Social Studies Pacing Guide Grade 6
Q1
W1
Q1
W2
Q1
W3
Q1
W4
Q1
W5
Q1
W6
Q1
W7
Q1
W8
Q1
W9
Q2
W1
Q2
W2
Q2
W3
Q2
W4
Q2
W5
Q2
W6
Q2
W7**** ****
Q2
W8
Q2
W9
Q3
W1
Q3
W2
Q3
W3
Q3
W4
Q3
W5
Q3
W6
Q3
W7
Q3
W8
Q3
W9
Q4
W1
Q4
W2
Q4
W3
Q4
W4
Q4
W5
Q4
W6
Q4
W7
Q4
W8
Q4
W9
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38
Topic Aug Sep Sep Sep Sep Oct Oct Oct Oct Nov Nov Nov Nov Dec Dec Dec Dec Jan Jan Jan Jan Feb Feb Feb Feb Mar Mar Mar Mar Apr Apr Apr Apr May May May May Jun
ISN set up
Multiple Intelligences
Geography Challenge 1 x W W
Chapter 1 - Investigating the
Past x I I
Chapter 3 - From Hunters
and Gathers to Farmers x x N N
Chapter 4 - The Rise of
Sumer City-States x T TChapter 5 - Was Ancient
Sumer a Civilization? x x E E
Chapter 6 - Exploring the
Four Empires of
Mesopatamia x x R R
Constitution Day
(Sept. 17, 1787)
History of the United States x B B
Timeline Challenge 1 x R R
Geography Challenge 2 x E E
Chapter 8 - Ancient Egyptian
Pharaohs x A A
American Indian Day (fourth
Friday in Sept.) x K KChapter 9 - Daily Life in
Ancient Egypt x W W
Chapter 10 - Kingdom of
Kush x I I
Leif Erickson Day
(Oct. 9th) x N NChapter 11 & 12 together -
Hebrews/Origins/
Preservation x x T T
TImeline Challenge 2 x E E
Geography Challenge 3 x R R
Chapter 14 - Unlocking the
Secrets of Mohanjodaro x x B B
1
Social Studies Pacing Guide Grade 6
Q1
W1
Q1
W2
Q1
W3
Q1
W4
Q1
W5
Q1
W6
Q1
W7
Q1
W8
Q1
W9
Q2
W1
Q2
W2
Q2
W3
Q2
W4
Q2
W5
Q2
W6
Q2
W7**** ****
Q2
W8
Q2
W9
Q3
W1
Q3
W2
Q3
W3
Q3
W4
Q3
W5
Q3
W6
Q3
W7
Q3
W8
Q3
W9
Q4
W1
Q4
W2
Q4
W3
Q4
W4
Q4
W5
Q4
W6
Q4
W7
Q4
W8
Q4
W9
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38
Topic Aug Sep Sep Sep Sep Oct Oct Oct Oct Nov Nov Nov Nov Dec Dec Dec Dec Jan Jan Jan Jan Feb Feb Feb Feb Mar Mar Mar Mar Apr Apr Apr Apr May May May May Jun
Chapter 15 - Learning about
Hindu Beliefs x R R
Chapter 16-The Story of
Buddhism x E EChapter 17-Buddhism and
the First Unification of India
x x A AChapter 18- The
Achievements of the Gupta
Empire x x K K
Timeline Challenge 3 x W WChapter 19-Geography and
the Early Settlement of
China x x I IChapter 21-Three Chinese
Philosphies x N N
Chapter 22-The First
Emperor of China x T T
Chapter 23-The Han Dynasty x x E E
Chapter 24-The Silk Road x R R x
Timeline Challenge 4 B B x
Geography Challenge 5 R R x
Chapter 26-The Rise of
Demoncracy E E x
Chapter 27-Life in Two City-
States Athens and Sparta A A x x
Chapter 28-Fighting the
Persian Wars K K x
Chapter 29-The Golden Age
of Athens W W x x
Chapter 30-Alexander the
Great and His Empire I I x
Chapter 31-The Legacy of
Ancient Greece N N x x
2
Social Studies Pacing Guide Grade 6
Q1
W1
Q1
W2
Q1
W3
Q1
W4
Q1
W5
Q1
W6
Q1
W7
Q1
W8
Q1
W9
Q2
W1
Q2
W2
Q2
W3
Q2
W4
Q2
W5
Q2
W6
Q2
W7**** ****
Q2
W8
Q2
W9
Q3
W1
Q3
W2
Q3
W3
Q3
W4
Q3
W5
Q3
W6
Q3
W7
Q3
W8
Q3
W9
Q4
W1
Q4
W2
Q4
W3
Q4
W4
Q4
W5
Q4
W6
Q4
W7
Q4
W8
Q4
W9
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38
Topic Aug Sep Sep Sep Sep Oct Oct Oct Oct Nov Nov Nov Nov Dec Dec Dec Dec Jan Jan Jan Jan Feb Feb Feb Feb Mar Mar Mar Mar Apr Apr Apr Apr May May May May Jun
Timeline Challenge 5 T T x
Geography Challenge 6 E E xChapter 32-Geography and
the Early Development of
Rome R R xChapter 33-The Rise of the
Roman Empire B B x
Chapter 34-From Republic to
Empire R R x
Chapter 35-Daily Life in the
Roman Empire E E x x
African American History A A x
Chapter 36-The Origins and
Spread of Christianity K K xChapter 37-The Legacy of
Rome in the Modern World W W x x
Timeline Challenge 6 I I x
Women History N N x
Europes Transition to the
Modern World T T x x x
Irish Famine E E x
Modern Middle East R R x xThe Rise and Fall of Soviet
Union B B x x x
Holocaust and Genocide R R x
Modern Latin America E E x x x
Arbor and Bird Day A A x
Illinois Law Week K K x
Civics and Patriotism (end of
May with Memorial Day) ***** ***** x x
3
GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested Summative
AssessmentsSuggested
AccommodationsResources/Activities
16A
17A
Geography
Challenge 1
Chapter 1-
Investigating the
Past
M/I 16A *Illustration of the history of a region
through maps, graphs, charts, and timelines
*Times when significant events from political,
economic, environmental, and social histories
intersected.
M 17A *Varieties of maps showing physical
features and major cities including
latitude/longitude along with directionality on
maps and globes
8 days In which time period were the cave
paintings created? What horizontal
line divides the northern and
southern hemispheres?
archeologists,
artifact,
prehistoric, ritual
Geography Challenge 1
ISN - Cave
Exploration/Reading
Notes
Chapter 1
Assessment
LG p. 334-335 ISN set-up
LG p. 4-9
15B
15D
16A
18C
Chapter 3-From
Hunters and
Gatherers to
Farmers
R 15B *Market economy/law of demand
R 15D *Division of labor, imports, exports, and
trade *Consumers and producers
M/I 16A *Illustration of the history of a region
through maps, graphs, charts, and timelines
*Times when significant events from political,
economic, environmental, and social histories
intersected.
I 18C *Differences among subsistence,
preindustrial, industrial, and postindustrial
societies *Changes in social roles resulting from
the transition from a hunter-gatherer society to
a settled society
3 days How did the domestication of plants
and animals create a stable food
supply and lead to changes in shelter,
communities, jobs, and trade? What
were some of the earliest traded
products?
What were the key capabilities
attained by each hominid group?
Paleolithic Age,
Neolithic Age,
Stone Age,
agriculture,
domesticate,
trade, ore
Reading Notes Comic Book
Neolithic Nel &
Nick
LG p. 338-339 LG pp. 36-53
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
UNIT 1 - EARLY HUMANS AND THE RISE OF CIVILIZATION
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Copying this document is prohibited without written permission from Cicero School District 99. 1
GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested Summative
AssessmentsSuggested
AccommodationsResources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
17C Chapter 4-The
Rise of the
Sumerian City-
States
I 17C *Effects of technological changes on
transportation, communications, and resources
*Solution of environmental problems through
changes in human behavior
3 days How did the people of the Sumerian
city-states change their lifestyle in
order to survive in their
environment?
Mesopotamia,
Sumerians, city-
states, irrigation
systems, levee,
stele
Response Group Processing Ch 4
Chapter test
LG p. 340-341 LG p. 54-63
14C
16A
Chapter 5-Was
Ancient Sumer a
Civilization?
R 14C *Civic responsibilities and political rights
M/I 16A *Illustration of the history of a region
through maps, graphs, charts, and timelines
*Times when significant events from political,
economic, environmental, and social histories
intersected.
3 days How did scribes and soldiers help the
society? What was the social
structure of Ancient Sumer?
civilization, social
structure,
technology,
status, chariot,
scribe, ziggurat,
cuneiform,
pictograph
Reading Notes Processing 5 or Ch
test "The Epic of
Gilgamesh" on
Edhelper.com
LG p. 342-343 LG p.64-77
14A
14C
Chapter 6-
Exploring Four
Empires of
Mesopotamia
Timeline
Challenge 1
M 14A *Written rules, laws, codes,
constitution for governments
RV 14C *Civic responsibilities and political
rights
5 days What was the historical significance
of Hammurabi's codes? What were
some of the civic duties & political
rights under Hammurabi's code?
empire, capital,
tribute, siege,
aqueduct,
economy,
astronomy
Numbered Heads
Together - write one fact
about Mesopotamian
leaders.
Timeline LG p. 92&
93 Q #10 Ch. 6
assessment
LG p. 344-345 LG pp. 78-91
LG p.92-93
Career Connections: secretary, archaeologist, meteorologist, farmer
Copying this document is prohibited without written permission from Cicero School District 99. 2
GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested Summative
AssessmentsSuggested
AccommodationsResources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
17D Geography
Challenge 2
I 17D *Influence of historical events and
physical features on migration1 day What were the 3
physical/environmental factors that
influenced settlement?
Hebrew, Kush,
geography,
topography,
vegetations,
papyrus, delta
Geography Challenge 2
Physical map
LG p. 346-347 LG p.96-99
14B
15A
16B
Chapter 8-The
Ancient Egyptian
Pharaohs
I 14B *Roles and responsibilities of top officials
I 15A *Increase of productivity through
education, technology, and training *How
consumer demand determines production in a
market economy
I 16B *Political figures and significant
events/ideas that may have led to the
development of the representative democracy
*Compare/contrast different political systems
3 days What were the roles and
accomplishments of the four
pharaohs?
pharaohs Reading notes Chapter 8 test
and/or just
question #9
LG p. 348-349 LG pp. 112-130
14D
16D
Chapter 9-Daily
Life in Ancient
Egypt
I 14D *Analysis of the actions that
governments take to improve the lives of
people
I 16D *Issues of social status and social role in
past and present
*Turning points in world social history (e.g.,
religious movements, demographic disasters,
migration etc) *Daily life of men, women, and
children
3 days How did government effect the daily
life in Ancient Egypt?
What role did each social class play in
the society?
social pyramid,
social classes,
artisans, peasant,
scribe, vizier,
alliance, embalm,
sarcophagus,
hieroglyph,
census, famine
Reading notes Extended
Response Q:
What was life like
as a middle-class
citizen in Egypt
and how does it
compare to your
life today?
LG p. 350-351 LG pp.132 - 151
UNIT 2- ANCIENT EGYPT AND THE NEAR EAST
Copying this document is prohibited without written permission from Cicero School District 99. 3
GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested Summative
AssessmentsSuggested
AccommodationsResources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
14E
14F
16A
16E
Chapter 10-The
Kingdom of Kush
I 14E *Indentifying political traditions or
customs that originated in another country
I 14F *Conflicts that occurred when people
fought for rights, freedoms, or equality
M/I 16A *Illustration of the history of a region
through maps, graphs, charts, and timelines
*Times when significant events from political,
economic, environmental, and social histories
intersected.
I 16E *Effect on environment resulting from
different groups fighting over the same land
2 days What aspect of Egyptian culture did
the Kush borrow and what did they
originate for themselves?
What was the relationship between
Egypt and Kush?
archer, dynasty,
kandake, treaty,
Ancient Egypt module
Kush trading game
Chapter 10
assessment Q # 8
LG p. 352-353 LG pp. 152-167
17D
18B
Chapter 11- The
Ancient Hebrews
and the Origins of
Judaism
I 17D *Influence of historical events and
physical features on migration
R 18B *Roles and interactions of individuals,
groups, institutions in society
2 days What was the role of the Torah in
Judaism and in the history of the
Hebrews? What significant effect did
the leaders have on the Hebrews?
Hebrews, Judaism,
Torah, covenant,
descendant,
prophet, exodus,
plague, Ten
Commandments,
Sabbath
Scrolls Question #8 Chap.
11 assessment
LG p. 342-355 LG p. 168-179
Copying this document is prohibited without written permission from Cicero School District 99. 4
GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested Summative
AssessmentsSuggested
AccommodationsResources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
16A
17C
17D
Chapter 12-The
Struggle to
Preserve Judaism
Timeline
Challenge 2
M/D 16A *Illustration of the history of a region
through maps, graphs, charts, and timelines
*Times when significant events from political,
economic, environmental, and social histories
intersected.
I 17C *Effects of technological changes on
transportation, communications, and resources
*Solution of environmental problems through
changes in human behavior
I 17D *The influence of historical events and
physical features on migration
5 days What were the central beliefs of
Judaism? What practices and
institutions helped Judaism survive
the Diaspora?
Diaspora,
monotheism,
rabbi, Talmud,
Gentile, execute,
synagogue
Timeline Challenge 2.
Experiential Activity
"Classroom truths" Q.
#10 Assessments
Question #9 LG p. 356-357 LG 180-194
LG p.195-196
Career Connections: minister, rabbi, Egyptologist
Copying this document is prohibited without written permission from Cicero School District 99. 5
GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested Summative
AssessmentsSuggested
AccommodationsResources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
16A Geography
Challenge 3
M/ D 16A *Illustration of the history of a
region through maps, graphs, charts, and
timelines *Times when significant events
from political, economic, environmental, and
social histories intersected.
2 days What were key physiographic
features of the Indian sub-continent?
How did the physical setting
contribute to the settlement and rise
of civilizations in India?
subcontinent,
monsoon,
plateau, glacier,
Geography Challenge 3 LG p. 358-359 LG 98-201
16D Chapter 14-
Unlocking the
Secrets of
Mohenjodaro
M, R, RV
16D *Issues of social status and social roles in
past and present
*Turning points in world social history (e.g.,
religious movements, demographic disasters,
migration etc.) *Daily life of men, women, and
children
4 days Based upon an analysis of the
archeological findings, did the people
of Mohenjodora have a high quality
of life? What are some hypotheses
to explain the disappearance of the
civilization?
Mohenjodaro,
Indus-Sarasvati
civilization,
citadel, granary,
seal, sewer system
Reading notes Question #9-11 LG p. 360-361 LG p 222-251
16D
18B
Chapter 15-
Learning About
Hindu Beliefs
I 16D *Issues of social status and social roles
in past and present *Turning points in world
social history (e.g., religious movements,
demographic disasters, migration etc.) *Daily
life of men, women, and children
RV 18B *Roles and interactions of individuals,
groups, institutions in society
3 days What are some ways the 5 basic
Hindu beliefs affect life in India?
How does the caste system dictate
roles of individuals and groups in this
society?
Hinduism,
dharma,
Brahman, deities,
karma, samsara,
Vedas, Sanskrit,
caste,
reincarnation,
pilgrimage
Reading notes. Mandala Questions #1-8 LG p. 362-363 LG p.260-271
UNIT 3 - ANCIENT INDIA
Copying this document is prohibited without written permission from Cicero School District 99. 6
GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested Summative
AssessmentsSuggested
AccommodationsResources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
16D
18B
Chapter 16-The
Story of Buddhism
I 16D *Issues of social status and social roles in
past and present
*Turning points in world social history (e.g.,
religious movements, demographic disasters,
migration etc.) *Daily life of men, women, and
children
RV 18B *Roles and interactions of individuals,
groups, institutions in society
3 days What path did Siddhartha follow to
reach enlightenment?
Buddhism,
Buddha, ascetic,
alms, nirvana,
Eightfold Path,
Four Noble Truths
Reading notes or
processing 16
Questions #1-9 LG p. 364-365 LG p. 272-287
14A
14D
16D
Chapter 17-
Buddhism and the
First Unification of
India
M 14A *Written rules, laws, codes,
constitution for governments
I 14D *Analysis of the actions that
governments take to improve the lives of
people
I 16D *Issues of social status and social roles in
past and present
*Turning points in world social history (e.g.,
religious movements, demographic disasters,
migration etc.) *Daily life of men, women, and
children
3 days How did Ashoka use Buddhist values
to improve the lives of his subjects?
What effect did the edicts have on
society?
unify, Mauryan
Empire, edicts,
monk, general
welfare, security,
Create a pillar or
billboard
Read edicts in
reading notes
students
determine which
of 4 goals it falls
under
LG p. 366-367 LG pp.288-309
Copying this document is prohibited without written permission from Cicero School District 99. 7
GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested Summative
AssessmentsSuggested
AccommodationsResources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
14B
16A
16D
17A
Chapter 18- The
Achievements of
the Gupta Empire
Timeline
Challenge
I 14B *Roles and responsibilities of top officials
M/D 16A *Illustration of the history of a region
through maps, graphs, charts, and timelines
*Times when significant events from political,
economic, environmental, and social histories
intersected.
D 16D *Issues of social status and social roles
in past and present *Turning points in world
social history (e.g., religious movements,
demographic disasters, migration etc.) *Daily
life of men, women, and children
M 17A *Varieties of maps showing physical
features and major cities including
latitude/longitude along with directionality on
maps and globes
5 days What strategy did the Gupta use to
maintain the empire? What were
seven locations ruled by the Gupta
Empire? Why is the period of Gupta
Empire called India's Golden Age?
Gupta Empire,
golden age,
province,
monastery, mural
Reading notes Palm leaf book
Timeline challenge
LG p. 368-369 LG pp. 310-329
LG p.330-331
Career Connections: archaeologist, religious leader
Copying this document is prohibited without written permission from Cicero School District 99. 8
GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested Summative
AssessmentsSuggested
AccommodationsResources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
17A
17B
17C
Chapter 19-
Geography and
the Early
Settlement of
China
M 17A *Varieties of maps showing physical
features and major cities including latitude/
longitude along with directionality on maps
and globes
I 17B *Factors that create differences between
ecosystems
I 17C *Effects of technology changes on
transportation, communications, and resources
*Solution of environmental problems through
changes in human behavior
3 days How did differences in geography
lead to different ways of life?
How did the physical features lead to
the isolation of China?
oasis, silt,
tributary, maize,
mutton, millet
Geography Challenge 4
Activity
Relief map LG p. 764-765 LG p. 378-399
14A
14C
14D
16B
Chapter 21-Three
Chinese
Philosophies
M 14A *Written rules, laws, codes,
constitution for governments
RV 14C *Civic responsibilities and political
rights I 14D *Analysis of the actions that
governments take to improve the lives of
people
I 16B* Political figures and significant
events/ideas that may have led to the
development of the representative democracy
*Compare/contrast different political systems
*Feudalism
3 days What political and cultural issues led
to the founding of the three Chinese
philosophies? How did the principles
of the philosophies affect political
rule in China? What are the
differences among the three Chinese
philosophies?
Zhou dynasty,
Confucianism,
Daoism, Legalism,
feudalism, civil
servant, yin &
yang
Reading notes 21 &
processing. Chinese
philosophy activity
Assessment #1-8 LG p. 768-769 LG p. 420-435
UNIT 4 - ANCIENT CHINA
Copying this document is prohibited without written permission from Cicero School District 99. 9
GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested Summative
AssessmentsSuggested
AccommodationsResources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
14B
14F
Chapter 22-The
First Emperor of
China
I 14B*Roles and responsibilities of top officials
I 14F *Conflicts that occurred when people
fought for rights, freedoms, or equality
I 15C Law of supply
3 days What major influences did the
Emperor have on China? Why did
some of the workers rebel against the
emperor? What was the effect of the
conflict between the emperor and
the Chinese scholars? Why were
gold, bronze, and iron, used for a
variety of purposes?
unification,
standardize, exile,
terra-cotta,
immortal
Reading together as a
class
Assessment #7 LG p. 770-771 LG p. 436-451
14B
15C
16D
17C
Chapter 23-The
Han Dynasty
I 14B *Roles and responsibilities of top officials
I 15C *Law of supply
D 16D *Issues of social status and social roles
in past and present *Turning points in world
social history (e.g., religious movements,
demographic disasters, migration etc.) *Daily
life of men, women, and children
I 17C *Effects of technological changes on
transportation, communications, and resources
*Solution of environmental problems through
changes in human behavior
3 days What were the contributions of the
Han Dynasty to the imperial
bureaucratic state? What inventions
contributed to trade?
How did these inventions affect the
daily lives?
industry,
crossbow,
bureaucracy,
calligraphy,
anesthetic,
seismograph,
compass,
lodestone,
Skill builder activity Processing #23 LG p. 772-773 LG pp. 452 - 477
Copying this document is prohibited without written permission from Cicero School District 99. 10
GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested Summative
AssessmentsSuggested
AccommodationsResources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
15A
15B
15C
16A
16C
Chapter 24-The
Silk Road
Timeline
Challenge 4
I 15A *Increase of productivity through
education, technology, and training
*How consumer demand determines
production in a market economy
RV 15B *Market economy/law of demand
I 15C *Law of supply
RV 15D *Division of labor, imports, exports,
and trade *Consumers and producers
M/D 16A *Illustration of the history of a region
through maps, graphs, charts, and timelines
*Times when significant events from political,
economic, environmental, and social histories
intersected.
I 16C *Capitalism, socialism & communism as
economic systems *Similarities and
differences among economic systems and
institutions in agricultural and industrial
societies
5 days How did the Silk Road affect
technology? What Chinese products
were in demand in Europe? Why did
silk put China in such a good trade
position?
What were China's trade products?
Which geographic features
challenged traders?
How did the Silk Road impact the
spread of Buddhism in China?
Silk Road, trade
routes, mirage,
toga, caravan
Reading notes & activity Processing #24
play game then
write summary.
Timeline Challenge
LG p. 774-775 LG pp. 478-497
LG p.498-499
Career Connections: metal worker, stock broker, businessman (small and big companies), writer, inventor
Copying this document is prohibited without written permission from Cicero School District 99. 11
GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested Summative
AssessmentsSuggested
AccommodationsResources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
16E
17D
Geography
Challenge 5
I 16E * Effects on environment resulting from
different groups fighting for the same land
I 17D *The influence of historical events and
physical features on migration
2 days What are the connections between
geography and the development of
city-states in the Aegean region?
How did the rivalry over farmland
lead to wars?
How did the geography of Greece
lead to Greek colonization in the
Mediterranean area?
peninsula,
isolated, colonies,
colonists,
merchant
Geography Challenge LG p. 776-777 LG 502-505
14B
14C
16B
Chapter 26-The
Rise of Democracy
D 14B *Roles and responsibilities of top
officials
RV 14C*Civic responsibilities and political
rights
I 16B * Political figures and significant
events/ideas that may have led to the
development of the representative democracy
*Compare/contrast different political systems
3 days What were the differences in the role
of a king, a tyrant, an oligarch, an
elected leader?
What were the political rights
afforded to citizens under each form
of government? How did earlier
forms of government lead to the rise
of democracy in Athens?
city-states,
monarchy,
oligarchy, tyranny,
democracy,
aristocrat,
monarch,
oligarch, tyrant,
assembly
Reading notes Processing & Q#1-
7
LG p. 778-779 LG pp. 526-537
16D Chapter 27-Life in
Two City-States
Athens and Sparta
D 16D *Issues of social status and social roles
in past and present *Turning points in world
social history (e.g., religious movements,
demographic disasters, migration etc.) *Daily
life of men, women, and children
4 days How did the lives of people differ in
Athens and Sparta?
Peloponnesus,
agora, priestess,
helots, barracks
Reading notes Q#8 LG p. 780-781 LG p. 538-569
UNIT 5 - ANCIENT GREECE
Copying this document is prohibited without written permission from Cicero School District 99. 12
GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested Summative
AssessmentsSuggested
AccommodationsResources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
16A
17D
Chapter 28-
Fighting the
Persian Wars
M 16A*Illustration of the history of a region
through maps, graphs, charts, and timelines
*Times when significant events from political,
economic, environmental, and social histories
intersected.
D 17D *The influence of historical events and
physical features on migration
2 days How was the Persian Empire founded
and expanded? What caused the
Persian Wars and what were the
results?
Persian Empire,
allies, cavalry,
Hellespont
Activity using Ancient
Greece module
Processing 28 LG p. 782-783 LG p. 570-591
18A Chapter 29-The
Golden Age of
Athens
R 18A *Comparison of cultural characteristics
as reflected in language, literature, the arts,
traditions, and institutions
4 days What were the important
achievements of Athens in
architecture, sculpture, and drama?
What influence did Greek
achievements have on modern
western culture?
acropolis,
Parthenon,
mythology, frieze,
pediments,
metopes, drama,
philosophy
Activity Summarize
learning from
stations
LG p. 784-785 LG p. 592-629
16A Chapter 30-
Alexander the
Great and His
Empire
M 16A *Illustration of the history of a region
through maps, graphs, charts, and timelines
*Times when significant events from political,
economic, environmental, and social histories
intersected.
2 days What were the roles of Athens and
Sparta in the Peloponnesian War?
What impact did Alexander's love of
Greek culture have on the Western
world?
Macedonia, ally United Streaming
"Alexander the Great"
video incl. black line
masters
Processing LG p. 786-787 LG p. 630-647
Copying this document is prohibited without written permission from Cicero School District 99. 13
GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested Summative
AssessmentsSuggested
AccommodationsResources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
14E
16B
Chapter 31-The
Legacy of Ancient
Greece
Timeline
Challenge 5
I 14E *Indentifying political traditions or
customs that originated in another country
I 16B * Political figures and significant
events/ideas that may have led to the
development of the representative democracy
*Compare/contrast different political systems
6 days What were the Greek contributions
to modern language, literature,
medicine, math, and science?
Which political practices of our
democracy came from the Greeks?
geometry,
astronomy,
longitude,
latitude,
Pentathlon
Timeline Challenge 5 Q#9 LG p. 788-789 LG pp. 648-665
LG p.666-667
Career Connections: government official, mythologist, doctor, mathematician, writer
Copying this document is prohibited without written permission from Cicero School District 99. 14
GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested Summative
AssessmentsSuggested
AccommodationsResources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
16A
18A
Chapter 32-
Geography and
the Early
Development of
Rome
Geography
Challenge 6
M 16A*Illustration of the history of a region
through maps, graphs, charts, and timelines
*Times when significant events from political,
economic, environmental, and social histories
intersected.
RV 18A *Comparison of cultural characteristics
as reflected in language, literature, the arts,
traditions, and institutions
3 days What are some important geographic
of the Roman Empire?
Why was Rome ideally located to
control a large empire? What are
some ways in which Roman
civilization was influenced by Greek
and Etruscan cultures?
Etruscans, Latins,
cuniculus,
gladiator,
Parthenon,
chariot, ostrakon
Geography Challenge 6.
Activity & reading notes
Assessment #9 LG p. 790-791 LG 670-673
LG p. 674-683
14B
14E
14F
16D
Chapter 33-The
Rise of the Roman
Empire
D 14B *Roles and responsibilities of top
officials
I 14E *Indentifying political traditions or
customs that originated in another country
I 14F *Conflicts that occurred when people
fought for rights, freedoms, or equality
D 16D *Issues of social status and social roles
in past and present *Turning points in world
social history (e.g., religious movements,
demographic disasters, migration etc.) *Daily
life of men, women, and children
3 days What were the differences between
Patricians and Plebeians? How did
the republic emerge as a form of
government? How were political
rights earned by Plebeians?
republic,
patricians,
plebeians, Senate,
consul, tribune,
veto, constitution
Reading notes Assessment #1-8 LG p. 792-793 LG pp 684-695
UNIT 6 - ANCIENT ROME
Copying this document is prohibited without written permission from Cicero School District 99. 15
GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested Summative
AssessmentsSuggested
AccommodationsResources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
14B
16A
Chapter 34-From
Republic to
Empire
D 14B *Roles and responsibilities of top
officials
M 16A*Illustration of the history of a region
through maps, graphs, charts, and timelines
*Times when significant events from political,
economic, environmental, and social histories
intersected.
3 days What was the influence of
Cincinnatus, Julius Caesar, and
Augustus on Rome's transition from
Republic to Empire?
What were the political and
geographic reasons for the expansion
of the empire?
expansion, civil
war, Punic Wars
Reading notes Group Columns LG p. 794-795 LG pp. 696-711
16D Chapter 35-Daily
Life in the Roman
Empire
M 16D *Issues of social status and social roles
in past and present
*Turning points in world social history (e.g.,
religious movements, demographic disasters,
migration etc.) *Daily life of men, women, in
children
4 days What were eight aspects of daily life
in the Roman Empire? What are
some key differences between life in
Ancient Rome and contemporary life
in the United States?
forum,
paterfamilias,
thermopolia,
atrium, stylus,
villa
Activity & reading notes #9 Assessment LG p. 796-797 LG p. 712-733
16D Chapter 36-The
Origins and
Spread of
Christianity
M 16D *Issues of social status and social roles
in past and present
*Turning points in world social history (e.g.,
religious movements, demographic disasters,
migration etc.) *Daily life of men, women, and
children
3 days How did Christianity develop and
spread throughout the empire?
Why did authorities view Christianity
as a threat? What was Rome's role in
preserving and transmitting
Christianity?
Christianity,
prefect, Messiah,
gospel, evangelist,
baptize, disciple,
parable,
missionary
Bible passages
correlating with
transparencies - whole
group
Assessment #9 LG p. 798-799 LG p. 734-747
Copying this document is prohibited without written permission from Cicero School District 99. 16
GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested Summative
AssessmentsSuggested
AccommodationsResources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
14A
16D
18A
Chapter 37-The
Legacy of Rome in
the Modern
World
Timeline
Challenge 6
M 14A *Written rules, laws, codes,
constitution for governments
M 16D *Issues of social status and social roles
in past and present
*Turning points in world social history (e.g.,
religious movements, demographic disasters,
migration etc.) *Daily life of men, women, and
children
RV 18A*Comparison of cultural characteristics
as reflected in language, literature, the arts,
traditions, and institutions
6 days What is the relationship between
Roman law and philosophy and
modern law and philosophy?
How did engineering achievements in
science, technology, architecture
become incorporated in modern life?
How did the internal weakness of the
Empire lead to its fall? What caused
the rise of the Byzantine Empire?
legacy, decline,
political
instability,
frontiers, Greco-
Roman, fresco,
Renaissance,
vault, dome,
Colosseum,
Pantheon,
stoicism
Ancient Rome Module -
Latin activity.
Chapter test.
Timeline Challenge
6
LG p. 800-801 LG p. 748-759
LG p.760-761
Career Connections: lawyer, philosopher, minister, judge, architect
Copying this document is prohibited without written permission from Cicero School District 99. 17
GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested Summative
AssessmentsSuggested
AccommodationsResources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
16B
16D
18C
Europe's
Transition to the
Modern World
D 16B* Political figures and significant
events/ideas that may have led to the
development of the representative democracy
*Compare/contrast different political systems
*Feudalism *Development of European nation
states (1200-1500)
M 16D *Issues of social status and social roles
in past and present of Western and non-
Western culture
*Turning points in world social history (e.g.,
religious movements, demographic disasters,
migration etc.) *Daily life of men, women, and
children
I 18C *Differences among subsistence,
preindustrial, industrial, and postindustrial
societies *Changes is social roles resulting
from the transition from a hunter-gatherer
society to a settled society
12 days What events shaped Western
Europe's transition from the Middle-
Ages to the Renaissance?
How did the Black Death affect
Europe? What were the causes of
the rise in trade in commerce?
1.2 Black Death,
middle class,
Hundred Year
War, commerce,
guild, classical
cultures, humanist
1.4 Cathedral,
patron of the arts,
palazzo, florin 3.2
Protestant,
reformation,
schism, ninety-five
theses,
indulgences,
Lutheranism,
Calvinism, counter
reformation,
inquisition
1.2 Activity class notes
1.4 Activity 3.2 Activity
and notes
1.2 Activity T-
Chart 1.4 Flip-
chart 3.2 Student
response p. 191
1.2 ELL- work with
a partner. Student
response p. 21 &
28 to replace
activity notes.
Participate in 'act it
out'. BG - work
with partners. GL-
Write an acrostic
poem describing
the Renaissance.
1.4 ELL-work with
partners. BG -
provide handouts
partially filled in.
GL-research on-
line about
additional
information on one
topic and report
back in some
format
Lesson 1.2, 1.4, 3.2
MODULES
Copying this document is prohibited without written permission from Cicero School District 99. 18
GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested Summative
AssessmentsSuggested
AccommodationsResources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
16A
18B
Modern Middle
East
M 16A *Illustration of the history of a region
through maps, graphs, charts, and timelines
*Times when significant events from political,
economic, environmental, and social histories
intersected
RV 18B *Roles and interactions of individuals,
groups, institutions in the society
10 days What were the significant political
and social events in the Middle East
from the ancient Egyptian period
through the end of the Ottoman
Empire?
What were some ways that the rise
of Judaism, Christianity, and Islam
affected the history of the Middle
East?
1.2 Islam, Muslim,
Muhammad,
Mogen David,
Qur'an, Mosque,
Sunni, Shi'I,
Shabbat, Yum
Kippur, Kosher 1.3
Muslim Ottoman
Turks, Byzantine
Empire, Ottoman
Empire, Crusades
1.2 Activity and activity
notes 1.3 Mapping on
student handout 1.3A
1.2 student
handout 1.2D
Venn diagram 1.3
Timeline 1.3B
1.2 ELL & BG-
eliminate the
comparison
chart and use
only the Venn
diagram. GL-
work as a group
to make a
poster. 1.3 ELL&
BG-give students
handouts with
descriptions
already
attached, they
attach period
titles.
Lesson 1.2, 1.3
Copying this document is prohibited without written permission from Cicero School District 99. 19
GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested Summative
AssessmentsSuggested
AccommodationsResources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
14B
14F
16C
The Rise and Fall
of Soviet Union
D 14B *Roles and responsibilities of top
officials
I 14F *Conflicts that occurred when people
fought for rights, freedoms, or equality
I 16C *Capitalism, socialism & communism as
economic systems *Similarities and differences
among economic systems and institutions in
agricultural and industrial societies
2 weeks What is Marxist theory regarding the
distribution of wealth? What was the
roll in Tsar in Russia?
What were the causes of the Russian
Revolution?
1.3 Marxist
theory, capitalism,
socialism, class
struggle 1.4 Tsar,
Bloody Sunday,
First Soviets,
Duma, Provisional
government,
abdicate, civil war
1.3 Observing the activity
1.4 Discussion during
visual discovery
1.3 Idea for
student response
p. 139 1.4 Act it
out
1.3 ELL & BG - class
notes idea p. 39.
GL- student
response p. 39 1.4
ELL & BG -
participate in 'act it
out'
GL - Make a poster
persuading Russian
people to believe
Bolshevik ideas.
Lesson 1.3, 1.4
17B Modern Latin
America
I 17B *Factors that create differences between
ecosystems7 days What are some important
physiographic features of Latin
America?
1.1 Mestizo,
Mulatto
1.1 Student handout
1.1A student responses
to images of Latin
America
1.1 One sentence
statement on the
back of handout;
based on these
images what have
you learned about
Latin America
diversity?
ELL & BG - work
in pairs &
lengthen the
time parameters
for responses. GL
- picture and
word collage
showing Latin-
American
diversity
Lesson 1.1
Career Connections: museum guide, translator or interpreter from each of the countries listed above
Copying this document is prohibited without written permission from Cicero School District 99. 20