Delaware City Schools Consensus Maps
Grade 6 Social Studies (Master)
Teacher: Amy Piacentino
Month
August
2008
Content/Essential Questions
Skills
Geography: Pre-Assessment of the
location of countries, continents, deserts,
mountain ranges and bodies of water of the
world
Geography
3.A.1 Power Indicator: Place countries,
cities, deserts, mountain ranges and
bodies of water on the continents on
which they are located.
Geography:
continent pie, library for continent research, desk maps, labeling maps, clothing
tags activities,
vocabulary flashcards
atlases, country and political, physical thematic, world maps
Geography Alive
Activities/Resources
Geography: * Continents divided into
countries
Geography
3.A.1 Power Indicator: Place countries,
cities, deserts, mountain ranges and
bodies of water on the continents on
which they are located.
Geography:
Assessment
Geography:
pretest/posttest, vocabulary test
Geography:
5.A.2 Describe how the world is divided
into countries that claim sovereignty over
territory, and countries may be further
divided into states or provinces that contain
cities and towns.
5A.3a-c Explain ways that countries
interact with each other including:
a. diplomacy
b. treaties
c. international meetings and exchanges,
e.g., United Nations
September
2008
Geography: (continued from Aug.)
* Continents divided into countries
*Forms of government
Geography
3.C.5 Power Indicator: Place countries,
cities, deserts, mountain ranges and
bodies of water on the continents on
which they are located.
Geography
Geography
Geography Alive
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Grade 6 Social Studies(Master)
Piacentino
Month
Content/Essential Questions
Delaware City Schools Consensus Maps
Skills
Activities/Resources
Assessment
3.A.2 Use coordinates of latitude and
longitude to locate points on a world map.
Government: Forms of Government
Government
5.C.4: Describe the defining
characteristics of democracies, monarchies
and dictatorships.
Government
Government
6.B.2 Compare the rights and
responsibilities of citizens living under
various systems of government
Economics:
What events or ideas would prompt one to
become an entrepreneur?
When do you ( the student) use trade-offs
(opportunity costs) in your life?
Economics
Economics
History: Chronology
History: Chronology
ODE lesson
timeline
ODE pretest/posttest
Early Civilizations: Paleolithic Era
Early Civilizations: Paleolithic
Era
Economics
4 A.1Power Indicator: Explain how the
availability of productive resources and
entrepreneurship affects the production of
goods and services in different world
regions.
4.A.2 Explain that most decisions
involve trade-offs and give examples
History: Chronology
What is the best strategy for placing
B.C/B.C.E and A.D./C.E. events in order
on a timeline?
Timelines
History: Chronology
1.A.1: Construct a multiple-tier time line
from a list of events and interpret the
relationships between the events.
1 A.2: Arrange dates in order on a time
line using the conventions of BC and AD
or BCE and CE.
Early Civilizations: Paleolithic Era
Hunting and gathering
tool making
use of fire
domestication of plants and animals
organizing societies
governance
Early Civilizations: Paleolithic Era
1.B.3 Power Indicator: Describe the
early cultural development of humankind
from the Paleolithic Era to the revolution
of agriculture.
Early man (hominids) “T” charts
History Alive
Vocabulary flashcards, artifact sort, Venn diagram, Video Streaming,
Group presentations/posters
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Grade 6 Social Studies(Master)
Piacentino
Month
October
2008
Content/Essential Questions
Skills
Delaware City Schools Consensus Maps
Activities/Resources
Assessment
How could early man have survived
without the use of modern technology?
a: hunting and gathering
b: tool making
c: use of fire
d: domestication of plants and animals
e: organizing societies
f: governance
Early Civilizations: Paleolithic Era
Hunting and gathering
tool making
use of fire
domestication of plants and animals
organizing societies
governance
Agricultural Revolution****
Early Civilizations: Paleolithic Era
Hunting and gathering
1.B.3 Describe the early cultural
development of humankind from the
Paleolithic Era to the revolution of
agriculture.
A: hunting and gathering
b: tool making
c: use of fire
d: domestication of plants and animals
e: organizing societies
f: governance
Early Civilizations: Paleolithic Era
Hunting and gathering
Early Civilizations: Paleolithic
Era
Hunting and gathering
Early Civilizations: Tigris & Euphrates
River Valley (Mesopotamia)
5.A.1.a Power Indicator: Explain
reasons for the creation of government
such as
a. protecting lives, liberty, and property.
Early Civilizations: Tigris and Euphrates(Mesopotamia)
Early Civilizations: Tigris and
Euphrates(Mesopotamia)
Geography Alive, History Alive, Vocabulary flashcards, maps
labeling maps
posttest
vocabulary quiz
5.A.1a Explain reasons for the creation
of government such as:
Sumerian/Babylonian notes
Hammurabi’s Laws comparison chart
ancient civilizations comparison chart
How could early man have survived
without the use of modern technology?
Early Civilizations: Tigris and Euphrates
River Valley (Mesopotamia)
How can ancient artifacts, dwellings, and
remains help archaeologists infer/conclude
about a specific culture?
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Grade 6 Social Studies(Master)
Piacentino
Month
Content/Essential Questions
Skills
Delaware City Schools Consensus Maps
Activities/Resources
Assessment
5.A.1.a protecting lives, liberty,
and property
5.A.1.b Power Indicator: Providing
services that individuals cannot provide
for themselves.
1.B.4 Power Indicator: Compare the
geographic, political, economic and social
characteristics of the river civilizations in
the Tigris and Euphrates river valley
before 1000BC including:
1.B.4.a location
1.B.4.b government
1.B.4.c religion
1.B.4.d agriculture
7B.4 Read and interpret pictographs, bar
graphs, line graphs, circle graphs, tables
and flow charts.
November
2008
Early Civilizations: Nile (Egypt)
How might our lives be different if our
civilizations were located near a river and
dependent upon it?
What are several "main arteries" in our
society today?
Early Civilizations: Nile (Egypt)
1.B.4 a-b Power Indicator: Compare
the geographic, political, economic and
social characteristics of the river
civilizations in the Nile (Egypt) valley
before 1000BC including:
a. location
b . government
c. religion
d. agriculture
Early Civilizations: Nile (Egypt)
Early Civilizations: Nile (Egypt)
Geography Alive, History Alive, Vocabulary flashcards, maps,
timelines, notes, Egypt culture questions, mapping lab,
ancient civilizations comparison chart, Geo kit, videos
posttest
maps
vocabulary quiz
3.C.5 Power Indicator: Describe ways
human settlements and activities are
influenced by environmental factors and
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Grade 6 Social Studies(Master)
Piacentino
Month
Content/Essential Questions
Skills
Delaware City Schools Consensus Maps
Activities/Resources
Assessment
processes in different places and regions
including: bodies of water, landforms,
climates, vegetation,weathering,and
seismic activity.
3.C.6.a-c Describe ways in which human
migration has an impact on the physical
and human characteristics of places
including:
a. urbanization
b. desertification
c. deforestation
7.C.5 Complete a research project that
uses a bibliography
Economics:
How does the scattering of resources
around the world affect global trading?
Economics:
4.B.5 Power Indicator: Explain how
supply and demand help to set the market
clearing price for goods and services and
how prices reflect the relative scarcity of
goods and services.
Economics: "On the Move" and Tokens of Trade ODE lessons
world maps
Hot Lava Island simulation
Economics:
3.D.9 Identify and explain primary
geographic causes for world trade
including the uneven distribution of natural
resources.
4.B Explain why trade occurs and how
historical patterns of trade have contributed
to global interdependence.
4.C.6 Distinguish between goods and
services typically produced by the private
sector and the public sector.
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Grade 6 Social Studies(Master)
Piacentino
Month
December
2008
Content/Essential Questions
Early Civilization: Indus Valley (India)
How can society be organized to meet the
needs of every individual citizen?
January
2009
Early Civilizations: Indus River Valley
(India) continued from December
Delaware City Schools Consensus Maps
Skills
Activities/Resources
Early Civilization: Indus Valley (India)
1.B.a-e Power Indicator: Compare the
geographic, political, economic and social
characteristics of the river civilizations in
the Indus valley before 1000BC
including:
a. location
b. government
c. religion
d. agriculture
Early Civilization: Indus Valley (India)
Early Civilizations: Indus
1.B.4a-e Power Indicator: Compare the
geographic, political, economic and social
characteristics of the river civilizations in
the Indus valley before 1000BC
including:
a. location
b. government
c. religion
d. agriculture
Early Civilizations: Indus
Geography Alive, History Alive, Vocabulary flashcards, maps,
timelines, notes,
Assessment
Early Civilization: Indus Valley
(India)
posttest
Early Civilizations: Indus
Geography Alive, History Alive, Vocabulary flashcards, maps,
timelines, notes,
2.A:Compare cultural practices,
products and perspectives of past
civilizations in order to understand
commonality and diversity of cultures.
2.B: Analyze examples of interactions
between cultural groups and explain the
factors that contribute to cooperation and
conflict.
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Grade 6 Social Studies(Master)
Piacentino
Month
Content/Essential Questions
Early Civilizations: Huang Ho (China)
How can geography help and hinder the
development of a civilization?
Skills
Early Civilizations: Huang Ho (China)
1.B.4a-d Power Indicator: Compare the
geographic, political, economic and social
characteristics of the river civilizations in
the Huang Ho(China) valley before
1000BC including:
a. location
b. government
c. religion
d. agriculture
Delaware City Schools Consensus Maps
Activities/Resources
Assessment
Early Civilizations: Huang Ho (China)
Early Civilizations: Huang Ho
(China)
3.D.8a-e: Explain push and pull factors
that cause people to migrate from place to
place including:
a. oppression/freedom
b. poverty/economic opportunity
c. cultural ties
d. political conflicts
e. environmental factors
February
2009
Early Civilizations: China continued
World Religions/Beliefs (Buddhism,
Christianity, Hinduism, Judaism, Islam)
geographic origins
founders
main teachings
(Belief systems and their impact on the
daily lives of their followers)
7.B.2 Analyze information from primary
and secondary sources in order to
summarize, make generalizations and draw
conclusions.
Early Civilizations: China continued
World Religions/Beliefs
2.A.2 a-e Power Indicator: Compare
world religions and belief systems
focusing on geographic origins, founding
leaders, and teachings including:
a. Buddhism
b. Christianity
c. Judaism
d. Hinduism
e. Islam
Early Civilizations: China continued
World Religions/Beliefs
ODE lesson and handouts
Internet access or library books
Early Civilizations: China
continued
World Religions/Beliefs
History Alive, Vocabulary flashcards,
timelines, notes,
Religions comparison charts, library research
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Grade 6 Social Studies(Master)
Piacentino
Month
Content/Essential Questions
Skills
Delaware City Schools Consensus Maps
Activities/Resources
Assessment
7B.3 Organize information using
outlines and graphic organizers
March
2009
Government: Systems of Government
Government
5.C.4 Power Indicator: Compare the
defining characteristics of democracies,
monarchies, and dictatorships.
Government: ODE lesson: Tying it all Together: Conflict and Cooperation in
Asia
Economics: Why does trade occur?
Economics:
Economics: Partners in trade(ODE lesson)
Economics:
4.B.4 Power Indicator: Explain goods
and services that are imported and
exported and explain how this trade
makes countries interdependent.
7A.1a-e Power Indicator: Use multiple
sources to define essential vocabulary and
obtain information for a research project
including:
a. almanacs
b. gazetteers
c. trade books
d. periodicals
e. video tapes
7.C.6 Communicate a position on a
topic orally or in writing and support the
position with evidence.
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Grade 6 Social Studies(Master)
Piacentino
Month
Content/Essential Questions
Skills
Early Civilizations: Incas, Aztecs,
Mayas, and Mississippians
Would scientific knowledge have changed
the customs of the MesoAmerican
cultures?
April 2009
Early Civilizations: Incas, Aztecs,
Mayas, and Mississippians (continued)
Citizenship Rights and Responsibilities
:Participation
Delaware City Schools Consensus Maps
Activities/Resources
Assessment
Early Civilizations: Incas, Aztecs, Mayas, and Mississippians
Early Civilizations: Incas, Aztecs,
Mayas, and Mississippians
1.D.5 a-e Power Indicator: Describe the
characteristics of Maya, Inca, Aztec and
Mississippian civilizations including:
a. location
b. government
c. religion
d. agriculture
e. cultural and scientific contributions
Early Civilizations: Incas, Aztecs,
Mayas, and Mississippians
1.D.5 a-e Power Indicator: Describe the
characteristics of Maya, Inca, Aztec and
Mississippian civilizations including
a. location
b. government
c. religion
d. agriculture
e. cultural and scientific contributions
Citizenship Rights and Responsibilities:
Participation
6.A.1 Power Indicator: Explain how
opportunities for citizens to participate in
and influence the political process differ
under various systems of government.
Geography Alive, History Alive, Vocabulary flashcards, maps,
timelines, notes
Early Civilizations: Incas, Aztecs,
Mayas, and Mississippians
Early Civilizations: Incas, Aztecs, Mayas, and Mississippians
Early Civilizations: Incas, Aztecs,
Mayas, and Mississippians
History Alive, maps,
timelines, notes,
Citizenship Rights and Responsibilities: Participation
Citizenship Rights and
Responsibilities: Participation
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Grade 6 Social Studies(Master)
Piacentino
Month
May 2009
Content/Essential Questions
People in Societies: Interaction
.
June 2009
Delaware City Schools Consensus Maps
Skills
Activities/Resources
People in Societies
2.B.3a-d Power Indicator: Explain
factors that foster conflict or cooperation
among countries
a. language
b. religion
c. types of government
d. historic relationships
People in Societies
Social Studies Skills and Methods
7.D.7 a-e Power Indicator: Work
effectively to achieve group goals:
a. engage in active listening
b. provide feedback in a constructive
manner
c. help establish group goals
d. take various roles within the group
e. recognize contributions of others
Social Studies Skills and Methods
3.C.7 a-d Describe ways humans depend
on and modify the environment and the
positive and negative consequences of the
modifications including:
a. dam building
b. energy production/usage
c. agriculture
d. urban growth
ODE lesson: Consequences of Change and/or World Energy Summit
Assessment
People in Societies
ODE lessons: International Summit on Asia and/or Tying it All Together:
Conflict and Cooperation in Asia
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