1st and 2nd 9 Weeks 6th Grade Social Studies Curriculum
Week
1
Standards Based Purpose
(EQ)
Learning Target
Academic
Vocabulary
Content
Vocabulary
HA!
Suggested Activities
Additional Web Resources
What are our behavior
expectations for Social
Studies?
I can identify and follow
classroom rules and
procedures.
-PBIS
-respectful
-responsible
-ready
-leadership
-consensus
none
Reading:
-
PBIS website
Writing:
-rules & expectations
What we will be learning this
year in sixth grade social
studies?
Speaking & Listening:
-turn and talk about
guidelines
Intro.
Movement:
-team building
6.G.2.1-2 Use maps
1-2
Five
Strands
EQ--How do we use the skills
of a historian?
Map Skills,
Five Strands of Social Studies
(History, Economics,
Geography, Government and
Culture),
Primary/Secondary
Documents,
Read like a Historian
6.H.2.3 Transformation of
civilization
3
EQ--How did the development
of agriculture change daily life
in the Neolithic Age?
EQ--Why did people go from
hunters and gathers to settling
down in villages?
Hunters and Gatherers
(Chapter 3, Ancient World
TCI)
hunter
and
gather
I can identify and explain the
five social studies strands.
I can explain how the
development of agriculture
changed human relationships.
-History
-Culture
-Economy
-Civics
-Government
-Geography
-define
-cause and
effect
-sequencing
-physical map
-thematic map
-political map
-barter
-trade
-B.C.E/B.C.
-C.E/A.D.
-legend
-cardinal directions
-scale
-map title
-monarchy
none
-paleolithic
-neolithic
-barter
-trade
-artifact
-archaeologist
-migration
-agriculture
-domestication
-nomads
AW 3
Reading:
Writing:
-fill in black line maps
Speaking & Listening:
-jigsaw groups on strands
-create a civilization
Movement:
-human timeline
-human map
Reading:
Writing:
Speaking & Listening:
Movement:
Human Planet Desert: A video
that shows desert life throughout
the world and how people adapt
to their surroundings. Perfect for
culture and geography.
Week
4
Standards Based Purpose
(EQ)
Learning Target
Academic
Vocab
Content Vocab
HA!
Suggested Activities
Additional Web Resources
6.G.1.1 Place and
development of society
I can recognize the
characteristics of civilization.
-analyzing
-categorizing
-describing
-polytheistic
-merchants
-artisans
-social structure
-civilization
-literature
-art
-religion
-stable food supply
-technology
-cuneiform
-immortality
-scribe
AW 5
Reading:
“The Epic of Gilgamesh”
Epic of Gilgamesh cartoon :
https://www.youtube.com/watch?
v=TLTXMxQvvxI#t=85
EQ--Why do historians
classify ancient Sumer as a
civilization?
EQ--Was ancient Sumer a
civilization?
Sumer
Sumer--Rise of Sumerian
City-State,Civilization
(Chapter 4 & 5, TCI)
6.G.1.4 Adapting to
environment, inventions
Writing:
-Bubble map of each
characteristic of a civilization
with specific examples from
artifacts.
Mesopotamia webquest:
http://www.mesopotamia.co.uk/:
Speaking & Listening:
-Standard of Ur
Movement:
-Stations in HA!
I can explain the cause and
effect of the the rise and fall of
empires.
-cause
-effect
-achievement
EQ--What were the most
important achievements of the
Mesopotamian empires?
4
EQ--How did geographic
challenges lead to the rise of
city-states in Mesopotamia?
-empire
-tribute
-Hammurabi
-Akkadian
-Assyrian
-Babylonian
-Neo Babylonian
-siege
-expansion
-decline
AW 6
-old kingdom
-middle kingdom
-new kingdom
-Pharaoh
AW 8
Reading:
Hammarabi’s Code
Writing: cause and effect
thinking map of each empire.
Mesopotamian Empires
http://www.ducksters.com/history/
mesopotamia/babylonian_empire.
php
Speaking & Listening:
Movement:
EQ--How does invasion and
conquest affect civilizations,
societies, and regions in
Mesopotamia?
Mesopotamia
Mesopotamia--Four Empires
(Chapter 6, TCI)
6.G.1.2 Settlement of
peoples
5
EQ--How did geography affect
early settlement in Egypt,
Kush, and Canaan?
Egypt--Geography and Early
Settlement (Chapter 7, TCI)
Egypt
I can describe the
accomplishments of 4 major
Pharaohs.
-describe
-sequencing
Reading::Hail to Thee O Nile!
Writing: Create a cartoon or stick
figure describing the
achievements of one of the
Pharaoh.
Create a real estate advertisement
persuading people to move to the
Nile River Valley.create a foldable
for vegetation and topography.
Have students describe each and
cut images of them out of
magazines
create a bubble map of each of
the Pharaoh or each Kingdom and
describe their achievements.
Speaking & listening:
Video on Pharaohs:
Pharaoh Videos
Journal Through History Ancient
Egypt
Egypt Webquest
Week
6
Standards Based Purpose
(EQ)
Learning Target
6.C.1.3 Social structure
I can describe the social
structure of ancient Egypt and
explain its effects on daily life.
EQ--How did social class
affect daily life in ancient
Egypt?
Egypt
Academic
Vocab
-categorizing
EQ--What did the Pharaohs of
ancient egypt
accomplish?How did social
structure affect daily life in
Egypt?
Content Vocab
HA!
-social structure
-social pyramid
-artisan
-peasants
-merchants
-government official
-noble
-scribe
AW 9
Suggested Activities
Additional Web Res.
Reading:
Growing Up in Ancient Egypt
Writing: Write a first
persperspective of what daily
life would be like for different
social classes
Speaking & listening:
Movement:
Egypt--Daily Life (Chapter 9,
TCI)
6
6.C.1.2 Religion and society
EQ--How did Judaism
originate and develop?
I can describe the four major
Jewish leaders and explain
their significance.
-cause and
effect
-describe
-sequence
EQ-- How did Judaism
originate and develop?
Judaism
Judaism--Origins (Chapter 11,
TCI)
Timeline of Anti-Semitism
7
6.C.1.2 Religion and society
EQ--What are the origins and
beliefs of Hinduism?
Hinduism
EQ--What are the origins and
beliefs of Hinduism? How do
they affect life in India?
Hinduism--(Chapter 15, TCI)
I can describe the 5 major
Hindu beliefs and explain how
they affect the social structure
of India.
-rate
-describe
-affect
-interpret
-Judaism
-Torah
-Israelite
-covenant
-Exodus
-Cannan
-Abrah
-Moses
-King David
-King Solomon
-Jerusalem
AW
11
-Fertile
-Subcontinent
-Plateau
-Ganges River
-Indus River
-Brahmaputra River
-Himalaya Mountains
-Hinduism
-Polytheistic
-caste
-Brahma, Divine
-Dharma, pilgrimage
-Karma, Reincarnation
AW
15
Reading: Web site for
Judaism basics
Writing: Create a cartoon stick
figure and have students
clothe, write their importance,
and have them add a speech
bubble explaining their
significance to Judaism.
Speaking & Listening:
Lets Look at World Religions
Judaism:judaism
Reading:
-research different regions of India.
Writing
--paragraph for each beliefs Have them
include what it means, give an example,
and explain how it affects daily life in
India.
Movement:
-locate parts of India on a map on the
Smartboard using blank map.
-Yoga, ASU Fit KIds
.Text from Discovery Ed
Week
Standards Based Purpose
Learning Target
Academic
Vocab
Content Vocab
HA!
Suggested Activities
Additional Web Resources
7
6.C.1.2 Religion and society
-Buddha
-enlightenment
-alms
-ascetic
-nirvana
-4 noble truths
-8 Fold path
Reading:
Discovery Ed video
Buddhism
-sequence
-describe
-predicting
-transform
AW
16
EQ--What are the main beliefs
and teachings of Buddhism?
I can describe the life of
Siddhartha and summarize the
main teachings of Buddhism.
EQ--What are the main beliefs
and teachings of Buddhism?
Writing
Speaking & Listening:
_
Movement: Ph
Philosophical Chairs. on noble
truths or the 8 fold path.
Buddhism--(Chapter 16, TCI)
7
6.G.2.1 Use maps
EQ--How did geography affect
early settlement in India?
India
I can explain how Asoka
unified India and spread
buddhist values by erecting
edicts.
-Interpret
-excerpts
-classify
-expansion
-contribute
-promote
-Mauryan Empire
-Asoka
-edicts
-Buddhist Values
-General Welfare
-Justice
-Security
AW
17
Reading: Short article on
Asoka
Asoka's Edicts
I can use artifacts and
activities to identify aspects of
ancient Chinese culture.
-chapter
-expand
-military
-design
-Anyang
-Shang Dynasty
-clan
-bronze
ancestral worship
oracle bone
AW
19-20
Reading:
Writing: Speaking &
Listening:
EQ--How did Asoka unify
India and spread Buddhist
values?
India--Geography and
Settlement (Chapter 13, TCI)
6.G.2.2 Construct maps
8
EQ--How did geography affect
life in ancient China?
China
EQ--What do Shang artifacts
reveal about this civilization?
China--Geography and
Settlement (Chapter 19, TCI)
China--Shang Dynasty
(Chapter 20 Ancient World
TCI)
PBS lesson plan on Asoka
Week
Standards Based Purpose
Learning Target
Academic
Vocab
Content Vocab
HA!
6.C&G.1.2 Political thought
I can describe the main beliefs
of Confucianism, Daoism, and
Legalism.
-portion
-emerge
-sibling
-laborer
-pursue
-Zhou dynasty
-Mandate of Heaven
-feudalism
-Confucianism
-civil servant
-Taoism
-yin and yang
-Legalism
AW
21
6.C&G.1.1 governmental
systems, 6.G.1.2 movement
of goods and ideas
I can identify and evaluate the
causes and effect of
leadership decisions.
-project
-frontier
-construct
-conflict, revolt
AW
22-23
EQ--Was the Emperor of Qin
an effective leader?
I can understand why the
Terracotta army was made
-Qin Shihuangdi
-standardized
-Great Wall
-censor,
- immortal
-Han dynasty
EQ--Why was the Great Wall
of China important?
I can explain the importance of
the Great Wall of China.
-estimate
-release
-series
-suspend
-benefit
-dominant
-link
-acquire
-oxygen
-occur
-Silk Road
-trade route
-caravan
-cultural diffusion
-bureaucracy
-industry
AW
24
EQ--How did Confucianism,
Daoism and Legalism
influence political rule in
ancient China?
8
China
EQ--How did Confucianism,
Daoism, and Legalism
influence political rule in
ancient China?
China--Three Philosophies
(Chapter 21, TCI)
9
China
EQ--In what ways did the Han
dynasty improve government
and daily life in China?
China--Emperor Quin, Great
Wall olf China, Han Dynasty,
(Chapter 22& 23 TCI)
6.H.1.3Primary & secondary
sources 6.C&G.1.1
governmental systems,
6.G.1.2 movement of goods
and ideas
9
China
EQ--How did the Silk Road
promote an exchange of
goods and ideas?
China--Silk Road (Chapter 24
TCI)
I can use artifacts and
activities to identify aspects of
ancient Chinese culture.
Suggested Activities
Additional Web Resources
Week
10
Greece
Standards Based Purpose
Learning Target
Academic
Vocab
Content Vocab
HA!
6.G.1.1 physical features,
6.C.&G. 1.1 origins of
government
I can explain the types of
government and how they
developed.
-insist
-ignore
-hostile
-reverse
-monarchy
-aristocrat
-oligarchy
-tryanny
-democracy
-citizen
-assembly
AW
26
I can compare and contrast
the cultures of Athens and
Sparta and evaluate their pros
and cons.
-select
-obtain
-capable
-abandon
-eliminate
-Athens
-Sparta
-Peloponnesus
-Council of 500
-agora
-Council of Elders
AW
27
I can describe the culture of
Athens during its Golden Age
using key vocabulary.
-reform
-dedicate
-conduct
-column
-muscle
-Golden Age of Athens
-Pericles
-Parthenon
-acropolis
-myth
-drama
-Socrates Panathenaic -Games
AW
29
I can demonstrate the
experiences of Plebs and Pats
during the development of the
Roman Republic.
-dramatic
-crisis
-publish
-civic
-patrician
-plebeian
-republic
-Senate
-consul
-tribune
-veto
-constitution
AW
33
EQ: How did geography
influence settlement and way
of of life in ancient Greece?
How did democracy develop
in ancient Greece?
Greece--Geography and
Democracy (Chapter 25,
Chapter 26)
6 G.1.3. Compare regions
10
Greece
EQ--What were the major
differences between Athens
and Sparta?
Greece--Life in Two City
States (Chapter 27)
6.C.1.1 Cultural expressions
11
Greece
EQ--What were the major
cultural achievements of
Athens?
Greece--The Golden Age of
Athens (Chapter 29)
6.G. 1.2 Movement of Ideas
EQ--How did the Etruscans
and Greeks influence the
development of Rome?
11
Rome
EQ--What were the
characteristics of the Roman
Republic and how did they
change over time?
Rome--Geography and
Settlement, Plebs. v. Pats
(Chapter 32 & 33, TCI)
Suggested Activities
Additional Web Resources
Week
Standards Based Purpose
(EQ)
Learning Target
Academic
Vocab
Content Vocab
HA!
6.G. 1.2 Movement of Ideas
I can detail the important
events in Roman expansion
and evaluate their effects.
-approximately
-collapse
-vision
-plot
-civil war
-dictator
-Punic Wars
-Julius Caesar
-Caesar -Augustus
-Pax Romana
AW
34
I can use specific details to
describe daily life in the
Roman Empire.
-accompany
-ultimate
-leisure
-estate
-Forum
-rule of law
-paterfamilias
-Colosseum
-Circus Maximus
AW
35
I can summarize the life and
teachings of Jesus and explain
how they apply to the spread
of Christianity.
-emphasis
-convert
-stress
-Christianity
-Jesus
-Messiah
-Gospel
-disciple
-parable
-Resurrection
-missionary
-Constantine
AW
36
I can demonstrate the roles of
serf, knight, lord, and monarch
and their relationship to each
other.
-reign
-feudalism
-Charlemagne
-Viking
-chivalry
-fief
-serf
-lord
-vassal
MA 2
Reading:
Writing:
Speaking & Listening:
Movement:
I can analyze the influence of
the church in medieval
Europe.
-hierarchy
-religion
-sacraments
-pilgimage
-Roman Catholic
-clergy
-Pope
-cardinal
-monk
-heretic
MA 3
Reading:
Writing:
Speaking & Listening:
Movement:
12
Rome
12
Rome
EQ--Did the benefits of
Roman expansion outweigh
the costs?
6.C.1.1 cultural expression,
6.E.1.1 distribution of
wealth
EQ--How did wealth affect
daily life in the Roman
Empire?
Suggested Activities
Rome--Daily Life (Chapter 35)
6.C.1.2 Religion
13
EQ--How did Christianity
originate and spread?
Christianity
Christianity--Origins and
Spread (Chapter 36, TCI)
6.C.1.3 Social structure
14
EQ--How well did feudalism
establish order in Europe in
the Middle Ages.
Middle
Ages
14
Middle
Ages
Middle Ages--Feudalism
(Chapter 2, Medieval World
TCI)
6.G&C1.4 Order and
societal values
EQ--How influential was the
Roman Catholic Church in
medieval Europe?
Middle Ages--The Church
(Chapter 3, Medieval World,
TCI)
Additional Web Resources
Week
Standards Based Purpose
(EQ)
Learning Target
Academic
Vocab
Content Vocab
HA!
Suggested Activities
6.E.1.2 Economics
I can create a dramatization of
life in medieval European
towns.
-specialization
-guild
-apprentice
MA 4
Reading:
Writing:
Speaking & Listening:
Movement:
-Magna Carta
-Hundred Years War
-commoner
MA 5
Reading:
Writing:
Speaking & Listening:
Movement:
-proclaim
-pilgrimage
-Mohammed
-Islam
-prophet
-Muslim
-Qur’an
-Five Pillars
-mosque
-jihad
MA 78
Reading:
Writing:
Speaking & Listening:
Movement:
-persecution
-anti-Semitism
-crusades
-Holy Land
-Jerusalem
MA
10
Reading:
Writing:
Speaking & Listening:
Movement:
15
EQ--What was life like in
medieval European towns?
Middle
Ages
15
Middle
Ages
Middle Ages--Town Life
(Chapter 4, Medieval World
TCI)
6.E.1.1 - Economic
resources
I can analyze key events that
lead to the decline of
feudalism.
EQ--How did events in
Europe contribute to the
decline of feudalism and the
rise of democratic thought?
Middle Ages--Decline of
Feudalism (Chapter 5,
Medieval World, TCI)
6.C.1.2: Religion
16
Islam
EQ--How did Islam originate
and spread? How do the
beliefs and practices of Islam
shape Muslims’ lives?
EQ--How do the beliefs and
practices of Islam shape
Muslims' lives?
I can identify the founder of
Islam and explain how the
religion spread.
I can recall the 5 Pillars of
Islam and can apply that
knowledge to the lives of
Muslims.
Islam--Origins and Spread,
Beliefs of Islam (Chapter 7 &
8, Medieval World, TCI)
6.H.2.1 - Conflict
16
EQ--How did the Crusades
affect the lives of Christians,
Muslims and Jews?
Crusade
s
Crusades--(Chapter 10,
Medieval World, TCI)
I can compare and contrast
the experience of groups in
competition over Jerusalem
during the Middle Ages.
Additional Web Resources
Week
17-18
Maya,
Inca
and
Aztec
Standards Based Purpose
(EQ)
Learning Target
6.H 2.3 and 2.4 Innovation,
cultural groups
EQ--What were the significant
achievements of the Maya,
Aztecs and Incas.
I can categorize artifacts of the
Aztec, Inca, and Maya cultures
and describe their major
achievements.
Maya, Inca, Aztec-Achievements (Chapter 26,
Medieval World, TCI)
Academic
Vocab
Content Vocab
HA!
Suggested Activities
-solar year
-stele
-glyph
-dialect
-pictograph
-suspension bridge
-trepanation
26
Reading:
Writing:
Speaking & Listening:
Movement:
Additional Web Resources
NOTES:
1. HA! refers to History Alive! text. AW means Ancient World text and MA means Middle Ages and Beyond text.
2. In the section on suggested activities, we used the BCS Instructional Framework “non-negotiables” of having reading, writing, speaking & listening, and movement. We did not include the final idea of
thinking because ALL the activities should involve that skill.
3. As a classroom teacher, you may choose to teach additional topics or condense any topic. This document is intended to provide a “bare bones” guideline as well as lesson ideas to fit your needs.