Orange School District€¦ · Web viewOrange School District. Social Studies _____ Curriculum Guide – Grade 6

Orange School District

Social Studies

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Curriculum Guide – Grade 62011 Edition

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APPROVED ON: ________________________

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BOARD OF EDUCATIONPatricia A. Arthur

President

Arthur GriffaVice-President

MembersStephanie Brown Rev. Reginald T. Jackson Maxine G. JohnsonEunice Y. Mitchell David Wright

SUPERINTENDENT OF SCHOOLSRonald Lee

DEPUTYSUPERINTENDENT

ADMINISTRATIVE ASSISTANT TO THE SUPERINTENDENT

Dr. Paula HowardCurriculum and Instructional Services

Belinda Scott-SmileyOperations/Human Resources

BUSINESS ADMINISTRATORAdekunle O. James

DIRECTORSBarbara L. Clark, Special Services

Candace Goldstein, Special ProgramsCandace Wallace, Curriculum & Testing

CURRICULUM CONTRIBUTORSJacqueline Mole-Hsieh, Supervisor

Dr. E. BurroughsDenise Trott

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TABLE OF CONTENTS

Philosophy……………………………………………………………..……..4Course Description……………………………………………………… ….4NJCCCS for Social Studies…………………………………………………..5Performance Expectations…………………………………………………....6Curriculum Blueprint …………………………..……………………………7Social Studies Skill Table…………………………………………………... 17

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Philosophy

History provides students with an appreciation of their world and its diversity of cultures by learning the progress of

peoples, nations, values, and ideas. History is best understood when studied through geography, sociology, economics and the

humanities. By comprehending the means and using the skills of social studies, students will develop a common language needed to study

history and learn how to express concisely their own attitudes, interpretations, and judgments on history.

Course Description

The units of studies will focus on: Ancient Civilizations: Egypt, Mesopotamia, China, and India; Empires in the Making - Ancient

Greece, Rome: Myths, Legends and Heroes; The Middle Ages and Regional Civilizations and Renaissance, Reformation, and Revolution.

Within each unit, students will explore six social studies themes: Geography, History, Government and Politics, Economics, Cultural, and

Social Interactions. The curriculum is student-centered in that the student is being prepared to be the decision makers and problem solvers

of the 21st Century. Research shows that learning best occurs when students are engaged and therefore there is a heavy reliance on project-

based learning to encourage student development.

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NJCCCS for Social Studies

The revised social studies standards provide the foundation for creating local curricula and developing meaningful assessments. The revised standards are as follows:

Standard 6.1 U.S. Histories: 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.

Standard 6.2 World History/Global Studies.

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.

Standard 6.3 Active Citizenship in the 21st Century.

All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address challenges that are inherent in living in an interconnected world.

Four strands frame the content within each standard: (A) Civics, Government, and Human Rights; (B) Geography, People, and the Environment; (C) Economics, Innovation, and Technology; and (D) History, Culture, and Perspectives.

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Performance Expectations

6th Grade

1. Differentiate main ideas and subordinate ideas.2. Use picture clues and picture captions to aid comprehension.3. Read various forms of printed material: books, magazines, newspapers.4. Take notes.5. Prepare a bibliography.6. Use OPAC system to locate books.7. Use government publications.8. Use news sources: newspapers, news magazines, television, radio, videotapes, andartifacts.9. Interpret history through artifacts.10. Use sources of information in the community.11. Use mental mapping.12. Use the Internet as a resource.13. Develop word processing skills.14. Identify relevant and factual material.15. Predict outcomes based on factual information.16. Present visually information extracted from print.17. Recognize values implicit in a situation and issues that flow from them.18. Detect and chart cause and effect relationships.19. Skim a reading selection to find relevant or important facts.20. Express absolute location using maps found in the text and atlases.21. Compare, contrast, and draw inferences from factual material and primary sources.22. Summarize the main ideas related to an historical event.

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Grade 6 NJ Core Curriculum Content StandardWORLD HISTORY/GLOBAL STUDIES 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.

Unit of Study: Unit #1 Ancient Civilizations: Egypt, Mesopotamia, China, and IndiaA. Civics Government and Human Rights Suggested Activities and Resources:1. Have students read and analyze Hammurabi’s Code then give them a problem and assess how it would be decided using the code. See link belowhttp://www.phillipmartin.info/hammurabi/hammurabi_teacherpage.htm

2. Research the tombs of ancient Egyptian Pharaohs and explain how it represents the daily lives and society of the Egyptian people and have students recreate how an “Egyptian tomb” today would represent our society. Assess how these tombs may not accurately represent most Egyptian people.

B. Geography People and Environment Suggested Strategies and Assessments

1. Inference game. Select any standard item be it a photograph, coin, or tool and have student make inferences and conclusions about what it says about the society and the people in it. Students should look at issues such as written language, mode and means of production, purpose of the item, issues of

A. Civics Government and Human Rights Essential Questions:

1. What are the key essential elements that led to the development of ancient civilizations?

2. What were the major developments and contributions of ancient civilizations?

3. Did slavery in ancient civilizations violate essential human rights?

B. Geography People and Environment Essential Questions:

1. How do archeologists help scientists learn about ancient civilizations?

2. Why did civilizations develop around river valleys?

A. Civics Government and Human Rights

Examine how Egypt created centralized systems of government and advanced societies during the Middle Kingdom.

Explain why Hammurabi’s Code and his reforms were important

Analyze why the Nile was important to the growth and development of the Egyptian Civilization.

Assess the impact of slavery to the development of ancient civilizations

B. Geography People and Environment

Explore how ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and northwestern India], and, later, Yellow River Valley in China)

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wealth or poverty, belief and value systems that it may represent cultural components. Have students write a lab report explain their findings. Then have students apply their knowledge to archeological findings at ancient civilizations identified in the content objectives.

2. Create a chart identifying the characteristic of one of the River Valley civilizations using visual as well as descriptions of the various contributions and significant attributes of the civilizations.


1. Inference game. Select any standard item be it a photograph, coin, or tool and have student make inferences and conclusions about what it says about the society and the people in it. Students should look at issues such as written language, mode and means of production, purpose of the item, issues of wealth or poverty, belief and value systems that it may represent cultural components. Have students write a lab report explain their findings. Then have students apply their knowledge to archeological findings at ancient civilizations identified in the content objectives.

2. Create a chart identifying the characteristic of one of the River Valley civilizations using visual as well as descriptions of the various contributions and significant attributes of the civilizations.

B. Geography People and Environment Essential questions:

1. How do archeologists help scientists learn about ancient civilizations?

2. Why did civilizations develop around river valleys?

developed due to favorable geographic conditions.

Explain how river valleys contributed to the development of civilization.

Examine how the agricultural revolution led to improvements in society and civilization


Explore how ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic conditions.

Explain how river valleys contributed to the development of civilization.

Examine how the agricultural revolution led to improvements in society and civilization.

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C. Economics, Innovations and TechnologySuggested Strategies and Assessments

Assess and evaluate the significance of the Rosetta Stone by having students simulate a recreation of the Rosetta Stone using symbols of the Phoenician Alphabet, hieroglyphics, Greek and Roman alphabets.2. Have students research the major trading centers of ancient civilizations and have them create an advertisements brochure or multimedia presentation as to why visitors should come to their city. Students will use research skills to identify important cultural and religious aspects that would be attractive to visitors and tourists. They would identify major industries and items available for sale and trade as well as intangibles such as safety of the region supported by acknowledgement of the governing bodies and laws. D. History, Culture, and PerspectivesSuggested Activities and Assessment

1. Examine the current conditions suffered by the “Untouchables” as a result of the Hindu Caste System. Have groups of students assessed the specific social, religious, cultural, economic and political problems they face. Have the groups provide a plan of action to address the problem, while recognizing the deep-rooted nature of the issue. Groups should provide a multi-faceted approach to both dealing with the problem as well as in their project incorporating multi-media presentation.

C. Economics, Innovations and TechnologyEssential questions

1. How did trade help promote the development of civilization?

2. What impact did tools, innovations and discoveries such as written languages have on improving lives in ancient civilizations?

D. History, Culture, and PerspectivesEssential Questions

1. What role did religion play in the development of ancient civilizations?

2. How did ancient art and literature help to represent the people of the time period?

C. Economics, Innovations and Technology

Explain how hieroglyphics and the Phoenician Alphabet developed and advanced civilization.

Analyze how trade routes were developed and were used to spread ideas and cultures throughout the Mediterranean region.

D. History, Culture, and Perspectives

Examine how the Egyptian “Book of the Dead” explains Egyptian life and beliefs.

Assess the impact of ancient religions including Confucianism, Zoroastrianism, Taoism and Judaism,

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2. Jigsaw Activity – Have students research one of the world religions identified in content objectives – then as a larger group present a chart that highlights the similarities and differences of each religion.

Compare and contrast Hinduism and Buddhism

Compare and contrast the Indian caste system with Egyptian slavery

Unit of Study : Unit # 2 Empires in the Making - Ancient Greece, Rome: Myths, Legends and HeroesA. Civics Government and Human Rights Suggested Strategies and Assessments

1. Using the Athenian form of democracy, have students debate a declaration of war during the Trojan, Persian and Peloponnesian conflicts.

2. Simulation role-plays. Provide students with both historical and current crises and examine how they would be handled by a Roman dictator, under the Roman Republic or during the rule of the Roman Empire.


1. Essay Development – Assess the

A. Civics Government and Human Rights Essential Questions

1. What challenges did the Greek city-states face in promoting democratic principles?

2. What impact did wars between rival factions have on the development of Greek and Roman civilizations?

3. Why were the Romans able to build a successful empire?

4. What rights were slaves granted under the Greek and Roman rule? How did they compare to slavery in the Americas?

5. What impact did Greece and Rome have on the development of democracy today?

B. Geography People and Environment Essential Questions


Examine and assess the impact of Athenian Democracy.

Evaluate the reforms instituted by Pericles and assess their effectiveness.

Explain the causes and results of the following conflicts – Trojan War, Persian Wars and Peloponnesian War.

Investigate and explain the main functions of the Roman Republic including the significance of the Senate, Veto, Dictator and Plebeians.

Explain how the Roman Empire was able to expand throughout Europe, Asia and Africa.

1) Examine the impact and influence of Roman law then and now.

2) Explore the impact and influence of Julius Caesar on the development of the Roman Republic and Empire.

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challenges of a multicultural society using the vast Roman Empire as an example. How did the multicultural nature of the Roman Empire add to its strength while at the same time create many challenges?

2. Essay Development – In a time of crisis, which form of governance is most appropriate, Athenian or Spartan? Give examples to support your reasoning.


1. Research the origins of the Hippocratic Oath and assess its significance in today’s society. Identify issues that are outdated, those that are controversial and which are still applicable today.

2. Examine Greek and Roman Architecture and find images in today’s world. Create a visual chart identifying similarities between Greek, Roman and current architecture.

D. History, Culture, and PerspectivesSuggested Strategies and Assessments

1. Role-play Simulation Activity. Have students research the Greek philosophers and conduct a roundtable discussion of current

1. How did geography affect the development of Greek City-States?

2. What challenges did the Roman Empire face as s result of its expansive empire?

3. What impact did the Mediterranean Sea have on the development and progress of Greek and Roman empires?

C. Economics, Innovations and TechnologyEssential Questions

1. What was the impact of the Greek and Roman alphabet on the development of western civilization?

2. How did new tools and innovations impacted military strategies?

3. How did Roman aqueducts and architecture influence development of western civilization?

4. What were the lasting effects of Greek contributions of people such as Euclid, Pythagoras and Hippocrates in the areas of math, science and medicine?


1. How can we apply the principle of the great Greek philosophers to the issues of today?


Compare and contrast the development of the Greek City- States of Athens and Sparta.

Assess the effectiveness of Pax Romana in managing the vast geographic and cultural differences of the Roman Empire.

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Explain the contributions of Hippocrates to the study of medicine as well as the significance of the Hippocratic Oath.

Examine how the Greeks used mathematics to promote architectural designs and structures. Explore the impact of Roman engineering in the development of roads, architecture and aqueducts in its ability to rule an empire.


Read and analyze Greek literature including Homer, Sophocles, and Aristophanes.

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issues. Students must respond to the topics as if the philosophers were transported from yesteryear to today, using their philosophies to address current problems and topics.

2.Simulation – the Trial of Socrates

3. Create a chart of Greek and Roman Mythology.

4. Have students take recreate a Greek tragedy in modern terms.

5. Write a research paper identifying the cause of the fall of the Roman Empire.

6. Develop a thesis and essay explaining why Christianity was able to expand, spread and grow into the world’s largest religion despite Roman persecution.

2. Where can we find evidence of Greek mythology in current literature?

3. Where do we see influences of Greek tragedy and comedy in the literature and art of today?

4. How did Alexander the Great help to spread Greek culture and influences?

5. Why were Christianity and the teachings of Jesus able to spread throughout the Roman Empire despite persecution?

6. What factors led to the fall of the Roman Empire?

Compare and contrast Greek and Roman Mythology.

Explain the teachings of the three great Greek philosophers Socrates, Plato and Aristotle.

Examine the teachings of Jesus and explore why he posed such a threat to the Roman Empire.

Assess the impact of Alexander’s conquest of GreeceExplain the social, political and economic reasons for the fall of the Roman Empire

Unit of Study: - Unit # 3 The Middle Ages and Regional CivilizationsA. Civics Government and Human Rights Suggested Strategies and Assessments

1. Assess the effectiveness of the feudal system in providing safety and security following the fall of the Roman Empire. Examine from the view of serfs, lords, knights and kings.


1. How effective was the feudal systems that replaced the Roman Empire following the fall of Rome?

2. How did England develop limited principles of democracy, rule of law and


Explain how Charlemagne was able to unify the Christian world and explain the problems it created.

Examine the role of lords, knights and serfs in the feudal system and the rights and privileges

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2. Make a presentation on the daily life of women in the Middle Ages. Conduct a conflict resolution activity between King John and English lords that led to the creation of the Magna Carta. Have students assume various roles and interests to include other members of English society as well including peasant serfs.B. Geography People and Environment Suggested Strategies and Assessments

1. Essay – were the Crusades justified or were they a success.

2. Develop a map that compares the travels of Marco Polo with those of Ibn Battuta.

3. Use the current debate over the Mosque/Cultural Center in lower Manhattan to explain how conflicts develop between various cultures. Students can then develop their own solutions and write letters to the editors explaining the cultural and historical significance of the debate.


1. Develop a chart highlighting and explaining significant contributions of Muslim philosophers and scientists. 2. Create a journal of a member of the Crusades explaining the places visited, people seen, items purchased and events experienced.

individual rights?

3. How did war shape the future of European nations and governance?


1. How did the fall of the Roman Empire lead to the creation of European nations?

2. How were Muslims able to spread Islam throughout Europe, Africa and Asia?

3. Why were the Crusades important to the development and expansion of Christian ideas and philosophies?

4. Why did the Holy Roman Empire fail to unify Europe?

5. What impact did the Black Plague have on Europe?

C. Economics, Innovations and TechnologyEssential Questions

1. How did feudalism and manor life affect economic development in the Middle Ages?

2. How did the Muslim world help to unify trade practices throughout Europe, Africa

afforded or denied each.

Explain the significance of the Magna Carta and Parliament in the development of England’s political systems.

Explain how Joan of Arc became a national hero in France.


Explain the causes and the results of the Crusades on the development of Medieval Europe.

Identify the struggles between the Holy Roman Emperor and the Pope in uniting Europe.

Compare and contrast the travels of Marco Polo and Ibn Battuta.

Identify the causes that led to the spread of the bubonic plague.

Explain how Arabic language helped spread ideas and unite the Muslim world.


Identify the various guilds and trades during the Middle Ages and how they develop crafts and trades.

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1. Using the epic poem as a guide, have students develop their own epic poem that represents current issues and themes. Have them relate it to historical themes in a reflection paper about their poem.

2.Essay – did religions effectively address the problems of lack of governments during the Middle Ages

and Asia and foster economic development?

3. How did the Crusades open up trade and prosperity in Europe and Asia during the Middle Ages?

4. What role did Muslim scholars play in the promotion of medicine, science and mathematics during the Middle Ages?


1. How did the Christianity and Islam affect the social, political and economic development of the Middle Ages?

2. What were the basic beliefs and practices of feudal society? How did epic poetry provide insight into Medieval life as well as provide a lasting legacy

Examine the work of Muslim scholars such as Averroes, Muhammad al-Razi and Ibn Sina (Avicenna) and their contributions to science, philosophy and medicine.

Explain how feudalism revolved around manor – also known as the lord’s estate. Identify the role of serfs.

Identify major universities of the Middle Ages and their significance.


Explain the development and building of churches and cathedrals and their significance to life in Medieval Europe.

Examine the code of chivalry and how it affected lives of people in the Middle Ages. Assess the impact that Christianity and the church had on the daily lives of people.

Examine the works of Dante, Chaucer and Diaz; analyze the significance of the work anti’s impact on literature of today.

Unit of Study: Unit #4 Renaissance, Reformation, and RevolutionA. Civics Government and Human Rights Suggested Strategies and Assessments

1. Role Play Simulation – A Parisian Salon with students assuming the roles of the great


1. What philosophical ideas of the Enlightenment help to spread ideas of


Explain how the philosophies of Locke, Rousseau Hobbes and Montesquieu led to

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European philosophers.

2. Conflict Resolution Activity – The French Revolution. Have students assume the various roles of players in the revolution and attempt to reach a compromise that would avoid the Reign of Terror that resulted. The same could be done for the Latin American Revolutions that resulted as well.

B. Geography People and EnvironmentSuggested Strategies and Assessments

1. Research the life of Mansa Musa and explain his impact on the development intellectual thought and theories.

2. Compare and contrast the cultural centers of Timbuktu and Florence. Have students debate which was the most significant.

3. The true Renaissance Woman. As a women’s history month project, have students make presentations on women, current or historical, who truly represent the essence of the Renaissance Man/Woman.

C. Economics, Innovations and TechnologySuggested Strategies and Assessment

1. Conduct a mock trial of Galileo and the charges brought forth before the Inquisition

revolution and governance?

2. What were the goals of the French Revolution and how successful were the leaders in achieving those goals?

3. How did the democratic ideals and principles of the American and French Revolutions affect the independence movements in Latin America?

4. What basic principles of liberty and freedom have endured as a result of the reforms and revolutions of the era?


1. Why did the Renaissance begin in Italy and how did these ideas spread throughout Europe?

2. What impact did the Age of Exploration have on the African and American continents? 3. How did the Ancient African trade routes create international centers of learning and trade?


democratic revolutions.

Explain the causes of the French Revolution and assess its significance.

Examine the significance of Toussaint L’Overture in the promotion of Latin American independence movements.

Assess the impact of Napoleon, his reforms and Napoleonic Codes in promoting stability and securing individual rights in liberties.


Explain why Florence became the center of Renaissance culture and learning.

Identify the factors that led to the spread of new ideas of secular humanism and Reformation.

Explain how Timbuktu became an international center of learning.

Describe the travels of early European explorers including Columbus, Dias, Da Gama, and Magellan.

Assess the impact of the European exploration and exploitation of African continent and the impact of international slave trade.

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for violating church doctrine professing that Earth revolves around the sun. Examining the conflict between church philosophy and science. 2. Write a research paper that shows how the printing press revolutionized literature, ideas and history and compare it to how the internet has had a similar effect. Have students develop a thesis explaining which one had the greater impact.


1. View the movie “A Man for All Seasons” and recreate the trial of Sir Thomas More and assess its impact of the ideas of the Reformation.

2. Essay development – Do the ends justify the means? Using the philosophy of Machiavelli in The Prince has students use a current issue to address the topic.

3. Have students research a religion and the works that it does in the community and compare that to the impact of religion during the Reformation.

4. Develop a “95 Thesis” for a particular religion in today’s society.

5. Create a museum of the “Hall of Fame” of Renaissance art. Students have to pick one piece of work – research it, and explain why it deserves entry into the Hall of Fame.

Essential Questions

1. How did the Scientific Revolution lead to new ways in how people viewed the world? 2. How did the West African trade routes help to build powerful kingdoms?

3. What role did the printing press play in the spread of ideas?

4. What were the economic conditions that led to the development of arts and literature during the Renaissance?


1. What were the causes of the Protestant Reformation and what was its impact on Christianity and beyond?

2. How did the Renaissance change the way that people looked at art, literature, politics and economics?


Examine the impact of the ideas of Newton, Galileo and Copernicus on the development of science and scientific.

Identify and explain the contributions of African leaders Mansa Musa and Askia Muhammad and their scholarly influences on learning and science.

Explore the role of the Medici family in banking and finance and their promotion of art, literature and Renaissance culture.

Explain how the printing press was influential in the development of the Protestant Reformation.


Explain the reasons behind Martin Luther’s 95 Thesis and how it impacted the development of the Reformation

Assess the impact of literary works such as Machiavelli’s The Prince.

Examine the works of artists such as da Vinci, Michelangelo, and Raphael

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Social Studies Skills TableEssential Question: What are effective strategies for accessing various sources of information and historical evidence, determining their validity, and using them to solve a problem or find a solution to a public

policy question?

Social Studies Skill K-4 5-8 9-12

Chronological Thinking

• Place key historical events and people in historical eras using timelines.

• Construct timelines of the events occurring during major eras.

• Compare present and past events to evaluate the consequences of past decisions and to apply lessons learned.

• Explain how the present is connected to the past. • Explain how major events are related to one another in time.

• Analyze how change occurs through time due to shifting values and beliefs as well as technological advancements and changes in the political and economic landscape.

Spatial Thinking • Determine locations of places and interpret information available on maps and globes.

• Select and use various geographic representations to compare information about people, places, regions, and environments.

• Construct various forms of geographic representations to show the spatial patterns of physical and human phenomena.

• Use thematic maps and other geographic representations to obtain, describe, and compare spatial patterns and information about people, places, regions, and environments.

• Use maps and other documents to explain the historical migration of people, expansion and disintegration of empires, and growth of economic and political systems.

← Relate current events to the physical and human characteristics of places and regions.

Critical Thinking • Distinguish fact from fiction. • Compare and contrast differing interpretations of current and historical events.

• Distinguish valid arguments from false arguments when interpreting current and historical events.

• Identify and use a variety of primary and secondary sources for reconstructing the past (i.e., documents, letters, diaries, maps, photos, etc.).

← Assess the credibility of sources by identifying bias and prejudice in documents, media, and computer-generated information.

• Evaluate sources for validity and credibility and to detect propaganda, censorship, and bias.

Presentational Skills

• Use evidence to support an idea in a written and/or oral format.

• Select and analyze information from a variety of sources to present a reasoned argument or position in a written and/or oral format.

• Take a position on a current public policy issue and support it with historical evidence, reasoning, and constitutional analysis in a written and/or oral format.

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Documents

Orange School District€¦ · Web viewOrange School District. Social Studies _____ Curriculum Guide – Grade 6