Grade 6 Social Studies CURRICULUM

Transcription

1 Grade 6 Social Studies CURRICULUM PITTSGROVE TOWNSHIP MIDDLE SCHOOL PITTSGROVE TOWNSHIP PUBLIC SCHOOLS PITTSGROVE, NJ August 2015

2 PITTSGROVE BOARD OF EDUCATION Dominick J. Miletta, III-President SUPERVISOR OF INSTRUCTION Anne Daly Marlene Smith-Vice President Melissa Conover Steven DiMatteo MEMBERS OF CURRICULUM COMMITTEE Daniel Wyckoff Peter Lawlor Carrie Mullin Patricia Snyder Tracy Penven Joseph E. Wentzell Samuel Wheaton ADMINISTRATION Henry Bermann, Superintendent of Schools Diane Garrison, Chief Academic Officer Suzanne Fox Abdill, Business Administrator Priscilla Ocasio-Jimenez- Principal 2

3 Course Description: The sixth grade World Cultures and Geography curriculum prepares students for their continued social studies courses in the middle school and high school. The primary goal of the course is for the learner to build a good geography base-know their world. The sixth grade course covers a comprehensive study of the cultures and economic systems in the Western Hemispheres as well as the cultures and economics of the Eastern Hemisphere. Prior to studying the different cultures and economics of each region, students will study the physical and political geography of North America, Central America, South America, Europe, South Asia, Southeast Asia, East Asia, Southwest Asia, and Africa. Students will analyze the various economic factors that influenced the development and history for each of these regions. In order to engage the sixth grade learner, students will explore the traditions, holidays, and other cultural features when completing hands-on projects designed to capture that interest. Finally, students will use critical-thinking skills, including use of strategies for reading informational text, analyzing primary sources, and oral, and visual material. To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as McDougal Littell World Cultures and Geography, Scholastic Magazine, excerpts from novels, speeches, letters, diaries, poetry, songs, and artworks. Students will also use electronic resources to seek information including the Library of Congress website, Discovery School website, National Geographic website, PBS website, and Brain Pop. Grade 6 Social Studies Sequence at a Glance Units Timeline Unit 1 Intro. To World Cultures and September - October (5 weeks) Geography Unit 2 The United States and Canada October November (6 weeks) Quarterly November 10 Unit 3 Latin America November December (4 weeks) Unit 4 Europe Physical Geography and January February (4 weeks) History Quarterly January 30 Unit 4 continued February - March (6 weeks) Unit 5 North Africa and Southwest Asia Unit 6 Southern Asia March - April (3 weeks) Quarterly April 15 Unit 6 continued April - May (5 weeks) Unit 7 East Asia Quarterly/Project June 10 3

4 Content Area: Grade 6 SS Unit 1: Introduction to World Cultures and Geography Time Period: September - October Duration:(5 weeks) Unit Overview: This unit will introduce the term social studies and identify and describe the five fields of learning that contribute to social studies--- geography, history, economics, government, and culture. The unit also explains the five themes of geography. It concludes with an explanation of how culture regions are grouped, how they change, and how they evolve. The importance of social studies as a way to understand Earth and its people is examined throughout the unit. Essential Questions: 1. What factors make up a culture? 2. What do people in a cultural region have in common? 3. How do culture regions change? 4. What causes places to change? 5. Why do people migrate? 6. How do humans and the environment interact? Guiding Questions: 1. What are the five fields of social studies? 2. What are the five themes of geography? 3. How do tools Geographers use further a person s understanding of the world? 4. How can you understand the methods of determining location? 5. What are the elements of a map? 6. What is the purpose of a geographic grid on a map? 7. How do you interpret different maps? 8. What are the different types of maps and what is each map's purpose? 9. What are three types of resources? 10. What is the difference between a command economy and market economy? 11. How is absolute location determined? 12. How is relative location determined? 13. What are some characteristics of place? 14. What is a natural region and a region? 15. What natural barriers are there to human movement? Content Standards: SOC [Standard] - All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. SOC [Standard] - All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. 4

5 SOC [Standard] - All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. SOC [Standard] - All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, CULTURES, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. SOC B.1.b - [Cumulative Progress Indicator] - Analyze the world in spatial terms (e.g., longitude, latitude) using historical maps to determine what led to the exploration of new water and land routes. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - Cite specific textual evidence to support analysis of primary and secondary sources. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - 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. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - Analyze the relationship between a primary and secondary source on the same topic. LA.6-8.CCSS.ELA-Literacy.CCRA.R.9 - [Anchor Standard] - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. LA.6-8.CCSS.ELA-Literacy.CCRA.R.7 - [Anchor Standard] - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Topics Five Themes of Geography place location human/environment interaction movement region map parts 5

6 Map Parts Title Compass Rose Scale of miles Grid System Key or legends Skills Reading, analyzing, and interpreting maps Analyzing primary and secondary sources Determining main ideas Comparing and Contrasting Categorizing Summarizing Analyzing cause and effect Making inferences Distinguish fact from opinion Analyzing political cartoons Interpreting charts Following chronological order Interpreting graphs citing information and use of evidence from a text Major Assessments/Performance Tasks: Chapter Quizzes Unit Test Map Project: Create a Country Resources and Technology: Textbook for the course: World Cultures and Geography - McDougal Littell Geography Skills Handbook Chapter 1: Welcome to the World Chapter 2: The Geographer s World Online Multimedia Resources Chromebooks ipads BrainPop Scholastic Magazine 6

7 Content Area: Grade 6 SS Unit 2: The United States and Canada Time Period: October - November Duration: (6 weeks) Unit Overview: Chapter 3 of this unit will cover the physical geography of North America and analyze how it has affected the development of countries in the region, explore how early settlers arrived, review the physical process which shaped the land, and analyze how a rich diversity in climates and resources has helped with the development of nations in the region. Chapter 4 will explore the citizens, government, and economy of the United States. Essential Questions: 1. How does North America as a region and its location affect its relationships with other nations? 2. How do the U.S. and Canada cooperate? 3. What are some of the reasons why people immigrate? 4. What are the duties of citizens? 5. What goals did the writers of the Constitution hope to achieve? Guiding Questions: 1. What are the physical processes that shape the land? 2. How does location in the middle latitudes help a country s economic health? 3. How did knowledge of shipbuilding and navigating affect North America? 6. How did glaciers change the physical geography of Earth? 7. What are the major landforms in the North America? 8. What is the difference between weather and climate? 9. What power resources does the U.S. and Canada have? 10. What does the term salad bowl refer to in relation to the U.S. population 11. What competition was there between the European settlers and Native Americans? 12. What is included in the political process? 13. Under the U.S. Constitution, from whom does the government receive power? 14. What are some freedoms granted in the Bill of Rights? 15. What are some amendments that have been made to adapt to the country s changing needs? 16. What are the three branches of government? 17. Who leads the executive branch? 18. What makes up the legislative branch? 19. What is the process for becoming a Supreme Court Justice? 20. What is the difference between goods and services? 21. What are the four factors of production? 22. What is a free enterprise system? 23. What is a global economy? 24. How does a bill become a law? Content Standards: SOC [Standard] - All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues 7

8 across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. 6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - Cite specific textual evidence to support analysis of primary and secondary sources. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - 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. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - Analyze the relationship between a primary and secondary source on the same topic. LA.6-8.CCSS.ELA-Literacy.CCRA.R.9 - [Anchor Standard] - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. LA.6-8.CCSS.ELA-Literacy.CCRA.R.7 - [Anchor Standard] - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Topics The Physical Geography of the United States and Canada Duties of citizens U.S. Government structure U.S. Economy Skills Reading, analyzing, and interpreting maps Analyzing primary and secondary sources Determining main ideas Comparing and Contrasting Categorizing Summarizing Analyzing cause and effect Making inferences 8

9 Distinguish fact from opinion Analyzing political cartoons Interpreting charts Following chronological order Interpreting graphs Citing information and use of evidence from a text Major Assessments/Performance Tasks: Chapter Quizzes Unit Test Map Project: Create a Country Resources and Technology: Textbook for the course: World Cultures and Geography - McDougal Littell Chapter 3: The Physical Geography of the United States and Canada Chapter 4: The United States Today Online Multimedia Resources Chromebooks ipads BrainPop Scholastic Magazine 9

10 Content Area: Grade 6 SS Unit 3: Latin America Time Period: November Duration: (4 weeks) Unit Overview: Students will study the physical and political characteristics of Latin America. In addition, they will study the origins of Ancient Latin America, the arrival of Europeans, and movements towards independence. Essential Questions: 1. What is the cultural connection in the region? 2. What effects did ancient civilizations have on Europeans? Guiding Questions: 1. What are the physical and political boundaries in the region? 3. Where is Central America located? 4. What is deforestation and its causes and effects? 5. What factors influence the climate of Latin America? 6. What is El Nino? 7. Where did ancient civilizations develop? 8. What are the advances the Maya achieved? 9. What is the Aztec Empire? 10. How did they farm? 11. How did they communicate without written language? Content Standards: SOC [Standard] - All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - Cite specific textual evidence to support analysis of primary and secondary sources. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - 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. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - Analyze the relationship between a primary and secondary source on the same topic. LA.6-8.CCSS.ELA-Literacy.CCRA.R.9 - [Anchor Standard] - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. 10

11 LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. LA.6-8.CCSS.ELA-Literacy.CCRA.R.7 - [Anchor Standard] - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Topics Ancient Civilizations European Settlers Farming Skills Reading, analyzing, and interpreting maps Analyzing primary and secondary sources Determining main ideas Comparing and Contrasting Categorizing Summarizing Analyzing cause and effect Making inferences Distinguish fact from opinion Analyzing political cartoons Interpreting charts Following chronological order Interpreting graphs citing information and use of evidence from a text Major Assessments/Performance Tasks: Chapter Quizzes Unit Test Map Project: Create a Country Resources and Technology: Textbook for the course: World Cultures and Geography - McDougal Littell Chapter 6: Its Land and History Online Multimedia Resources Chromebooks ipads BrainPop Scholastic Magazine 11

12 Content Area: Grade 6 SS Unit 4: Europe Physical Geography and History Time Period: January - February Duration: (7 weeks) Unit Overview: Students will explore the geography of Europe, the lasting achievements of the ancient Greek and Roman civilizations, and developments in Europe during the medieval period. Students will then explore the political and social changes that brought Europe from the Renaissance to the beginning of the modern era. Last, they will examine how the development of nationalism led to two world wars and a cold war during the 20th century. Essential Questions: 1. How did geography influence the development of Ancient Greece? 2. How were city-states alike and different? 3. In what cultural fields did the ancient Greeks excel? 4. What was the influence of the Greek philosophers on ancient Greeks and in the world today? 5. How did Greek culture spread beyond Greece? 6. How did Roman attitudes towards Christians change over time? 7. What were the effects of the collapse of the Roman Empire? 8. Why did Rome remain important after the fall of the Roman Empire? 9. How was the Cold War different from the previous World Wars? Guiding Questions: 1. What are the distinctive features of Europe s Geography? 2. What were some of the topics that interested Socrates and other philosophers? 3. What were the two groups of Roman citizens? 4. How did Rome win control of the western Mediterranean? 5. Who was Julius Caesar? 6. What activities took place during the Augustan time? 7. How did christianity come to become the official religion of the Roman Empire? 8. What changes took place under the rule of Charlamagne? 9. What were the functions of the church during medieval times? 10. Why did people begin to move back into towns in the 11th century? 11. What were the benefits to belonging to a guild? 12. What were the conditions of the Magna Carta? 13. What was the Renaissance? When did it exist? 14. What kinds of great works of art emerged? 15. What effects did the Renaissance have on Northern Europe? 16. What was the reformation and who was Martin Luther? 17. What items were in great demand in Europe and why? 18. Why did Europeans want a new route to Asia? 19. What were the results of the different European explorers expeditions? 20. What is imperialism? 21. What effects did the Europeans have on natives in foreign lands? 22. What is the Scientific Revolution? 23. What was the Industrial Revolution? 24. What is capitalism? 12

13 25. How were cities affected by the Industrial Revolution? 26. What were some causes of the French Revolution? 27. What were the Russian Empires 28. What is Nationalism? 29. Why were European powers interested in gaining colonies in Africa and Asia? 30. Why did Germany declare war on Russia? 31. Why would a country join an alliance? 32. What is trench warfare? 33. What did the Treaty of Versailles require of Germany? 34. Why did the majority of Germans support Hitler? 35. What ideas to fascist support? 36. Which countries were involved in WW II? 37. How did the Allies help Western Europe after the war? 38. Why was NATO founded? 39. In what way did the Iron Curtain serve as a barrier? 40. How did the Soviet Union control the Eastern European countries? 41. Who was Joseph Stalin? Content Standards: (Number may vary. Add/delete rows as needed) SOC [Standard] - All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - Cite specific textual evidence to support analysis of primary and secondary sources. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - 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. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - Analyze the relationship between a primary and secondary source on the same topic. LA.6-8.CCSS.ELA-Literacy.CCRA.R.9 - [Anchor Standard] - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. LA.6-8.CCSS.ELA-Literacy.CCRA.R.7 - [Anchor Standard] - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 13

14 Topics Physical Geography of Land Ancient Greece Ancient Rome Middle Ages Renaissance Traders, Explorers, and Colonists The Age of Revolution The Russian Empires European Empires World War I World War II Cold War Soviet Union Skills Reading, analyzing, and interpreting maps Analyzing primary and secondary sources Determining main ideas Comparing and Contrasting Categorizing Summarizing Analyzing cause and effect Making inferences Distinguish fact from opinion Analyzing political cartoons Interpreting charts Following chronological order Interpreting graphs Citing information and use of evidence from a text Major Assessments/Performance Tasks: Chapter Quizzes Unit Test Written Performance Task Resources and Technology: Textbook for the course: World Cultures and Geography - McDougal Littell Chapter 10: Western Europe: Its Land and Early History Chapter 11: Growth of New Ideas Chapter 12: Europe: War and Change Online Multimedia Resources Chromebooks ipads BrainPop Scholastic Magazine 14

15 Content Area: Grade 6 SS Unit 5: North Africa and Southwest Asia (Middle East): Time Period: March Duration: (4 weeks) Unit Overview: Unit 5 begins with an overview of the geography and important contributions of the ancient civilizations of Egypt and Mesopotamia, and the rise of the three major religions of the region. Then the focus of the unit shifts to the history of the lands of Israel, Palestine, and Turkey and how this history has contributed to conflict in the region today. Also examined in this unit is the impact of oil production and the continuing relationship between religion and political unrest. Essential Questions: 1. What three main challenges faced the Mesopotamian city-states? 2. How did the Nile influence the Egyptians way of life? 3. How do Judaism, Christianity, and Islam differ from the religions of the Sumerians and Egyptians? 4. What are the significant writings of Christianity, Islam, and Judaism? Guiding Questions: 1. What are the three major rivers in the region? 5. Why did hunter-gatherers settle permanently in the Fertile Crescent? 6. How did rivers enrich the soil? 7. How did the region s seas affect its development? 8. Why does the Persian Gulf attract worldwide interest today? 9. How is petroleum formed? 10. Who were the first inhabitants of Mesopotamia? 11. What were the roles of priests and kings in the government of city-states? 12. What was the class system and who was in each class? 13. How did they enslave people in Mesopotamia? 14. How were their writing materials different of Mesopotamia s? 15. Why did Ancient Egyptians build pyramids? 16. What is hieroglyphics? 17. What group of people drove the Jews into exile? 18. What story is told in the Gospels? 19. Who was the founder of Islam? 20. What is the Qur an? 21. What are the 5 Pillars of Islam? 22. Where were the Ottoman Empire's located? Content Standards: SOC All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. LA.6-8.CCSS.ELA-Literacy.RH Cite specific textual evidence to support analysis of primary and secondary sources. 15

16 LA.6-8.CCSS.ELA-Literacy.RH 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. LA.6-8.CCSS.ELA-Literacy.RH Analyze the relationship between a primary and secondary source on the same topic. LA.6-8.CCSS.ELA-Literacy.CCRA.R.9 - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. LA.6-8.CCSS.ELA-Literacy.RH By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently. LA.6-8.CCSS.ELA-Literacy.RH Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. LA.6-8.CCSS.ELA-Literacy.CCRA.R.7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Topics Physical geography Ancient Mesopotamia and the Fertile Crescent Ancient Egypt Birthplace of Three Religions Muslim Empires Skills Reading, analyzing, and interpreting maps Analyzing primary and secondary sources Determining main ideas Comparing and Contrasting Categorizing Summarizing Analyzing cause and effect Making inferences Distinguish fact from opinion Analyzing political cartoons Interpreting charts Following chronological order Interpreting graphs citing information and use of evidence from a text Major Assessments/Performance Tasks: Chapter Quizzes Unit Test 16

17 Resources and Technology: Textbook for the course: World Cultures and Geography - McDougal Littell Chapter: 15 Places and Times Online Multimedia Resources Chromebooks ipads BrainPop Scholastic Magazine 17

18 Content Area: Grade 6 SS Unit 6: Southern Asia Time Period: April Duration: (4 weeks) Unit Overview: Students will examine how geographic features have affected economic activity and the development of civilizations in Southern Asia, and how the cultures of Ancient India and China have influenced the culture of Southeast Asia. Then the focus will shift to the history, government, economy, and culture of India and its neighbors in Southern Asia today. Essential Questions: 1. How were the Aryans different from the people of the Indus river valley? 2. How does the caste system affect an individual s life? 3. How do the Hindu beliefs in Karma and reincarnation work together? 4. Why was this period known as the Golden Age? Guided Questions: 1. What are the two regions of Southern Asia? 2. What countries are on the South Asian subcontinent? 3. What are the geographic regions of South Asia? 4. What mountain ranges are in the region? 5. What are two peninsulas from mainland South Asia? 6. What are the effects of a monsoon? 7. When did the Indus River Valley Civilization thrive? 8. When and from where did the Aryans arrive in South Asia? 9. What new technology did they bring? 10. What did the Vedas contain and how did they develop? 11. Who founded the first Indian empire? 12. What religions were practiced under the Gupta Dynasties and how did they affect life? 13. What contributions to math did the Gupta s make? 14. Why was Southeast Asia a crossroads of trade? 15. What is Buddhism and the Four Noble Truths? 16. How did Buddhism spread? Content Standards: SOC [Standard] - All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - Cite specific textual evidence to support analysis of primary and secondary sources. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - 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. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - Analyze the relationship between a primary and secondary source on the same topic. 18

19 LA.6-8.CCSS.ELA-Literacy.CCRA.R.9 - [Anchor Standard] - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. LA.6-8.CCSS.ELA-Literacy.CCRA.R.7 - [Anchor Standard] - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Topics Physical Geography Ancient Civilizations Technological Advances Religions Colonialism and European Trade Routes Trading with foreign nations Skills Reading, analyzing, and interpreting maps Analyzing primary and secondary sources Determining main ideas Comparing and Contrasting Categorizing Summarizing Analyzing cause and effect Making inferences Distinguish fact from opinion Analyzing political cartoons Interpreting charts Following chronological order Interpreting graphs Citing information and use of evidence from a text Major Assessments/Performance Tasks: Webquest - Chapter Quizzes Unit Test Resources and Technology: Textbook for the course: World Cultures and Geography - McDougal Littell 19

20 Chapter 20: Places and Times Online Multimedia Resources Chromebooks ipads BrainPop Scholastic Magazine 20

21 Content Area: Grade 6 SS Unit 7: East Asia Time Period: May Duration: (4 weeks) Unit Overview: This unit explores the land and history of East Asia and it unique physical features and ancient cultures that define the area. Students will study the geographic features of the region and how geography has affected economic activity in the region. They will also analyze how ancient China and ancient Japan contributed to the cultures in the region. Essential Questions: 1. Where and when did Chinese civilization begin? 2. What are dynasties? 3. What significant achievements in science and technology were made in ancient China? Guided Questions: 1. What countries make up the region known as East Asia? 2. Why is the Plateau of Tibet known as the roof of the world? 3. What physical features are in East China? 4. Why is Japan likely to have frequent volcanic eruptions and earthquakes? 5. What is the Ring of Fire? 6. What are the major physical features in the Koreas? 7. What did the Ming emperor accomplish? 8. How did teachings of Confucius affect Chinese government? 9. What is Taoism? 10. What kinds of governments did Japan have over time? 11. What role did the Samurai have in feudal Japan? 12. Why did the Shogun close foreigners out of Japan? Content Standards: SOC [Standard] - All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - Cite specific textual evidence to support analysis of primary and secondary sources. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - 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. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - Analyze the relationship between a primary and secondary source on the same topic. 21

22 LA.6-8.CCSS.ELA-Literacy.CCRA.R.9 - [Anchor Standard] - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently. LA.6-8.CCSS.ELA-Literacy.RH [Grade Level Standard] - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. LA.6-8.CCSS.ELA-Literacy.CCRA.R.7 - [Anchor Standard] - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Topics: Physical Geography Ring of Fire Volcanos Earthquakes Tsunamis Ancient Chinese rulers, writing, and wars Feudal Japan Samurai Skills: Reading, analyzing, and interpreting maps Analyzing primary and secondary sources Determining main ideas Comparing and Contrasting Categorizing Summarizing Analyzing cause and effect Making inferences Distinguish fact from opinion Analyzing political cartoons Interpreting charts Following chronological order Interpreting graphs citing information and use of evidence from a text Major Assessments/Performance Tasks: Project Choices: ade6/ancientchina.aspx Chapter Quizzes Unit Test Map Project: Create a Country 22

23 Resources and Technology: Textbook for the course: World Cultures and Geography - McDougal Littell Chapter 23: East Asia: Land and History Online Multimedia Resources Chromebooks ipads BrainPop Scholastic Magazine 23