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Hawtree Creek Middle SchoolSocial Studies

6th Grade Curriculum Map 2019-20 *UPDATED October 2019*

Unit 1: Geography of the Eastern HemisphereDates Content CCLS Daily Learning Targets

Sept.- Oct.

UNIT EQ:Does geography determine development?

Geography of the EasternHemisphere:• A variety of geographicalfeatures 3.1b• Located and represented usinga variety of maps, globes, aerialand satellite photographs andcomputer models 3.1a, 3.1c• Places can be located usingcardinal and intermediatedirections 3.1b• Distance can be measured(Equator, Prime Meridian,latitude, longitude) 3.1b• Includes four continents 3.1b• Many diverse countries 3.1b• Characterized by vast oceans,important bodies of water andland masses 3.1b• Extremes in climate (sub-tropicalvs. arctic, droughts vs.monsoons) 3.1d The continents, countries, andregions of the Eastern Hemisphere:• Defined by politicalboundaries• Defined by physicalboundaries 3.1c• Characterized by

Reading

R.6.1. Read closely to determine what the text says explicitly and to make logical inferences from it; citespecific textual evidence when writing or speaking to support conclusions drawn from the text.

R.6.2. Determine central ideas or themes of a text and analyze their development; summarize the keysupporting details and ideas.

R.6.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

R.6.7. Integrate and evaluate content presented in diverse formats and media, including visually andquantitatively, as well as in words.

Writing

W.6.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

W.6.2. Write informative/explanatory texts to examine and

What is geography? How do pollutants damage our environment? How do renewable and nonrenewable resources affect the

environment? What steps can individuals take to preserve the

environment? How do we contrast the tools of the geographer? How do geographers use the 5 themes of geography to

organize their information? How do we use the parts of the map? How can we locate the major landforms and continents of

the Eastern Hemisphere? How do we use lines of latitude and longitude to locate

places on a map? What are the different climate regions found on the

earth’s surface? How did physical and political boundaries help to shape

the regions of the Eastern Hemisphere? What are the economic and cultural features of the

different regions in the Eastern Hemisphere? How can we examine the patterns of human settlement? What are the natural resources of the Eastern

Hemisphere and how are they allocated? How do current regional issues of the Eastern Hemisphere

link to the past? What are the political and environmental effects on humans?

Skills to be learned:- Marking/ Annotating a primary and secondary source

- Central idea

- Deconstruct and respond to prompt

- Write claim/counterclaim

Socratic Seminar:How does Human-Environment Interaction impact civilizations negatively and positively? “The Great Green Wall Project” by Melanie Kletter. From the pages of Times for Kids. “Endangered Giant Pandas are Facing a New Threat: The Loss of their Food Source, Bamboo” by Kelli Plasket. From the pages of Times for Kids.



Unit 3: Comparing World ReligionsDates Content CCLS Daily Learning Targets

February-March

UNIT EQ: Do belief systems play a key role in society?

COMPARATIVE WORLDRELIGIONS (ca. 2000B.C.E. – ca. 630 C.E.):

-Belief in Civilizations and Complex Societies 6.4a, 6.4b: Belief system vs. religion, Animism, Buddhism,Christianity, Confucianism,Coptic, Hinduism, Islam,Judaism, Polytheism,Protestantism, Sikhism,Taoism, Characteristics of ReligiousSystems, Shared

Reading1. Read closely to determine what the text says explicitly and to make logical inferences from it; citespecific textual evidence when writing or speaking to support conclusions drawn from the text.2. Determine central ideas or themes of a text and analyze their development; summarize the keysupporting details and ideas.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, andfigurative meanings, and analyze how specific word choices shape meaning or tone.6.Describe how a text

How can we identify the differences and similarities between a belief system and a religion?

What are the characteristics of religious systems? What are the major world religions? How do shared values and locations help to shape

the different belief systems? Who are the founders of the major world

religions? What are the major tenets and codes of behavior? What are the rituals and practices of the world

religions? How can we examine the similarities and

differences across belief systems? What are the effects of belief systems on social

order and gender roles? How can we compare and contrast two or more

belief systems in the Eastern Hemisphere?

Skills to be learned:

- Providing context



values, Locations of origin, Time period of origin, Founders, Major tenets and codes of behavior, Practices and ritual, Sacred writing, Symbolic representation

-Unity, Social Order and Gender Roles 6.4c: Similarities and differences across belief systems, Effects of belief systems on social order and gender roles, Influence of belief systems on contemporary events and cultural practices

FOCUS: Case study of belief systems:-Compare and contrast two or more belief systems developed in the EasternHemisphere− similarities and differences− influence on contemporary

presents information (e.g.,sequentially, comparatively, causally).7. Integrate and evaluate content presented in diverse formats and media, including visually andquantitatively, as well as in words.Writing2. Write arumentative texts to examine and convey complex ideas and information clearly andaccurately through the effective selection, organization, and analysis of content.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

-Justifying evidence

Socratic Seminar: Do belief systems play a key role in society? Religious excerpts – Primary sources

Text Resources:“The Genius of Islam” by Byran Barnard“World’s Religions” by Huston Smith “What do you believe?” by DK books“World Religions” by John Bowker



cultural practices and current events

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate withothers.

Unit 4: Comparative Classical Civilizations in the Eastern HemisphereDates Content CCLS Daily Learning Targets

March- April

UNIT EQ: Which classical civilization in the Eastern Hemisphere was most prominent?

Skills to be

6.5 COMPARATIVECLASSICAL CIVILIZATIONSIN THE EASTERNHEMISPHERE (ca. 600B.C.E. – ca. 500 C.E.): -Geographic influence on development of classical civilizations 6.5a:

Reading1. Read closely to determine what the text says explicitly and to make logical inferences from it; citespecific textual evidence when writing or speaking to support conclusions drawn from the text.2. Determine central ideas or themes of a text and analyze their development; summarize the key

What are the geographic features of classical civilizations?

How can we identify the important Chinese and Greco-Roman cities?

How does geography effect political systems? How can compare and contrast civilizations and political

systems? What are the economic systems of the Chinese and

Greco-Roman civilizations? What are the scientific and technological contributions of



learned:-counterclaim

Locations of classical civilizations(Chinese, Greco-Roman), Geographic factors (deltas, deserts, mountains, rivers, peninsulas, plateaus, plains, islands), Important cities, Effect of geography on political systems, Changes in borders over time

Case study of Chinese (Qin, Han) and Greco-Roman civilizations (Athens, Sparta, Roman Republic and Roman Empire) 6.5a, 6.5b : Compare and contrast civilizations and political systems − belief systems and religions − daily life − culture (art, music, literature, architecture, language) − economic systems (use of land and resources, job specialization, cities, slavery) − government

supporting details and ideas.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, andfigurative meanings, and analyze how specific word choices shape meaning or tone.6.Describe how a text presents information (e.g.,sequentially, comparatively, causally).7. Integrate and evaluate content presented in diverse formats and media, including visually andquantitatively, as well as in words.Writing2. Write informative/explanatory texts to examine and convey complex ideas and information clearly andaccurately through the effective selection, organization, and analysis of content.

the Chinese and Greco-Roman civilizations? How did laws and military conflicts impact classical

civilizations? What is a golden age? How did the cultural achievements of the classical

civilizations influence contemporary societies?

Skills to be learned:-counterclaim

Socratic Seminar: Which Classical Civilization in the Eastern Hemisphere was the most prominent?

Texts: Primary and Secondary Sources

Text Resources:“The Last Quest of Gilgamesh” retold by Ludmila Zeman

“Europe” by Exploring Continents “North and East Asia” by Exploring Continents “Rome” by Exploring Continents



(political systems) − record keeping systems − science and technology − contributions and achievements − social hierarchy − gender roles, Laws, military conquests

Golden Age 6.5c: Characteristics of a golden age, Evaluate merit as a golden age (Qin, Han, Athens, Roman Empire), Cultural achievements’ influence on contemporary societies

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate withothers.

“Ancient China” by Excavating the Past“Asia” by Exploring Continents

Unit 5: The Mediterranean World and Interactions Across the Eastern HemisphereDates Content CCLS Daily Learning Targets

May- June 6.6 MEDITERRANEAN Reading What was the role of the Christian Church in the Roman



UNIT EQ: Did power, wealth, and religion influence the ability to change?

WORLD: FEUDAL WESTERN EUROPE, THE BYZANTINE EMPIRE AND THE ISLAMIC CALIPHATES (ca. 600 C.E. – ca. 1450):

-Fall of Rome 6.6a: Overexpansion, Corruption, Invasions, Civil wars and discord, Development of feudalism in Western Europe, Decentralization of political authority, Role of the Christian Church

-Byzantine Empire 6.6b Preserving elements of Roman Empire, Controlled lands within the Mediterranean basin, Blending of Roman traditions with Greek culture, Orthodox Christianity, Unity of religious and secular leadership -The Islamic World 6.6c: Life of Muhammad and Holy Qu’ran, Umayyad caliphate, Abbasid

1. Read closely to determine what the text says explicitly and to make logical inferences from it; citespecific textual evidence when writing or speaking to support conclusions drawn from the text.2. Determine central ideas or themes of a text and analyze their development; summarize the keysupporting details and ideas.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, andfigurative meanings, and analyze how specific word choices shape meaning or tone.6. Describe how a text presents information (e.g. sequentially, comparatively, causally..Writing1. Write arguments to support claims with clear

Empire? How can we examine the characteristics of the Roman

Empire at the height of its power? What were the contributing factors that led to the

decline of the Roman Empire? How did the Byzantine Empire rise to power? How did the Byzantine Empire blend Roman traditions

and Greek culture? What is Orthodox Christianity? How did the Byzantine Empire unite religious and

secular leadership? Who is Muhammed and what is the Quran? What is the Umayyad Caliphate? What is the Abbasid Caliphate? How can we describe Sunni and Shia Islam? What are the characteristics of the growing Islamic

world? What is the Islamic Golden Age? What are cause and effects of the Crusades? What is the Holy Land and how did it directly contribute

to the Crusades? What is the Silk Road? How did trade develop amongst the people in the

Eastern Hemisphere? Who were the major travelers and explorers of the



caliphate, Shia and Sunni Islam, The growth and development of the Islamic World, Effects of conquests, Cultural blending and cross cultural exchange, Islamic Golden Age

The Crusades 6.6d: Three cultural regions of the Mediterranean, Locations and borders, Causes and effects, The Holy Land, Political, economic, military, and social interaction among regions , Perspectives on the Crusades: Byzantine, feudal Europe, Islamic

Trade Routes and crosscultural exchange 6.7a, 6.7c: Major Afro-Eurasian trade networks, Interregional travelers and explorers, Epidemics and pandemics.

reasons and relevant evidence.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly andaccurately through the effective selection, organization, and analysis of content.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate withothers.

time? What is the Black Plague? What are some contributing factors to plagues and

epidemics?

Socratic Seminar:Did power wealthy and religion influence the ability to change? Texts: Primary and Secondary Sources

Text Resources: “Medieval Life” by Eyewitness Books“Ibn Battuta: The Medieval World’s Greatest Traveler Throughout Africa, Asia, The Middle East, and Europe” by Daniel E. Harmon“The Mongols on the Silk Road” by Katheryn Harrison “The Crusades” by Exploring Continents

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