WATERFORD PUBLIC SCHOOLS

SOCIAL STUDIES CURRICULUM

GRADE 6

Unit Title: Map Skills

Estimated Number of Days to Complete Unit: 2-3 days per unit

** The following content standards are to be applied for the units of Mesopotamia, Egypt, Greece, Rome, The Middle Ages and The Renaissance/Age of Exploration

Content Standard: 2.5-6.4 Local United States & World History

9.5-6.1 – 9.5-6.4 Places & Regions

10.5-6.1 Physical Systems

11.5-6.1 Human Systems

12.5-6.1 – 12.5-6.3 & 12.5-6.5 Human Environment

Interaction

ENDURING UNDERSTANDINGS / DESIRED RESULTS

The student will understand that:

1.	Civilizations are impacted by their physical environment
2.	Human characteristics are shaped over time
3.	Human migration occurred as the needs of people changed
4.	Innovation has a direct effect on the advancement of civilizations
5.	People depend on, adapt to, and alter their physical environment

ASSESSMENTS / ACCEPTABLE EVIDENCE

1.	Locate on blank area map specific geographic and historic locations
2.	Conduct small group discussions to verify specific geographic & historic locations on an overhead map. Confirmation of locations made by placing appropriate labels on the map
3.	Hold small group discussions and observations of topographical maps to address how various locations may have been selected for initial settlement
4.	Quizzes and tests

ESSENTIAL QUESTIONS

1.	How does the “where” influence how one lives? Why do people settle where they do? What is the impact of the geography, climate & natural resources on the people of the region? How are human characteristics directly influenced by regions?
2.	Why would people migrate?
3.	What is the difference between depending on the environment and adapting to it?
4.	Why do people fin it necessary to alter their physical environment?
5.	What impact do physical features of the land have on the historical development?
6.	How can timelines be used to compare & contract historical events?

LEARNING OBJECTIVES

The student will be able to:

1.	Identify specific geographic locations
2.	Explain why people settle where they do
3.	Describe how physical features of the land effect historical development
4.	Compare & contrast major events on timelines from one culture to another

SUGGESTED RESOURCES

1.	The World
2.	Interact

Unit Title: Ancient Civilizations of Mesopotamia & Egypt River Valleys

Content Standard: 1.5-6.1 Historical Thinking

3.5-6.2, 3.5-6.3 & 3.5-6.5 Historical Themes

4.7-8.2: Applying History

15.7-8.1 Economic Systems

Estimated Number of Days to Complete Unit: 6 weeks

ENDURING UNDERSTANDINGS / DESIRED RESULTS

The student will understand that:

1.	Inventions grow out of necessity.
2.	The basic need to survive directed daily activities.
3.	Civilizations grew as people became more and more skilled.
4.	Our knowledge of the past depends on artifacts and our interpretation of them.
5.	Multiple resources are essential when understanding our perspective of ancient civilizations.

ASSESSMENTS / ACCEPTABLE EVIDENCE

1.	Quizzes & tests
2.	Create student generated murals to represent time period & include written reflections of a day in the life of a Mesopotamian/Egyptian.
3.	Create posters to reflect specific natural events of the Nile, inventions, as well as human roles during this time period.
4.	Conduct oral presentations/news broadcasts to present information regarding key events of specific social classes or reflect concerns/obstacles of the people.
5.	Hold topic discussions to formulate possible explanations for why and how the people adapted and or improved their way of life.
6.	Create travel journals/passports to provide written reflections of main events, obstacles, and/or advancements that had an impact on our modern culture.
7.	Write diary entries to provide personal insight to ones feelings and thoughts which relate directly to the obstacles one might face at that time.
8.	Research selected topics to further enhance ones understanding and appreciation of the life style.

ESSENTIAL QUESTIONS

1.	What defines a civilization? Were ancient civilizations more or less civilized than we are today?
2.	Why do people invent? How do simple inventions influence the advancement of cultures?
3.	Why does the standard of living improve as a result of people becoming more specialized in what they do?
4.	What causes change in leadership and social status?
5.	How do ancient artifacts (cave paintings, pottery, jewelry, etc.) reveal the beliefs and life style of ancient civilizations?
6.	What are the similarities and differences between various cultures?
7.	Why is it important to use multiple resources? How does further research aide in the appreciation of our ancestors?

LEARNING OBJECTIVES

The student will be able to:

1.	Recognize that civilizations initially developed out of a need to survive.
2.	Defend the position that ancient civilizations were actually very civilized.
3.	Recognize the factors that contributed to further advancement of the people.
4.	Explain how the standard of living is improved when people become more specialized.
5.	Conclude the importance of multiple resources and explain the possible noted differences in publications.
6.	Compare and contrast ancient civilizations.

SUGGESTED RESOURCES

1.	The World Chapter 2 pages 48-73
2.	Nextext: Ancient Civilizations
3.	“Mesopotamia,” Calliope Sept/Oct 93
4.	http://www.upennmuseum.com/cuneiform.cgi
5.	http://www.members.nbci.com/_XMCM/pmartin/hammurabicodeflaw.htm
6.	Video: Time Life’s Lost Civilizations For Kids “ Mesopotamia”
7.	Eyewitness: Ancient Egypt
8.	Mysteries of the Pyramids
9.	CD: Nile Passage to Egypt
10.	Video: Nile, River of Gods
11.	Video: This Old Pyramid,” David Macaulay
12.	pbs.org/teachersource (Great Ancient History plans)
13.	Video: Akiko’s Mummies Made in Egypt/Reading Rainbow
14.	WEBQUEST – online explanations of ancient history topics

Unit Title: Greece

Content Standard: 3.5-6.2-4 Historical Themes

3.7-8.1-.2 & 3.7-8.5 Historical Thinking

Estimated Number of Days to Complete Unit: 6 weeks

ENDURING UNDERSTANDINGS / DESIRED RESULTS

The student will understand that:

1.	Greek democracy is the foundation of U.S. government.
2.	Ancient governments were no different from ours today.
3.	Beliefs and ideas are revealed through archeological findings.
4.	Greek philosophy, architecture, mathematics & physics are evident in the language and art of our modern culture.
5.	Today’s views of equality are different from those of early Greek democracy.

ASSESSMENTS / ACCEPTABLE EVIDENCE

1.	Quizzes & tests
2.	Create murals to represent time period & include written reflections of a day in the life of a Greek.
3.	Create models/diagrams from Interact 4:1-4:6 to illustrate the architecture of ancient Greece including photographs of local buildings which provide proof of Greek influence.
4.	Conduct oral presentations/news broadcasts/write newspaper articles to present information on the organization of government, key events of specific social classes or to reflect concerns/obstacles of the people.
5.	Hold topic discussions to formulate possible explanations for why and how the people adapted and or improved their way of life.
6.	Create travel journals/passports to provide written reflections of main events, obstacles, and/or advancements including the possible impact on our modern culture.
7.	Write diary entries to provide personal insight to ones feelings and thoughts which relate directly to the obstacles one might face at that time.
8.	Present Interact simulation from pages 1:29-1:43 to depict the beliefs and characteristics of various city states/polis.
9.	Research selected topics to further enhance ones understanding and appreciation of the life style.

ESSENTIAL QUESTIONS

1.	What is democracy and what evidence supports its Greek foundation? What are the elements of a Greek democracy & how do they compare to our democracy today?
2.	Why do civilizations rise & fall?
3.	Were ancient civilizations more or less civilized than we are today?
4.	How do artifacts provide a clearer understanding of the beliefs and ideas of cultures?

LEARNING OBJECTIVES

The student will be able to:

1.	Explain the connection between U.S. government and that of the Greeks.
2.	Identify Greek contributions to our modern culture.
3.	Defend what the Greeks believed to be a form of equality.
4.	Explain what role Gods and Goddesses played in the daily lives of the Greeks.
5.	Recognize the factors that contributed to further advancement of the people.

SUGGESTED RESOURCES

1.	The World Chapter 4 pages 124-149
2.	Nextext Greece
3.	Ancient Greece, John D. Clare, Ed.
4.	CD: “Ancient Lands”
5.	Interact – Odyssey
6.	Interact – Greeks
7.	Video: Time Life’s Lost Civilization “Greece”
8.	Video: King Midas/ Rabbit Ears Video
9.	pbs.org/teachersource (Great Ancient History plans)
10.	WEBQUEST – online explanations of ancient history topics

Unit Title: Rome

Content Standard: 2.5-6.2: Local, United States and World History

3.5-6.3-4: Historical Themes

3.7-8.1 & 3.7-8.2: Historical Themes

Estimated Number of Days to Complete Unit: 6 weeks

ENDURING UNDERSTANDINGS / DESIRED RESULTS

The student will understand that:

1.	A democracy & a republic have common elements, but they are not the same.
2.	Social classes were well defined.
3.	The rise & the fall of the Roman Empire played a pivotal part in the formation of today’s society.
4.	Beliefs and ideas are revealed through archeological findings.
5.	Roman philosophy, architecture, mathematics & physics are directly evident in language and art in our modern culture.
6.	Today, views of equality are different from those of ancient Rome.
7.	Conquerors are more likely to be successful when they allow the conquered to maintain their beliefs.
8.	The growth of the Empire led to its demise.

ASSESSMENTS / ACCEPTABLE EVIDENCE

1.	Quizzes & tests
2.	Create murals representing time period which include a written reflection of a day in the life of a Roman.
3.	Conduct oral presentations/news broadcasts/write news paper articles to present information on the organization of government, key events of specific social classes or to reflect concerns/obstacles of the people.
4.	Hold topic discussions to formulate possible explanations for why and how the people adapted and or improved their way of life.
5.	Create travel journals/passports to provide written reflections of main events, obstacles, and/or advancements including the possible impact on our modern culture.
6.	Write diary entries to provide personal insight to ones feelings and thoughts which relate directly to the obstacles one might face at that time.
7.	Research selected topics to further enhance ones understanding and appreciation of the life style.

ESSENTIAL QUESTIONS

1.	Is growth always beneficial?
2.	Is there any one form of government that is better than another?
3.	Were ancient civilizations more or less civilized than we are today?
4.	How does power corrupt?
5.	What does entertainment say about a culture?
6.	Was it possible for the establishment of government to be modeled from another culture?
7.	Did equality have a place during this time period?
8.	What can we learn from the mistakes of our ancestors?
9.	In what way do artifacts tell the story of the beliefs & ideas of ancient cultures?

LEARNING OBJECTIVES

The student will be able to:

1.	Compare & contrast a republic vs. a democracy.
2.	Explain how the rise and fall of the Roman Empire played a part in the formation of today’s society.
3.	Recognize the factors that contributed to further advancement of the people.
4.	Identify Roman contributions to our modern culture.
5.	Identify the Roman political and social classes.
6.	Explain how the Roman language, art, philosophy, architecture, mathematics & physics are revealed through out our modern society.
7.	Explain how conquerors are more likely to be successful when they allow the conquered to maintain their beliefs.
8.	Describe how the growth of the Empire leads to its demise.