s):
incentives of the various European countries to explore and settle new CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of
primary and secondary sources.
lands.
CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they
6-6.5 Identify the origin and destinations of voyages of major European are used in a text, including vocabulary specific to domains related to history/social
studies.
explorers.
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital texts.
6-6.6 Explain the effects of the exchange of plants, animals, diseases,
CCSS.ELA-Literacy.WHST.6-8.1 Write arguments focused on discipline-specific
and technology throughout Europe, Asia, Africa, and the Americas
content.
(known as the Columbian Exchange).
CCSS.ELA-Literacy.WHST.6-8.2 Write information/explanatory texts, including the
narration of historical events, scientific procedures/experiments, or technical
processes.
CCSS.ELA-Literacy.WHST.6-8.5 With some guidance and support from peers and
adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on how well purpose and audience have
been addressed.
CCSS.ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time
for reflection and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific task, purposes, and audiences.
50 | P a g e
2015-2016 6th Grade Social Studies Consensus Map
Description of Standard
What does the standard mean that a student must
know, understand and be able to do?
The Renaissance, the Reformation and the Age of
Exploration were time of great discovery and learning
that affected the way individuals viewed themselves
and the world around them.
51 | P a g e
Content Specific Focus
Learning Tasks/Activities
What tasks will students perform to learn the identified
concepts/skills?
At which DOK level(s) are the learning tasks?
Quizlet - Age of Exploration (6-6.4/6-6.5)
Columbian Exchange (6-6.6)
Key Concepts:
European exploration was the desire to
build wealth through increased trade.
Motivations for exploration varied by
USA Test Prep – DOK 3
country: settlement, spread of religion,
Watch the following videos and respond to the questions using
quest for gold and glory, establishment of evidence from the videos:
New World empires, and find a direct trade
 Christopher Columbus
route to Asia.
 Columbian Exchange
The Columbian Exchange was a mixed
 Ferdinand Magellan
blessing and had a major impact on both
 Hernando De Soto
sides of the Atlantic.
 Motivations for Exploration
Key Skills:
 Technology of Exploration
Compare the location of places, the
conditions at places, and the connections
Discovery Education TechBook/Alfresco – DOK 3
between places
Analyze evidence, arguments, claims, and Activity 1) Movie Trailer – Students create a movie illustrating
trade and exploration of the countries of Portugal, Spain,
beliefs.
Explain change and continuity over time France, England, and the Netherlands.
and across cultures
Interpret parallel time lines from different World History Text Book: DOK 3
Activity 1) Exchange Map – Use the Columbia Exchange
places and cultures
Thinking Map on page 598 to show imports and exports
Apply economic decision making to
between Native Americans and Europe. What conclusions can
understanding how limited resources
be drawn from the map?
necessitate choices
Key Practices:
Created Lesson: DOK 3/4
Interpret
Columbian Exchange- Develop a 3-D model of the Columbian
Exemplify
Trade routes indicating what was shipped, with the destinations
Classify
labeled. Your creativity is unlimited on this project, but be sure
Summarize
to include the labeling of “The Middle Passage.”
Infer
Compare
Nystrom Atlas: DOK 2/3 Students will analyze maps, charts,
Explain
2015-2016 6th Grade Social Studies Consensus Map
Key Vocabulary:
Age of Exploration/ Discovery
European Nations:
 France, Spain, Portugal, England,
Netherlands
Navigational instruments
Motivation/ Stimulus
“God, Gold and Glory”
Trade routes
Indian Ocean
Orient
Colony/ Colonization
South America
New World
Great Lakes
Great Plains
Mississippi River Valley
Commodities/ Goods:
 fur trade, silk, spices, slave trade,
potatoes, corn/ maize, tobacco,
tomatoes, chocolate, livestock
(pigs, sheep, cattle and chicken)
Native Americans/ Indigenous people
The Columbian Exchange
Smallpox
Measles
Irish potato famine
Ferdinand Magellan
Bartholomeu Dias
Vasco da Gama
Christopher Columbus
Henry Hudson
John Cabot
Robert de LaSalle
52 | P a g e
text and graphs to draw conclusions and make inferences from
the different texts.
 Three Worlds Meet - 45a and 45b
 The Dawn of Worldwide Trade – 54a and 54b
ItunesU – Reasons for Exploration
ItunesU – European Explorers
ItunesU – Trade Exchanges