• 6th Grade
    Social Studies Curriculum Overview
     
     
    Unit 1: Geography
    What will students understand as a result of this unit?
    • Geography impacts the development of civilizations.
    • There is an interaction between people and the environment
    What “essential” and “unit” questions will focus this unit?
    • How does culture provide an identity that influences how we view the world, make decisions, and seek
    • solutions to problems?
    • How do prior civilizations contribute the cultural elements of religion, art, music, architecture, science,
    • Mathematics, traditions, beliefs, and language to the modern world.
    • Do technological developments trigger turning points in history?.
    • Does the past impact the present and inform the future?
    • How do human beings and the environment interact?
    Standards:
    • SS.3.1, SS.3.2
    • RH.6.4, RH.6.7
    • WHST.6-8.2, WHST.6-8.6
    • SL.6.1, SL.6.2
    • L.6.4
    Unit 2: River Valley Civilizations
    What will students understand as a result of this unit?
    • Technological developments trigger turning points in history
    • Geography impacts the development of civilizations.
    • Studying the past helps us to understand our present and make decisions about our future
    • People develop different solutions for similar needs, challenges and desires
    • Human beings adapt to and interact with the people and the world around them
    What “essential” and “unit” questions will focus this unit?
    • How does culture provides an identity that influences how we view the world, make decisions, and seek
    • solutions to problems?
    • How do prior civilizations contribute the cultural elements of religion, art, music, architecture, science,
    • mathematics, traditions, beliefs, and language to the modern world.
    • Do technological developments trigger turning points in history?.
    • Does the past impact the present and inform the future?
    • How do human beings and the environment interact?
    Standards:
    • SS.2.1, SS.2.3, SS.3.1, SS.3.2
    • RH.6.1, RH.6.2, RH.6.4, RH.6.7,
    • RL.6.2
    • WHST.6-8.1, WHST.6-8.2, WHST 6-8.6, WHST.6-8.4, WHST 6-8.9, WHST.6-8.10
    • SL.6.1, SL.6.2, SL.6.4
    • L.6.4
    Unit 3: Classical Civilizations
    What will students understand as a result of this unit?
    • Geography impacts the development of civilizations
    • There is an interaction between people and the environment
    • Prior civilizations have contributed the cultural elements of religion, art, music, architecture, science
    • and mathematics, tradition, beliefs, and language to the modern world.
    • People develop different solutions for similar needs, challenges, and desires
    • There is an interaction between people and their environment
    • How are cultures affected by the exchange of ideas and innovations?
    • Assessing and interpreting evidence is essential to understanding and learning
    • What “essential” and “unit” questions will focus this unit?
    • How does culture provides an identity that influences how we view the world, make decisions, and seek
    • solutions to problems?
    • How do prior civilizations contribute the cultural elements of religion, art, music, architecture, science,
    • mathematics, traditions, beliefs, and language to the modern world.
    • Do technological developments trigger turning points in history?.
    • Does the past impact the present and inform the future?
    • How do human beings and the environment interact?
    Standards
    • SS.2.1, SS.2.3, SS.3.1, SS.3.2, SS.4.1, SS.5.1
    • RH. 6-8.1, RH.6-8.2, RH.6-8.4, RH.6-8.7, RH.6-8.9
    • RL.6.2
    • WHST.6.1, WHST.6-8.2, WHST.6-8.4.a, WHST.6-8.7, WHST. 6-8.9, WHST.6-8.10,
    • SL.6.1, SL.6.2, SL.6.4. SL.6.5
    • L.6.4, L.6.4b, L.6.6
    Unit 4: The Middle Ages
    What will students understand as a result of this unit?
    • Prior civilizations have contributed the cultural elements of religion, art, music, architecture, science
    • and mathematics, traditions, beliefs, and language to the modern world.
    • People develop different solutions for similar needs, challenges, and desires.
    • Human beings adapt to and interact with the people and the world around them.
    • Accessing and interpreting evidence is essential to understanding and learning.
    • Studying the past helps us to understand our present and make decisions about our future.
    • Culture provides an identity that influences how we view the world, make decisions, and seek solutions
    • to problems.
    What “essential” and “unit” questions will focus this unit?
    • How does culture provides an identity that influences how we view the world, make decisions, and seek
    • solutions to problems?
    • How do prior civilizations contribute the cultural elements of religion, art, music, architecture, science,
    • mathematics, traditions, beliefs, and language to the modern world.
    • Do technological developments trigger turning points in history?.
    • Does the past impact the present and inform the future?
    • How do human beings and the environment interact
    Standards:
    • SS.2.1, SS.2.2, SS.2.3, SS.2.4, SS.4.1, SS.5.1
    • RH.6-8.1, RH.6-8.2, RH.6-8.3, RH. 6-8.6, RH.6-8.7
    • RL.6.2, RL.6.6a, RL.6.11
    • WHST.6-8.1, WHST.6-8.2, WHST.6-8.5, WHST.6-8.6, WHST.6-8.7
    • SL.6.1,
    • L.6.4, L.6.4b, L.6.6
    Unit 5: Emergence of the Modern World
    What will students understand as a result of this unit?
    • Culture provides an identity that influences how we view the world, make decisions, and seek solutions
    • to problems.
    • Prior civilizations have contributed the cultural elements of religion, art, music, architecture, science,
    • mathematics, traditions, beliefs, and language to the modern world.
    • Technological developments trigger turning points in history.
    • The modern world emerged because of a powerful combination of events and advances in humanism,
    • economy/trade, politics/government and technology (inventions and science).
    • What “essential” and “unit” questions will focus this unit?
    • How does culture provides an identity that influences how we view the world, make decisions, and seek
    • solutions to problems?
    • How do prior civilizations contribute the cultural elements of religion, art, music, architecture, science,
    • mathematics, traditions, beliefs, and language to the modern world.
    • Do technological developments trigger turning points in history?
    • Does the past impact the present and inform the future?
    • How do human beings and the environment interact?
    Standards
    • SS.2.2
    • SS.2.3
    • SS.3.1
    • SS 3.2
    • RI.6.3
    • RH.6-8.1
    • RH.6-8.3
    • RH.6-8.4
    • RH.6-8.5
    • RH.6-8.6
    • RH.6-8.7
    • RH.6-8.8
    • WHST.6-8
    • WHST.6-8.4
    • WHST.6-8.7
    • WHST.6-8.8
    • SL.6.4
    Unit 6: Contemporary Issues in the Eastern Hemisphere
    What will students understand as a result of this unit?
    • Culture provides an identity that influences how we view the world, make decisions, and seek solutions
    • to problems
    • The past impacts the present and informs the future
    • Studying the past helps us to understand our present and make decisions about our future.
    • Accessing and interpreting evidence is essential to understanding and learning.
    • Human beings adapt to and interact with the people and the world around them.
    • Hunger is a chronic and persistent world-wide problem.
    • People develop different solutions for needs, challenges, and desires.
    • The finite amount of water on our planet creates challenges for human beings
    What “essential” and “unit” questions will focus this unit?
    • How do human beings and their environment interact?
    • How do human beings interact with each other?
    • How do past interactions impact the present?
    • How can we learn from the past to inform the future?
    • How does your opinion and experience of an education compare to and differ from other children in the
    • Eastern Hemisphere?
    • What challenges do children around the world encounter as they strive for an education?
    • What is the chance of success for the current “Education for All” initiatives?
    • How do human beings’ interactions impact the present?
    Standards
    • SS.2.1, SS.2.2, SS.2.3, SS.2.4, SS.3.2, SS.4.1, SS.5.1
    • RH. 6-8.1, RH.6-8.2, RH.6-8.6, RH.6-8.7, RH.6-8.8, RH.6-8.9
    • WHST.6.1, WHST.6-8.2, WHST.6-8.4, WHST.6-8.7, WHST.6-8.8, WHST.6-8.9
    • SL.6.1, SL.6.2, SL.6.4. SL.6.5