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ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING

Social Studies - 2017 Archdiocese of Cincinnati

CURRICULUM MAP – INTRODUCTION

The Archdiocese of Cincinnati’s 6th grade Social Studies curriculum serves as a basis for what all students should know and be

able to do in order to become literate and equipped with knowledge for the 21st century.

The 6th grade Curriculum Map provides a framework to guide teachers with information and support for developing,

implementing, and evaluating instruction directly aligned to The New Ohio Learning Social Studies Standards.



GRADE 6

Science Theme

Standard Description Content Focus Academic Vocabulary

SS G 6.1 Globes and other geographic tools can be used to

gather, process, and report information about people,

places and environments. Cartographers decide

which information to include and how it is displayed.

The Study of Geography

World

People

Landscape

Looking at the world in many

different ways

Geographers’ tools for studying

the planet

Geography

Landscape

Social science

Region

Map

Globe

Digital Satellite tools

Spatial perspective

SS G 6.1.1 Describe how “geographic” information is available to

communicate information from a spatial perspective. SS G 6.1.2 Identify the kinds of maps and their purposes that

cartographers create including the GIS. SS G 6.1.3 Use appropriate maps, globes, and geographic tools to

gather, process, and report information about people, places, and environments.

Social Studies Unit I Introduction to Geography

Chapter: A Geographer’s World

Lesson 1 Studying Geography

EQ: How does geography help us understand our world?

Catholic Identity

EQ: How does studying our world help us understand the

magnificence of its creation?



GRADE 6

Science Theme


SS G 6.2 Latitude and longitude can be used to identify

absolute location. The five themes of geography

The six essential elements of

geography

Absolute location

Relative location

Environment

Longitude

Latitude

Equator

Prime Meridian

Parallels

Coordinates

Google Earth

SS G 6.2.1 Use coordinates of latitude (including degrees of north

and south) and longitude (including degrees of east and

west) to identify “absolute location” of a given place. SS G 6.2.2 Describe a longitude point’s position on Earth’s surface in

relation to the “Prime Meridian”.

SS G 6.2.3 Describe a latitude point’s position on Earth’s surface in

relation to the “Equator”.

SS G 6.2.4 Use “Google Earth” to identify a place’s “absolute”

location.



Lesson 2 Geography Themes and Essential Elements

EQ: What two systems have geographers created to

organize geographic studies?

Catholic Identity

EQ: How does Scripture teach us to hope and trust in others?



GRADE 6

Science Theme


SS G 6.3 Regions can be determined, classified and compared

using various criteria (e.g., landform, climate,

population, cultural, or economic).

Physical geography

Human geography

Eratosthenes

Physical geography

Human geography

Cartography

Meteorology

SS G 6.3.1 Use multiple criteria to determine, classify, and compare

regions of Asia. SS G 6.3.2 Compare regional criteria across continents considering

changes in those regions over time. SS G 6.3.3 Research the following criteria of regions and

investigate how it helps identify and organize surface

area based on shared characteristics:

Landforms

Climate

Economics

Natural Resource

SS G 6.4 Variations among physical environments within the

Eastern Hemisphere influence human activities.

Human activities also alter the physical environment. SS G 6.4.1 Analyze and give examples of how “Human Activities”

develop in response to physical environments. SS G 6.4.2 Describe how humans adapt to the environment when the

environment restricts human activity. SS G 6.4.3 Research and discuss examples of “unintended

consequences” of human activities to natural habitat.



Lesson 3 The Branches of Geography

EQ: What are the two main Branches of geography and

what are their main differences?

Catholic Identity

EQ: What qualities or traits make one a disciple of Jesus?



GRADE 6

Science Theme



absolute location. Energy from the sun

Earth’s movement

The causation of Earth’s

seasons

Solar energy

Rotation

Revolution

Latitude

Tropics

factor

Planet’s tilt

Axis

Hemisphere

SS G 6.2.1 Use coordinates of latitude (including degrees of north

and south) and longitude (including degrees of east and

west) to identify “absolute location” of a given place. SS G 6.2.2 Describe a longitude point’s position on Earth’s surface in




SS G 6.2.4 Use “Google Earth” to identify a place’s “absolute”

location.


Chapter: Planet Earth

Lesson1 Earth and the Sun’s energy

EQ: How do physical processes and features shape life

on earth? How are day and night and seasons

created by the Earth’s movement?

Catholic Identity

EQ: How has the story of creation been passed along through the

Bible?



GRADE 6

Science Theme





Earth’s water supply

Earth’s water cycle

The role of water in people’s

lives

Freshwater

Glaciers

Surface water

Precipitation

Ground water

Water vapor

Water cycle






Landforms

Climate

Economics

Natural Resource

SS G 6.4

Variations among physical environments within the


Human activities also alter the physical environment.

SS G 6.4.1 Analyze and give examples how “Human Activities”

develop in response to physical environments.

SS G 6.4.2 Describe how humans adapt to the environment when the

environment restricts human activity.

SS G 6.4.3 Research and discuss examples of “unintended




Lesson 2 Water on Earth

EQ: What is the dominant feature on Earth’s surface?

Catholic Identity

EQ: What significance does water have in the Catholic Church?



GRADE 6

Science Theme





Landforms

Results of forces below

Earth’s surface

Results of forces on the

planet’s surface

Influence of landforms on

peoples’ lives and culture

Ring of Fire

Alfred Wegener

Landforms

Continents

Plate tectonics

Lava

Earthquakes

Weathering

Erosion






Landforms

Climate

Economics

Natural Resource



Human activities also alter the physical environment. SS G 6.4.1 Analyze and give examples how “Human Activities”






Lesson 3 The Land

EQ: What processes shape the surface of the Earth?

Catholic Identity

EQ: What processes shape your faith?



GRADE 6

Science Theme



absolute location. Weather, climate

Precipitation

Position of sun

Weather

Climate

Prevailing winds

Ocean currents

Front









Landforms

Climate

Economics

Natural Resource


Chapter: Climate Environment and Resources

Lesson 1 Weather and Climate

EQ: What five factors affect weather and climate?

Catholic Identity

EQ: Name some cultural factors that may affect different practices in

the Catholic religion.



GRADE 6

Science Theme





Climate zones

Tropical climate

Temperate climates

Polar climates

Monsoon

Savannas

Steppes

Permafrost






Landforms

Climate

Economics

Natural Resource






Chapter: Climate Environment and Resources

Lesson 2 World Climates

EQ: What are Earth’s five major climate zones

identifiers?

Catholic Identity

EQ: How does climate play a part in the story of creation?



GRADE 6

Science Theme





Interconnection of

environment and life

The importance of soil

Environment

Ecosystem

Habitat

Extinct

Humus

Desertification






Landforms

Climate

Economics

Natural Resource

SS G 6.4

Variations among physical environments within the


Human activities also alter the physical environment.

SS G 6.4.1 Analyze and give examples how “Human Activities”




SS G 6.4.3 Research and discuss examples of “unintended



Chapter: Climate, Environment and Resources

Lesson 3 Natural Environment

EQ: How do plants, animals and the environment

interact and affect one another?

Catholic Identity

EQ: How does practicing our faith make us interact and affect others?



GRADE 6

Science Theme





Earthly valuable resources

Energy resources

Mineral resources

Resources contribution to a

nation’s wealth

Natural resources

Renewable resources

Nonrenewable resources

Deforestation

Reforestation

Fossil fuels

Hydroelectric power


regions of Asia.

SS E 6.1 Economists compare data sets to draw conclusions

about relationships among them. SS E 6.1.1 Compare sets of data for international trade and population to

draw conclusions to:

exports

imports

natural resources

oil reserves

income

birth rate

SS E 6.1.2 Create a chart to identify the geographic features of the

country/ies comparing location, physical features, economic

activities, imports/exports. Include:

how countries capitalize on natural resources

why certain countries specialize in certain products

import only countries versus export only countries

how countries utilize available resources

compare/contrast a developed country with a

developing country.


Chapter: Climate, Environment and Resources

Lesson 4 Natural Resources

EQ: List the many valuable uses that Earth’s natural

resources have and the way they affect people.

Catholic Identity

EQ: List the many valuable uses that faith has and how it affects

mankind.



GRADE 6

Science Theme


SS H 6.2 Early civilizations (India, Egypt, China, Mesopotamia

and Africa) with unique governments, economic

systems, social structures, religions technologies, and

agricultural practices and products flourished as a

result of favorable geographic characteristics. The

cultural practices and products of these early

civilizations can be used to help understand the

Eastern Hemisphere today.

Culture

Compare/contrast cultures

Changes in culture

Culture

Culture trait

Culture region

Ethnic group

Cultural diversity

Cultural diffusion

SS H 6.2.4 Describe the religious beliefs that early civilizations

developed to help explain the world around them.

SS H 6.2.5 Discuss the role that geography played in the

development of early civilization.

SS H 6.2.6 Research the establishment of “social classes” in early

civilization.

SS H 6.2.7 Using primary and secondary sources research and

identify the development of unique attributes and

enduring legacies of early civilization that are still

practiced and reflected in cultural practices today.


Chapter: The World’s People

Lesson 1 Culture

EQ: What are the factors that change or modify peoples’

practices over time?

Catholic Identity

EQ: Name some changes made in the Catholic Church over the years

or centuries. What caused these changes?



GRADE 6

Science Theme



about relationships among them. Population patterns

Population statistics

Measuring population change

Population

Population density

Birthrate

Migration

SS E 6.1.1 Compare sets of data for international trade and

population to draw conclusions to:

exports

imports

natural resources

oil reserves

income

birth rate


country/ies comparing location, physical features,

economic activities, imports/exports. Include:


why certain countries specialize in certain

products




developing country.



Lesson 2 Population

EQ: Why are population studies important to geography?

Catholic Identity

EQ: Why is it important to study the populations of Catholics?



GRADE 6

Science Theme



about relationships among them. Democracy

Monarchy

Dictatorship

Communism

Worldly economic systems

World economic development

Democracy

Communism

Market economy

Command economy

Gross domestic product

(GDP)

Developed countries

Developing countries

SS E 6.1.1 Compare sets of data for international trade and

population to draw conclusions to:

exports

imports

natural resources

oil reserves

income

birth rate


country/ies comparing location, physical features,

economic activities, imports/exports. Include:


why certain countries specialize in certain

products




developing country.

SS E 6.2 The choices people make have both present and future

consequences. The evaluation of choices is relative and

may differ across individuals and societies.



Lesson 3 Government & Economy

EQ: Why do countries have different governments and

different economies?

Catholic Identity

EQ: Why do some countries have a “national” religion?



SS E 6.2.1 Explain how economic choices have a direct effect on

economic consequences.

SS E 6.2.2 Predict the present and future consequences of:

personal economic choice

collective economic choice

SS E 6.2.3 Explain how and why individuals and societies may

evaluate choices differently.

SS GV 6.2 Governments can be categorized as monarchies,

theocracies, dictatorships, or democracies, but

categories may overlap and labels may not accurately

represent how governments function. The extent of

citizens’ liberties and responsibilities

varies according to limits of governmental authority.

SS GV 6.2.1 Identify and give examples of countries (yesterday and

today) that have the following types of government:

Monarchy

Dictatorship

Democracy

Theocracy

SS GV 6.2.2 Discuss how power is attained and held in systems of

government. SS GV 6.2.3 Analyze the relationships between those governing and

those being governed in systems of government.

SS GV 6.2.4 Explain how and why characteristics of government often

overlap and can be inconsistent.



GRADE 6

Science Theme








Globalization links

Universal cultures and trade

Global conflicts and crisis

Globalization

Popular culture

Interdependence

United Nations (UN)

Humanitarian aid


government. SS GV 6.2.3 Analyze the relationships between those governing and

those being governed in systems of government. SS GV 6.2.4 Explain how and why characteristics of government often


SS G 6.5 Political, environmental, social and economic factors

cause people, products and ideas to move from place

to place in the Eastern Hemisphere in the past and

today. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of

how it has influenced the following:

Religion

Politics

Environment

Climate

Economics

Social Studies

Unit I Introduction to Geography


Lesson 4 Global Connections

EQ: How have global connections made cultural

exchanges and trade easier with a more cooperative

world?

Catholic Identity

EQ: How has the Vatican linked Catholic faith and practice across the

world?



SS G 6.5.3 Investigate how current migration patterns in the Eastern

Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance

SS G 6.6 Modern cultural practices and products show the influence

of tradition and diffusion including the impact of major

world religions (Buddhism, Christianity, Hinduism, Islam

and Judaism).

SS G 6.6.1 Describe how modern cultural practices and products in the

Eastern Hemisphere have been influenced by both cultural

traditions and “diffusion”.

SS G 6.6.2 Using Primary and Secondary sources, research the cultural

practices and products of the “river civilizations” and site

evidence of their influence on modern culture practices and

products

SS G 6.6.3 Identify the geographic origins, founding leaders, and

teachings of the following:

Buddhism

Christianity

Hinduism

Islam

Judaism

SS G 6.6.4 Produce evidence of the lasting influence of religious

diffusion in the modern world. Include Catholicism.



GRADE 6

Science Theme


SS H 6.2 Early civilizations (India, Egypt, China, Mesopotamia

and Africa) with unique governments, economic systems,

social structures, religions technologies, and agricultural

practices and products flourished as a result of favorable

geographic characteristics. The cultural practices and

products of these early civilizations can be used to help

understand the Eastern Hemisphere today.

The growth of civilization

Fertile Crescent

Tigris River and Valley

Euphrates River and Valley

Fertile Crescent

Silt

Irrigation

Canals

Surplus

Division of labor

SS H 6.2.1 Geographic conditions including locations in “River

Valleys” promoted growth of early civilization. Describe the

significance of “River Valleys” for:

source of water

habitat for plants and animals

transportation

protection

access to natural resources

trade

farming

population growth

civilizations

SS H 6.2.2 Using Primary and Secondary sources and a graphic

organizer, research early civilizations (India, Egypt, and

Mesopotamia) comparing the characteristics of civilizations. SS H 6.2.3 Describe and site examples of “new technology” in the River

Valleys during early civilization.

Social Studies Unit II Southwest and Central Asia

Chapter: History of the Fertile Crescent

Lesson 1 Geography of the Fertile Crescent

EQ: What two rivers were the sites of the world’s first

civilization?

Catholic Identity

EQ: List the names of the rivers that are mentioned in the bible as the

site of religious events.




developed to help explain the world around them. SS H 6.2.5 Discuss the role that geography played in the development

of early civilization.



GRADE 6

Science Theme


SS H 6.1 Events can be arranged in order of occurrence using the

conventions of B.C. and A.D. or B.C.E. and C.E. Sumerians

World’s first advanced

society

Sumerian Society

The role of religion in the

Sumerian society

Sumer

City – state

Empire

Polytheism

Priests

Social hierarchy

SS H 6.1.1 Recognize and explain the following terms:

B.C.

A.D.

B.C.E.

C.E.

SS H 6.2 Early civilizations (India, Egypt, China, Mesopotamia and

Africa) with unique governments, economic systems, social

structures, religions technologies, and agricultural practices

and products flourished as a result of favorable geographic

characteristics. The cultural practices and products of these

early civilizations can be used to help understand the Eastern

Hemisphere today. SS H 6.2.1 Geographic conditions including locations in “River Valleys”

promoted growth of early civilization. Describe the significance of

“River Valleys” for:

source of water


transportation

protection


trade

farming

population growth

civilizations


Chapter: The History of the Fertile Crescent

Lesson 2 The Rise of Sumer

EQ: Who developed the first civilization in

Mesopotamia?

Catholic Identity

EQ: Describe how religion played a role in every part of the Sumerian

society.



SS H 6.2.2 Using Primary and Secondary sources and a graphic organizer,

research early civilizations (India, Egypt, and Mesopotamia)

comparing the characteristics of civilizations.


cause people, products and ideas to move from place to

place in the Eastern Hemisphere in the past and today. SS G 6.5.1 Discuss and give reasons for why the people in the Eastern

Hemisphere move from place to place. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how

it has influenced the following:

Religion

Politics

Environment

Climate

Economics SS G 6.5.3 Investigate how current migration patterns in the Eastern

Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance


Eastern Hemisphere influence human activities. Human

activities also alter the physical environment. SS G 6.4.1 Analyze and give examples how “Human Activities”



SS G 6.6 Modern cultural practices and products show the

influence of tradition and diffusion including the impact

of major world religions (Buddhism, Christianity,

Hinduism, Islam and Judaism).





traditions and “diffusion”. SS G 6.6.2 Using Primary and Secondary sources, research the cultural



products SS G 6.6.3 Identify the geographic origins, founding leaders, and


Buddhism

Christianity

Hinduism

Islam

Judaism SS G 6.6.4 Produce evidence of the lasting influence of religious




GRADE 6

Science Theme



conventions of B.C. and A.D. or B.C.E. and C.E. World’s first writing system

Sumerian advances and

inventions

The development of art

Cuneiform

Pictograph

Scribe

Epics

Architecture

Ziggurat


B.C.

A.D.

B.C.E.

C.E. SS H 6.1.2 Construct a multi-tiered timeline arranging events is a

chronological order. Include events that occurred during:

B.C.

A.D.

B.C.E.

C.E. SS H 6.1.3 Create a timeline that spans from 2000B.C.E. to 2017C.E.

Select notable historic and religious events from other

countries, continents, and America.


Africa) with unique governments, economic systems,








Lesson 3 Sumerian Achievements

EQ: Describe the advances that Sumerians made that

helped their society develop.

Catholic Identity

EQ: Why were temples and ziggurats important places for early

civilization?



SS H 6.2.1 Geographic conditions including locations in “River Valleys”

promoted growth of early civilization. Describe the


source of water


transportation

protection


trade

farming

population growth

civilizations




SS H 6.2.3 Describe and site examples of “new technology” in the River




SS H 6.2.5 Discuss the role that geography played in the development of

early civilization. SS H 6.2.6 Research the establishment of “social classes” in early

civilization. SS H 6.2.7 Using primary and secondary sources, research and identify

the development of unique attributes and enduring legacies

of early civilization that are still practiced and reflected in

cultural practices today.



place in the Eastern Hemisphere in the past and today.

SS G 6.5.1 Discuss and give reasons for why the people in the Eastern

Hemisphere move from place to place.



SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it

has influenced the following:

Religion

Politics

Environment

Climate

Economics


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance




and Judaism). SS G 6.6.1 Describe how modern cultural practices and products in the



SS G 6.6.2 Using Primary and Secondary sources, research the cultural



products

SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings

of the following:

Buddhism

Christianity

Hinduism

Islam

Judaism

SS G 6.6.4 Produce evidence of the lasting influence of religious diffusion

in the modern world. Include Catholicism.



GRADE 6

Science Theme



conventions of B.C. and A.D. or B.C.E. and C.E.

Babylonians

Babylonian Law

Change of culture in Fertile

Crescent

Phoenicians

Beginning of trade

King Nebuchadnezzar

Hanging gardens

Babylon

Hammurabi’s code

Chariot

Alphabet

Hittites

Kassites

Assyrian

Chaldeans

B.C.

A.D.

B.C.E.

C.E.


B.C.

A.D.

B.C.E.



B.C.

A.D.

B.C.E.













Lesson 4 Later Peoples of the Fertile Crescent

EQ: Name and describe cultures that ruled parts of the

Fertile Crescent after the Sumerians.

Catholic Identity

EQ: How did early civilization play a part in creating religious

customs?




promoted growth of early civilization. Describe the


source of water


transportation

protection


trade

farming

population growth

civilizations





Valleys during early civilization. SS H 6.2.4 Describe the religious beliefs that early civilizations





the development of unique attributes and enduring legacies

of early civilization that are still practiced and reflected in











Religion

Politics

Environment

Climate

Economics


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance

SS G 6.6 Modern cultural practices and products show the influence of

tradition and diffusion including the impact of major world

religions (Buddhism, Christianity, Hinduism, Islam and

Judaism).

SS G 6.6.1 Describe how modern cultural practices and products in the Eastern

Hemisphere have been influenced by both cultural traditions and

“diffusion”.

SS G 6.6.2 Using Primary and Secondary sources research the cultural

practices and products of the “river civilizations” and site evidence

of their influence on modern culture practices and products.

SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings of

the following:

Buddhism

Christianity

Hinduism

Islam

Judaism





GRADE 6

Science Theme



conventions of B.C. and A.D. or B.C.E. and C.E. Canaan

Early history of Jews

Romans

Abraham

Jewish beliefs

Torah

Laws and principles of

Judaism

Traditions celebrated by

Jewish people

Jewish Holy Days

Judaism

Canaan

Exodus

Monotheism

Torah

Rabbis

Israelites

B.C.

A.D.

B.C.E.

C.E.


B.C.

A.D.

B.C.E.

C.E.

SS H 6.1.2 Construct a multi-tiered timeline arranging events is a


B.C.

A.D.

B.C.E.

C.E.

SS H 6.1.3 Create a timeline that spans from 2000B.C.E. to 2017C.E. Select

notable historic and religious events from other countries,

continents, and America.











Chapter: Judaism and Christianity

Lesson 1 Origins of Judaism

EQ: Who were responsible for forming a great kingdom

in Israel and started a religion called Judaism?

Catholic Identity

EQ: What factors forced the Israelites move from settlement to

settlement?



SS G 6.5 Political, environmental, social and economic factors cause

people, products and ideas to move from place to place in the

Eastern Hemisphere in the past and today. SS G 6.5.1 Discuss and give reasons for why the people in the Eastern Hemisphere

move from place to place.

SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it has

influenced the following:

Religion

Politics

Environment

Climate

Economics

SS G 6.5.3 Investigate how current migration patterns in the Eastern Hemisphere

affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance


tradition and diffusion including the impact of major world religions

(Buddhism, Christianity, Hinduism, Islam and Judaism). SS G 6.6.1 Describe how modern cultural practices and products in the Eastern


“diffusion”.

SS G 6.6.2 Using Primary and Secondary sources, research the cultural practices and

products of the “river civilizations” and site evidence of their influence on

modern culture practices and products

SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings of the

following:

Buddhism

Christianity

Hinduism

Islam

Judaism

SS G 6.6.4 Produce evidence of the lasting influence of religious diffusion in the

modern world. Include Catholicism.



GRADE 6

Science Theme



conventions of B.C. and A.D. or B.C.E. and C.E. Christianity

Jesus’s teachings

Jesus’s followers

The spread of

Christianity

Roman Empire 400

Messiah

Christianity

Bible

Bethlehem

Resurrection

Disciples

Saint

B.C.

A.D.

B.C.E.

C.E.


B.C.

A.D.

B.C.E.

C.E. SS H 6.1.2 Construct a multi-tiered timeline arranging events is a chronological

order. Include events that occurred during:

B.C.

A.D.

B.C.E.

C.E. SS H 6.1.3 Create a timeline that spans from 2000B.C.E. to 2017C.E. Select

notable historic and religious events from other countries, continents,

and America.

SS G 6.4 Variations among physical environments within the Eastern

Hemisphere influence human activities. Human activities

also alter the physical environment. SS G 6.4.1 Analyze and give examples how “Human Activities” develop in response

to physical environments.

SS G 6.4.2 Describe how humans adapt to the environment when the environment

restricts human activity.

SS G 6.4.3 Research and discuss examples of “unintended consequences” of human

activities to natural habitat.



Lesson 2 Origins of Christianity

EQ: What is the base of Christianity?

Catholic Identity

EQ: What are the major differences between Judaism and

Christianity?




people, products and ideas to move from place to place in

the Eastern Hemisphere in the past and today. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it has


Religion

Politics

Environment

Climate

Economics SS G 6.5.3 Investigate how current migration patterns in the Eastern Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance




and Judaism). SS G 6.6.1 Describe how modern cultural practices and products in the Eastern


“diffusion”.

SS G 6.6.2 Using Primary and Secondary sources, research the cultural practices and


modern culture practices and products


following:

Buddhism

Christianity

Hinduism

Islam

Judaism

SS G 6.6.4 Produce evidence of the lasting influence of religious diffusion in the

modern world. Include Catholicism.



GRADE 6

Science Theme



absolute location. Constantinople

Eastern emperors

New eastern society formed

Byzantine Christianity

Constantinople

Byzantine Empire

Mosaics SS G 6.2.4 Use “Google Earth” to identify a place’s “absolute”

location.



population, cultural, or economic). SS G 6.3.1 Use multiple criteria to determine, classify, and compare


changes in those regions over time.









the Eastern Hemisphere in the past and today. SS G 6.5.1 Discuss and give reasons for why the people in the

Eastern Hemisphere move from place to place.



Lesson 3 The Byzantine Empire

EQ: Why did the Roman Empire slip? What factors made the

eastern Roman Empire prosper? What factors made the

western Roman Empire fall?

Catholic Identity

EQ: How has the practice of Catholicism managed to survive over the

centuries?



SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of

how it has influenced the following:

Religion

Politics

Environment

Climate


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance


influence of tradition and diffusion including the

impact of major world religions (Buddhism,

Christianity, Hinduism, Islam and Judaism). SS G 6.6.1 Describe how modern cultural practices and products in

the Eastern Hemisphere have been influenced by both

cultural traditions and “diffusion”. SS G 6.6.2 Using Primary and Secondary sources, research the

cultural practices and products of the “river civilizations”

and site evidence of their influence on modern culture

practices and products. SS G 6.6.3 Identify the geographic origins, founding leaders, and


Buddhism

Christianity

Hinduism

Islam

Judaism





SS GV 6.1 Different perspectives on a topic can be obtained from

a variety of historic and contemporary sources.

Sources can be examined for accuracy. SS GV 6.1.2 Using historic and contemporary sources form a student

discussion group to reflect, analyze and discuss specific

viewpoints or perspectives on a given historic topic.







SS GV 6.2.1 Identify and give examples of countries (yesterday and

today) that have the following types of government:

Monarchy

Dictatorship

Democracy

Theocracy



GRADE 6

Science Theme



conventions of B.C. and A.D. or B.C.E. and C.E. Arabia

Nomadic life

Sedentary life

Islam

Muhammad

Mecca

Islam

Muslim

Qur’an

Medina

Mosque

Nomadic

Sedentary

Muhammad

Arabia

Prophet

Desert

Oases


B.C.

A.D.

B.C.E.



B.C.

A.D.

B.C.E.







Hinduism, Islam and Judaism).





Chapter: History of the Islamic World

Lesson 1 Origin of Islam

EQ: What is Islam and who introduced Islam? Where

was Islam introduced?

Catholic Identity

EQ: Who introduced Catholicism?






products. SS G 6.6.3 Identify the geographic origins, founding leaders, and


Buddhism

Christianity

Hinduism

Islam





GRADE 6

Science Theme




Eastern Hemisphere in the past and today.

Qur’an

Sunnah

Islamic Law

Jihad

Sunnah

Five Pillars of Islam

Explicity

Implicit

Hajj

Shariah


Hemisphere move from place to place. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it


Religion

Politics

Environment

Climate


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance




Judaism).



Lesson 2 Islamic Beliefs and Practices

EQ: What sacred texts guide Muslims in their religion

and daily lives?

Catholic Identity

EQ: What sacred texts guide Catholics in their religion and daily

lives?





traditions and “diffusion”. SS G 6.6.2 Using Primary and Secondary sources research the cultural





Buddhism

Christianity

Hinduism

Islam




conventions of B.C. and A.D. or B.C.E. and C.E. SS H 6.1.1 Recognize and explain the following terms:

B.C.

A.D.

B.C.E.



B.C.

A.D.

B.C.E.






GRADE 6

Science Theme



conventions of B.C. and A.D. or B.C.E. and C.E. Spread of Islam

Islamic trade

Muslim control of Europe,

Asia and Africa

Caliph

Tolerance

Baghdad

Corodoba

Janissaries

Istanbul

Esfahan



B.C.

A.D.

B.C.E.










Religion

Politics

Environment

Climate

Economics



Lesson 3 Muslim Empires

EQ: What three large Muslim empires formed after the

early spread of Islam?

Catholic Identity

EQ: What is the significance of the number three in the Catholic

religion?




Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance




Hinduism, Islam and Judaism). SS G 6.6.1 Describe how modern cultural practices and products in the







Buddhism

Christianity

Hinduism

Islam



SS GV 6.2 Governments can be categorized as monarchies, theocracies,

dictatorships, or democracies, but categories may overlap and

labels may not accurately represent how governments function.

The extent of citizens’ liberties and responsibilities varies

according to limits of governmental authority.



SS GV 6.2.1 Identify and give examples of countries (yesterday and today)

that have the following types of government:

Monarchy

Dictatorship

Democracy

Theocracy SS GV 6.2.2 Discuss how power is attained and held in systems of

government. SS GV 6.2.3 Analyze the relationships between those governing and those

being governed in systems of government.



GRADE 6

Science Theme


SS E 6.4 When regions and/or countries specialize, global trade occurs. Muslim contributions to

science and philosophy

Muslim contributions to

literature and arts

The Blue Mosque

Sufism

Minarets

Calligraphy

Mosque



Eastern Hemisphere in the past and today. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how


Religion

Politics

Environment

Climate


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance




Judaism).



Lesson 4 Cultural Achievements

EQ: Name some contributions in science, art & literature that

were made by Muslim scholars.

Catholic Identity

EQ: How is the Catholic Church universal?










Buddhism

Christianity

Hinduism

Islam

Judaism


conventions of B.C. and A.D. or B.C.E. and C.E. SS H 6.1.3 Create a timeline that spans from 2000B.C.E. to 2017C.E.





GRADE 6







early civilizations can be used to help understand the


Physical features of the

Eastern Mediterranean

- Bosporus

- Dead Sea

Region’s climate

Natural resources of

Eastern Mediterranean

Dardanelles

Bosporus

Jordan River

Dead Sea

Syrian Desert


promoted growth of early civilization. Describe the significance

of “River Valleys” for:

source of water


transportation

protection


trade

farming

population growth

civilizations







Chapter: The Eastern Mediterranean

Lesson 1 Physical Geography

EQ: What three continents encompass the region of the

Eastern Mediterranean?

Catholic Identity

EQ: Explain the significance of the number three within the Blessed

Trinity.



SS H 6.2.4 Describe the religious beliefs that early civilizations developed

to help explain the world around them.


early civilization.


civilization.

SS H 6.2.7 Using primary and secondary sources research and identify the

development of unique attributes and enduring legacies of early

civilization that are still practiced and reflected in cultural

practices today.

SS G 6.3 Regions can be determined, classified and compared using

various criteria (e.g., landform, climate, population, cultural,

or economic).

SS G 6.3.1 Use multiple criteria to determine, classify, and compare regions

of Asia. SS G 6.3.2 Compare regional criteria across continents considering changes

in those regions over time. SS G 6.3.3 Research the following criteria of regions and investigate how it

helps identify and organize surface area based on shared

characteristics:

Landforms

Climate

Economics

Natural Resource



also alter the physical environment. SS G 6.4.1 Analyze and give examples how “Human Activities” develop in

response to physical environments.



GRADE 6

Science Theme




or economic).

Istanbul

Ottamans

Kemul Atatürk

Byzantium

Constantinople

Ankara

Istanbul

Secular

Ottamans



in those regions over time. SS G 6.3.3 Research the following criteria of regions and investigate how

it helps identify and organize surface area based on shared

characteristics:

Landforms

Climate

Economics

Natural Resource




response to physical environments. SS G 6.4.2 Describe how humans adapt to the environment when the

environment restricts human activity. SS G 6.4.3 Research and discuss examples of “unintended consequences”

of human activities to natural habitat.



Lesson 2 Turkey

EQ: Why are Turkish leaders trying to establish closer

economic ties to Europe?

Catholic Identity

EQ: How did Christianity develop in Turkey?





Eastern Hemisphere in the past and today. SS G 6.5.1 Discuss and give reasons for why the people in the Eastern



Religion

Politics

Environment

Climate

Economics


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance




and Judaism).






products.




of the following:

Buddhism

Christianity

Hinduism

Islam

Judaism


dictatorships, or democracies, but categories may overlap

and labels may not accurately represent how governments

function. The extent of citizens’ liberties and responsibilities




Monarchy

Dictatorship

Democracy

Theocracy






GRADE 6

Science Theme



conventions of B.C. and A.D. or B.C.E. and C.E. Ancient Hebrews

Creation of the Nation of

Israel

Palestinian territories

Holy Land

Dead Sea Scrolls

Dispera

Jerusalem

Zionism

Kosher

Kibbutz

Gaza

West Bank

Israelites

Dead Sea Scrolls


B.C.

A.D.

B.C.E.



B.C.

A.D.

B.C.E.






structures, religions technologies, and agricultural







Lesson 3 Israel

EQ: What two groups of people continue to struggle

over Israel and Palestinian territories?

Catholic Identity

EQ: What three world religions is the city of Jerusalem sacred to?





comparing the characteristics of civilizations. SS H 6.2.3 Describe and site examples of “new technology” in the River

Valleys during early civilization. SS H 6.2.4 Describe the religious beliefs that early civilizations developed

to help explain the world around them. SS H 6.2.5 Discuss the role that geography played in the development of


civilization. SS H 6.2.7 Using primary and secondary sources, research and identify the



practices today.



the Eastern Hemisphere in the past and today. SS G 6.5.1 Discuss and give reasons for why the people in the Eastern



Religion

Politics

Environment

Climate


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance













Buddhism

Christianity

Hinduism

Islam





GRADE 6

Science Theme




the Eastern Hemisphere in the past and today.

Syria

Damascus

Hafiz al-Assad

Lebanon’s religion diversity

Jordan’s refugees

Damascus

Beirut

Bedouins

Amman SS G 6.5.1 Discuss and give reasons for why the people in the Eastern




Religion

Politics

Environment

Climate


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance



Lesson 4 Syria, Lebanon, Jordan

EQ: Explain the religious diversity that Syria, Lebanon

and Jordan have.

Catholic Identity

EQ: Why do Christians living in predominantly Arab countries

sometimes practice their faith in seclusion?











products. SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings

of the following:

Buddhism

Christianity

Hinduism

Islam

Judaism SS G 6.6.4 Produce evidence of the lasting influence of religious diffusion



theocracies, dictatorships, or democracies, but categories

may overlap and labels may not accurately represent how

governments function. The extent of citizens’ liberties and

responsibilities varies according to limits of governmental

authority.



Monarchy

Dictatorship

Democracy

Theocracy





being governed in systems of government. SS GV 6.2.4 Explain how and why characteristics of government often




GRADE 6

Science Theme








Hemisphere today.

Physical features of

the Arabian Peninsula

Desert plains

Rub’ al-Khali

Resources

Arabian Peninsula

Persian Gulf

Tigris River

Euphrates River

Oasis

Wadis

Fossil water

Rub’ al-Khali SS H 6.2.1 Geographic conditions including locations in “River Valleys”



source of water


transportation

protection


trade

farming

population growth

civilizations

SS H 6.2.7 Using primary and secondary sources, research and identify the



practices today.


Chapter: The Arabian Peninsula, Iraq and Iran


EQ: What is the physical makeup of the majority of the

Arabian Peninsula?

Catholic Identity

EQ: Why is showing respect for people of different religion religions

a sign of respect?



SS G 6.2 Latitude and longitude can be used to identify absolute

location. SS G 6.2.4 Use “Google Earth” to identify a place’s “absolute” location.



or economic).

SS G 6.3.1 Use multiple criteria to determine, classify, and compare regions of

Asia. SS G 6.3.2 Compare regional criteria across continents considering changes in

those regions over time. SS G 6.3.3 Research the following criteria of regions and investigate how it


characteristics:

Landforms

Climate

Economics

Natural Resource


Hemisphere influence human activities. Human activities also

alter the physical environment. SS G 6.4.1 Analyze and give examples how “Human Activities” develop in


environment restricts human activity. SS G 6.4.3 Research and discuss examples of “unintended consequences” of

human activities to natural habitat.










Religion

Politics

Environment

Climate


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance



GRADE 6

Science Theme





Islamic culture

Life in Saudi Arabia

Arabian monarchies

Oil resources

Shia

Sunni

OPEC

Kuwait

Bahrain

Qatar

Oman

Yemen

The United Arab Emirates

(U.A.E.)





characteristics:

Landforms

Climate

Economics

Natural Resource



may overlap and labels may not accurately represent

how governments function. The extent of citizens’

liberties and responsibilities varies according to limits of

governmental authority.

SS GV 6.2.1 Identify and give examples of countries (yesterday and today) that

have the following types of government:

Monarchy

Dictatorship

Democracy

Theocracy



Lesson 2 The Arabian Peninsula

EQ: What are the three main characteristics that most

countries of the Arabian Peninsula share?

Catholic Identity

EQ: How would you explain the Trinity to people of different faiths?







SS E 6.1 Economists compare data sets to draw conclusions about

relationships among them. SS E 6.1.1 Compare sets of data for international trade and population

to draw conclusions to:

exports

imports

natural resources

oil reserves

income

birth rate









developing country.



GRADE 6

Science Theme


SS E 6.4 When regions and/or countries specialize, global trade occurs. Iraq’s conquerors

Religion of Islam

Iraqi conflicts

Alexander the Great

Mesopotamia

Embargo

Baghdad

Ottoman

SS E 6.4.1 Describe the term “Specialization” and its effect on trade. SS E 6.4.2 Explain the reasons individuals and societies specialize on the

production of “goods” and “services”. SS E 6.4.3 Analyze and explain how limited “productive resources” lead to

“specialization”. SS E 6.4.4 Using economic data, investigate examples of trade in the Eastern

Hemisphere tracking:

Production and sales of goods and services of oil and agricultural

products. (coffee, soybeans)



labels may not accurately represent how governments





Monarchy

Dictatorship

Democracy

Theocracy

SS GV 6.2.2 Discuss how power is attained and held in systems of government.



Lesson 3 Iraq

EQ: What is the connection between Iraq and

Mesopotamia?

Catholic Identity

EQ: How did Jesus use parables to teach us how to live?








Religion

Politics

Environment

Climate


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance




Judaism).






products.



SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings of

the following:

Buddhism

Christianity

Hinduism

Islam

Judaism SS G 6.6.4 Produce evidence of the lasting influence of religious diffusion in

the modern world. Include Catholicism.



GRADE 6

Science Theme


SS GV 6.1 Different perspectives on a topic can be obtained from a

variety of historic and contemporary sources. Sources can

be examined for accuracy.

Iran’s empires

Republic of Islam

Islamic religious leaders

Rights of most Iranians

Shah

Revolution

Tehran

Theocracy

Persian Empire

Nowruz

Shirin E badí

SS GV 6.1.1 Describe the purpose and benefits of “civic participation”. SS GV 6.1.2 Using historic and contemporary sources form a student discussion

group to reflect, analyze and discuss specific viewpoints or

perspectives on a given historic topic. SS GV 6.1.3 Discuss the components of effective group communications.

Discuss the importance and purpose of the following skills for

group discussion:

Negotiation

Compromise

Collaboration SS GV 6.1.4 Compare two sources of a current event for facts, dialogue, details,

perspectives and opinions expressed.






authority.



Monarchy

Dictatorship

Democracy

Theocracy



Lesson 4 Iran

EQ: Why is Islam such a huge influence on government

and daily life in Iran?

Catholic Identity

EQ: How do Iran’s Christians practice their faith in their daily life?












Religion

Politics

Environment

Climate


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance














Buddhism

Christianity

Hinduism

Islam





GRADE 6

Science Theme



relationships among them. Physical features of

landlocked Central Asia

Climate of Central Asia

Key natural resources of

Central Asia:

- Water

- Oil

- Gas

- Minerals

Landlocked

Pamirs

Fergana valley

Kara – Kum

Kyzyl Kum

Aral Sea

SS E 6.1.1 Compare sets of data for international trade and population to


exports

imports

natural resources

oil reserves

income

birth rate


location. SS G 6.2.1 Use coordinates of latitude (including degrees of north and

south) and longitude (including degrees of east and west) to

identify “absolute location” of a given place.

SS G 6.2.2 Describe a longitude point’s position on Earth’s surface in




SS G 6.2.4 Use “Google Earth” to identify a place’s “absolute” location.


Chapter: Central Asia


EQ: How have foreign invasion and influence affected

the societies and cultures of Central Asia?

Catholic Identity

EQ: Describe the role of early missionaries to bring Christianity to the

people of Central Asia.




various criteria (e.g., landform, climate, population,

cultural, or economic).



changes in those regions over time. SS G 6.3.3 Research the following criteria of regions and investigate

how it helps identify and organize surface area based on

shared characteristics:

Landforms

Climate

Economics

Natural Resource



GRADE 6

Science Theme




History of Central Asia’s

conquerors

The different ethnic groups

of Central Asia

The many cultures of

Central Asia

The ethnic influence of

Central Asia

Samarqand

Nomads

Yurt

Mogul SS H 6.1.1 Recognize and explain the following terms:

B.C.

A.D.

B.C.E.



B.C.

A.D.

B.C.E.










Hemisphere today.



Lesson 2 History and Culture

EQ: What similar histories and traditions do the

countries of Central Asia share? Why does each

country have some unique cultures?

Catholic Identity

EQ: Compare world religions focusing on “belief systems”.





comparing the characteristics of civilizations. SS H 6.2.4 Describe the religious beliefs that early civilizations developed to

help explain the world around them.












Religion

Politics

Environment

Climate


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance






Judaism). SS G 6.6.1 Describe how modern cultural practices and products in the






of the following:

Buddhism

Christianity

Hinduism

Islam



SS E 6.4 When regions and/or countries specialize, global trade

occurs. SS E 6.4.1 Describe the term “Specialization” and its effect on trade. SS E 6.4.2 Explain the reasons individuals and societies specialize on the


“specialization”.



GRADE 6

Science Theme



relationships among them. Central Asian

economies today

Central Asian political

stability today

Challenges for countries

in Central Asia today

for:

- Economy

- Politics

- Climate

Taliban

Kabul

Dryland farming

Arable

Afghanistan

Kazakhstan

Kyrgyzstan

Tajikistan

Turkmenistan

Uzbekistan

Factions



exports

imports

natural resources

oil reserves

income

birth rate








compare/contrast a developed country with a developing

country.


consequences. The evaluation of choices is relative and may

differ across individuals and societies.



Lesson 3 Central Asia Today

EQ: What are Central Asian countries doing today to

promote stable governments and sound economies?

Catholic Identity

EQ: Explain factors that might challenge practicing Christianity in

Central Asia.



SS E 6.2.1 Explain how economic choices have a direct effect on economic

consequences. SS E 6.2.2 Predict the present and future consequences of:



SS E 6.2.3 Explain how and why individuals and societies may evaluate

choices differently.







products. (coffee, soybeans) SS E 6.4.5 Using economic data, investigate examples of trade in Eastern


Production and consumption of manufactured items. ( toys,

clothing)

SS E 6.5 The interaction of supply and demand, influenced by

competition, helps to determine price in a market. This

interaction also determines the quantities of outputs

produced and the quantities of Inputs (human resources,

natural resources, and capital) used.

SS E 6.5.1 Analyze and explain the interactions of “supply and demand,”

and its influence on competition.

SS E 6.5.2 Analyze and explain the influence of “supply and demand” and

how it interacts to determine “price”.

SS E 6.5.3 Explain how “price” influences competition.



SS E 6.5.4 Define the following:

Outputs

Inputs

Explain how the interaction of supply, demand, and competitions

influences “outputs and inputs”.

SS E 6.6 When selecting items to buy, individuals can compare the

price and quality of available goods and services. SS E 6.6.2 Explain and give examples how and why consumers should

compare prices and quality of goods and services.

SS E 6.6.3 Describe how consumers can gather information on price and

quality. SS E 6.6.4 Explore and give reasons why products produced in Asia have

lower prices than products produced in the United States. SS E 6.6.5 Discuss and chart the “pros” and “cons” of purchasing foreign

made products. SS E 6.6.6 Discuss and chart the “pros” and “cons” of purchasing American

made products.








Monarchy

Dictatorship

Democracy

Theocracy












Religion

Politics

Environment

Climate


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance



GRADE 6

Science Theme




or economic).

The Gift of the Nile

The development of

civilization

Strong Kings of Egypt

Nile River

Upper Egypt

Lower Egypt

Cataracts

Delta

Pharaoh

Dynasty

Silt

Theocracy

SS G 6.3.1 Use multiple criteria to determine, classify, and compare regions of

Asia. SS G 6.3.2 Compare regional criteria across continents considering changes in

those regions over time. SS G 6.3.3 Research the following criteria of regions and investigate how it


characteristics:

Landforms

Climate

Economics

Natural Resource







Social Studies Unit III Africa

Chapter: The History of Ancient Egypt

Lesson 1 Geography and early Egypt

EQ: What two natural resources of the Nile Valley enabled a

great civilization to develop in Egypt? What were the

major accomplishments of the Egyptians?

Catholic Identity

EQ: Describe some global issues of past civilizations that are still

issues in today’s society, i.e. – human rights.








Religion

Politics

Environment

Climate


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance




Judaism). SS G 6.6.1 Describe how modern cultural practices and products in the Eastern


“diffusion”.



of their influence on modern culture practices and products.






B.C.

A.D.

B.C.E.



B.C.

A.D.

B.C.E.










Hemisphere today. SS H 6.2.1 Geographic conditions including locations in “River Valleys”



source of water


transportation

protection


trade

farming

population growth

civilizations








SS H 6.2.4 Describe the religious beliefs that early civilizations developed to


SS H 6.2.5 Discuss the role that geography played in the development of early

civilization.

SS H 6.2.6 Research the establishment of “social classes” in early civilization.




practices today.



GRADE 6

Science Theme



conventions of B.C. and A.D. or B.C.E. and C.E. Life in the Old Kingdom

Influences of pharaohs in

society and trade

Shaping of Religion

Building of pyramids

Purpose of pyramids

Egyptian Gods

Burial Practices

Old Kingdom

Nobles

Afterlife

Mummies

Elite

Pyramids

Engineering

Polytheism

Sarcophagus


B.C.

A.D.

B.C.E.



B.C.

A.D.

B.C.E.






structures, religions technologies, and agricultural practices and

products flourished as a result of favorable geographic



Hemisphere today.



Lesson 2 The Old Kingdom

EQ: Why were Egyptian government and religion

closely connected during Ancient Egypt?

Catholic Identity

EQ: Explain why the church is an important cultural and community

builder.






source of water


transportation

protection


trade

farming

population growth

civilizations







SS H 6.2.5 Discuss the role that geography played in the development of early

civilization. SS H 6.2.6 Research the establishment of “social classes” in early civilization. SS H 6.2.7 Using primary and secondary sources, research and identify the


civilization that are still practiced and reflected in cultural practices

today.

SS GV 6.1 Different perspectives on a topic can be obtained from a variety

of historic and contemporary sources. Sources can be examined

for accuracy. SS GV 6.1.1 Describe the purpose and benefits of “civic participation”. SS GV 6.1.2 Using historic and contemporary sources form a student discussion


perspectives on a given historic topic.



SS GV 6.1.3 Discuss the components of effective group communications.


group discussion:

Negotiation

Compromise

Collaboration



labels may not accurately represent how governments function.

The extent of citizens’ liberties and responsibilities




Monarchy

Dictatorship

Democracy

Theocracy

SS GV 6.2.2 Discuss how power is attained and held in systems of government.



GRADE 6

Science Theme



conventions of B.C. and A.D. or B.C.E. and C.E. Middle Kingdom’s

government

New Kingdom’s trade

and military power

Egypt’s social classes

Work and daily life of

Egypt’s social classes

Middle Kingdom

New Kingdom

Kush

Trade routes

Queen Hatshepsut

Ramses the Great


B.C.

A.D.

B.C.E.



B.C.

A.D.

B.C.E.










Hemisphere today.



Lesson 3 The Middle and New Kingdoms

EQ: What was restored in Egypt during the Middle and

New Kingdoms?

Catholic Identity

EQ: Discuss ethnic contributions to our church and government.



SS H 6.2.1 Geographic conditions including locations in “River Valleys” promoted

growth of early civilization. Describe the significance of “River Valleys”

for:

source of water


transportation

protection


trade

farming

population growth

civilizations




Valleys during early civilization. SS H 6.2.4 Describe the religious beliefs that early civilizations developed to

help explain the world around them. SS H 6.2.5 Discuss the role that geography played in the development of early

civilization. SS H 6.2.6 Research the establishment of “social classes” in early civilization. SS H 6.2.7 Using primary and secondary sources, research and identify the



practices today.


dictatorships, or democracies, but categories may overlap and labels

may not accurately represent how governments function. The extent

of citizens’ liberties and responsibilities varies according to limits of

governmental authority.



Monarchy

Dictatorship

Democracy

Theocracy



SS GV 6.2.2 Discuss how power is attained and held in systems of government. SS GV 6.2.3 Analyze the relationships between those governing and those being

governed in systems of government. SS GV 6.2.4 Explain how and why characteristics of government often overlap

and can be inconsistent.


relationships among them. SS E 6.1.1 Compare sets of data for international trade and population to draw

conclusions to:

exports

imports

natural resources

oil reserves

income

birth rate

SS E 6.1.2 Create a chart to identify the geographic features of the country/ies

comparing location, physical features, economic activities,

imports/exports. Include:






country.



differ across individuals and societies. SS E 6.2.1 Explain how economic choices have a direct effect on economic








SS E 6.3 The fundamental questions of economics include what to

produce, how to produce, and for whom to produce. SS E 6.3.1 Explain the three fundamental questions of economics and their

limitations. SS E 6.3.2 Describe “Demand” and “Means of Distribution” and the

significance they play to “produce”.

SS E 6.4 When regions and/or countries specialize, global trade occurs.



“specialization”.

SS E 6.6 When selecting items to buy, individuals can compare the price

and quality of available goods and services.

SS E 6.6.1 Describe “financial Literacy” and how it interacts with financial

resources and financial security.



GRADE 6

Science Theme





Egyptian writing style

Hieroglyphics

Egypt’s great temples

Egypt’s tombs

Primary / Secondary

sources

Hieroglyphics

Papyrus

Rosetta Stone

Sphinxes

Obelisk










of the following:

Buddhism

Christianity

Hinduism

Islam





Lesson 4 Egyptian Achievements

EQ: What sort of achievements in writing, art and

architecture did the Egyptians contribute?

Catholic Identity

EQ: Define, compare, and contrast Old Kingdom polytheism to

monotheism.




conventions of B.C. and A.D. or B.C.E. and C.E. SS H 6.1.1 Recognize and explain the following terms:

B.C.

A.D.

B.C.E.



B.C.

A.D.

B.C.E.










Eastern Hemisphere today. SS H 6.2.1 Geographic conditions including locations in “River Valleys”



source of water


transportation

protection


trade

farming

population growth

civilizations










early civilization.


civilization.


development of unique attributes and enduring legacies of

early civilization that are still practiced and reflected in




GRADE 6

Science Theme



conventions of B.C. and A.D. or B.C.E. and C.E. Civil development

Egyptian control of

Kush

Winning independence

Kush’s dynasty

Changes in power

Nubia

Ebony

Ivory

Piankhi

Dynasty


B.C.

A.D.

B.C.E.



B.C.

A.D.

B.C.E.










Hemisphere today.


Chapter: History of Ancient Kush

Lesson 1 Kush and Egypt

EQ: What was the first established kingdom in the interior of

Africa? How did Egyptian rule change Kush?

Catholic Identity

EQ: How can we work for justice and peace and become responsible

stewards?






source of water


transportation

protection


trade

farming

population growth

civilizations





Valleys during early civilization. SS H 6.2.4 Describe the religious beliefs that early civilizations developed to

help explain the world around them. SS H 6.2.5 Discuss the role that geography played in the development of

early civilization. SS H 6.2.6 Research the establishment of “social classes” in early civilization.




practices today.


variety of historic and contemporary sources. Sources can be

examined for accuracy. SS GV 6.1.1 Describe the purpose and benefits of “civic participation”. SS GV 6.1.2 Using historic and contemporary sources form a student







labels may not accurately represent how governments





Monarchy

Dictatorship

Democracy

Theocracy

SS GV 6.2.2 Discuss how power is attained and held in systems of government. SS GV 6.2.3 Analyze the relationships between those governing and those













Religion

Politics

Environment

Climate

Economics




Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance









products. SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings of

the following:

Buddhism

Christianity

Hinduism

Islam





GRADE 6

Science Theme



conventions of B.C. and A.D. or B.C.E. and C.E. Kush’s economy

Iron industry

Trade network

Kushite society and

culture

Decline/defeat of Kush

Meroë

Trade network

Merchants

Exports

Imports

Iron industry

Export

Import

Queen Shanakhdakheto


B.C.

A.D.

B.C.E.

C.E.










source of water


transportation

protection


trade

farming

population growth

civilizations

Social Studies Unit II I Africa

Chapter: The History of Ancient Kush

Lesson 2 Later Kush

EQ: Why and how did the Kush civilization decline?

Catholic Identity

EQ: Why do you think Christianity has not declined over the

centuries?












practices today.


relationships among them. SS E 6.1.1 Compare sets of data for international trade and population to


exports

imports

natural resources

oil reserves

income

birth rate









developing country.







economic consequences. SS E 6.2.2 Predict the present and future consequences of:







production of “goods” and “services”. SS E 6.4.3 Analyze and explain how limited “productive resources” lead

to “specialization”. SS E 6.4.4 Using economic data, investigate examples of trade in the Eastern






clothing)



GRADE 6

Science Theme



relationships among them. Ghana’s trade

Ghana’s wealth

Ghana’s control on trade

Ghana’s decline

Silent barter

Sahara Desert SS E 6.1.1 Compare sets of data for international trade and population to


exports

imports

natural resources

oil reserves

income

birth rate









developing country.



differ across individuals and societies. SS E 6.2.1 Explain how economic choices have a direct effect on

economic consequences.


Chapter: History of West Africa

Lesson 1 Empire of Ghana

EQ: How did trade influence the rise and fall of early

West African empires? What two resources did

Ghana use and control to build an empire?

Catholic Identity

EQ: Discuss Christianity in Ghana during its days of glory.



SS E 6.2.2 Predict the present and future consequences of:






produce, how to produce, and for whom to produce.

SS E 6.3.1 Explain the three fundamental questions of economics and their






to “specialization”.







and its influence on competition. SS E 6.5.2 Analyze and explain the influence of “supply and demand” and

how it interacts to determine “price”. SS E 6.5.3 Explain how “price” influences competition.

SS E 6.5.4 Define the following:

Outputs

Inputs

Explain how the interaction of supply, demand, and

competitions influences “outputs and inputs”.





the Eastern Hemisphere in the past and today. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it


Religion

Politics

Environment

Climate

Economics



GRADE 6

Science Theme




Mansa Musa

Fall of Mali

Islamic empire of

Songhai

Conquering of Mali

Niger River

Timbuktu

Mosque

Gao

Djenné


B.C.

A.D.

B.C.E.



B.C.

A.D.

B.C.E.










Hemisphere today.


Chapter: The History of West Africa

Lesson 2 Mali and Songhai

EQ: When did the empires of Mali and Songhai develop

in West Africa?

Catholic Identity

EQ: When did Christianity develop in West Africa?






source of water


transportation

protection


trade

farming

population growth

civilizations













practices today.








SS GV 6.2.1 Identify and give examples of countries (yesterday and today) that have

the following types of government:

Monarchy

Dictatorship

Democracy







or economic). SS G 6.3.1 Use multiple criteria to determine, classify, and compare regions




characteristics:

Landforms

Climate

Economics

Natural Resource









SS G 6.5 Political, environmental, social and economic factors cause people,

products and ideas to move from place to place in the Eastern

Hemisphere in the past and today. SS G 6.5.1 Discuss and give reasons for why the people in the Eastern Hemisphere

move from place to place. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it has


Religion

Politics

Environment

Climate

Economics SS G 6.5.3 Investigate how current migration patterns in the Eastern Hemisphere

affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance



religions (Buddhism, Christianity, Hinduism, Islam and Judaism). SS G 6.6.1 Describe how modern cultural practices and products in the Eastern

Hemisphere have been influenced by both cultural traditions and “diffusion”.

SS G 6.6.2 Using Primary and Secondary sources research the cultural practices and


modern culture practices and products.


following:

Buddhism

Christianity

Hinduism

Islam

Judaism

SS G 6.6.4 Produce evidence of the lasting influence of religious diffusion in the modern

world. Include Catholicism.



GRADE 6

Science Theme





Preservation of West

African history

West African

cultures

West African

traditions

Oral history

Griots

Proverbs

Kente SS G 6.5.1 Discuss and give reasons for why the people in the Eastern




Religion

Politics

Environment

Climate


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance


Chapter: The History of West Africa

Lesson 3 Historical and Artistic Traditions

EQ: How has West African culture been passed down?

Give examples of Primary and Secondary sources.

Catholic Identity

EQ: How has cultural practices of Christianity been passed down

through the ages?






Judaism). SS G 6.6.1 Describe how modern cultural practices and products in the Eastern


“diffusion”. SS G 6.6.2 Using Primary and Secondary sources research the cultural


of their influence on modern culture practices and products. SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings of

the following:

Buddhism

Christianity

Hinduism

Islam









Hemisphere today. SS H 6.2.2 Using Primary and Secondary sources and a graphic organizer,


comparing the characteristics of civilizations. SS H 6.2.6 Research the establishment of “social classes” in early civilization. SS H 6.2.7 Using primary and secondary sources, research and identify the



practices today.



GRADE 6

Science Theme



location. Physical features of

North Africa

Nile River

Sahara

Atlas Mountains

North African climate

Importance of water

Sahara

Nile River

Silt

Suez Canal

Oasis

Atlas Mountains

SS G 6.2.1 Use coordinates of latitude (including degrees of north and


identify “absolute location” of a given place. SS G 6.2.2 Describe a longitude point’s position on Earth’s surface in

relation to the “Prime Meridian”. SS G 6.2.3 Describe a latitude point’s position on Earth’s surface in

relation to the “Equator”. SS G 6.2.4 Use “Google Earth” to identify a place’s “absolute” location.



cultural, or economic). SS G 6.3.1 Use multiple criteria to determine, classify, and compare


changes in those regions over time. SS G 6.3.3 Research the following criteria of regions and investigate how


characteristics:

Landforms

Climate

Economics

Natural Resource


Chapter: North Africa


EQ: How have deserts and rivers impacted the

development of North Africa Civilization? What

type of water resources does North Africa have?

Catholic Identity

EQ: Name a historical biblical story about the Nile River.





also alter the physical environment. SS G 6.4.1 Analyze and give examples how “Human Activities” develop

in response to physical environments. SS G 6.4.2 Describe how humans adapt to the environment when the





GRADE 6

Science Theme



conventions of B.C. and A.D. or B.C.E. and C.E. Ancient Egyptian

civilization

Islamic influence of North

Africa

Culture of North Africa

Languages of North Africa

Alexandria

Berbers

Cleopatra

Muslims

King Tut

Morocco


B.C.

A.D.

B.C.E.



B.C.

A.D.

B.C.E.










Eastern Hemisphere today. SS H 6.2.4 Describe the religious beliefs that early civilizations developed





EQ: What two cultures is North Africa noted to have?

Catholic Identity

EQ: Compare and contrast Muslim practices to Christianity practices.




early civilization.


civilization.

SS H 6.2.7 Using primary and secondary sources, research and identify

the development of unique attributes and enduring legacies of





GRADE 6

Science Theme



relationships among them. Egyptian farmers

Pastoral nomads

Oil

Islamic Law

Egypt’s government

Muslim people

Cairo

Maghreb

Souks

Free port

Dictator

Pyramid









developing country.












Lesson 3 North Africa Today

EQ: What is an important resource of North Africa?

Catholic Identity

EQ: Describe how ethnicity can contribute to cultural life.



SS G 6.4.3 Research and discuss examples of “unintended consequences”







Religion

Politics

Environment

Climate


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance









products.




of the following:

Buddhism

Christianity

Hinduism

Islam





GRADE 6

Science Theme




also alter the physical environment.

Physical features of West

Africa

Niger River

Climates of West Africa

Resources of West Africa

Economics of West Africa

Niger River

Zonal

Sahel

Desertification

Savanna SS G 6.4.1 Analyze and give examples how “Human Activities” develop










Religion

Politics

Environment

Climate

Economics


Chapter: West Africa


EQ: How is West Africa shaped by its diverse climates

and people? What are the several climates of West

Africa?

Catholic Identity

EQ: How was Catholicism brought to West Africa?




Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance


relationships among them.



production of “goods” and “services”.





natural resources, and capital) used. SS E 6.5.1 Analyze and explain the interactions of “supply and demand,”


how it interacts to determine “price”. SS E 6.5.3 Explain how “price” influences competition. SS E 6.5.4 Define the following:

Outputs

Inputs





GRADE 6

Science Theme



relationships among them. West Africa’s:

- History

- Trade

European control

Many cultures of West

Africa

West Africa’s

- Languages

- Religions

- Housing styles

- Economics

Timbuktu

Animison

Extended family SS E 6.1.1 Compare sets of data for international trade and population to


exports

imports

natural resources

oil reserves

income

birth rate









country.

SS E 6.4 When regions and/or countries specialize, global trade occurs.


production of “goods” and “services”.




EQ: Name and describe the many ethnic groups that

have influenced West African culture.

Catholic Identity

EQ: Describe what religions Europeans brought to the people of West

Africa.



SS E 6.4.3 Analyze and explain how limited “productive resources” lead to


Hemisphere tracking: Production and sales of goods and services of oil

and agricultural products. (coffee, soybeans) SS E 6.4.5 Using economic data, investigate examples of trade in Eastern

Hemisphere tracking: Production and consumption of

manufactured items. ( toys, clothing)



or economic). SS G 6.3.1 Use multiple criteria to determine, classify, and compare regions




characteristics:

Landforms

Climate

Economics

Natural Resource







Religion

Politics

Environment

Climate

Economics




Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance










of the following:

Buddhism

Christianity

Hinduism

Islam





GRADE 6

Science Theme





Nigeria

- Ethnic groups

- Economy

- Largest cities

Coastal countries

governments and

economy

Sahel countries

Secede

Lagos

Famine

Civil war SS GV 6.1.1 Describe the purpose and benefits of “civic participation”.

SS GV 6.1.2 Using historic and contemporary sources form a student





group discussion:

Negotiation

Compromise

Collaboration

SS GV 6.1.4 Compare two sources of a current event for facts, dialogue,

details, perspectives and opinions expressed.








Lesson 3 West Africa Today

EQ: Why do many countries in West Africa have

struggles? What are these struggles?

Catholic Identity

EQ: Explain why the country Côte d’Ivoire (Ivory Coast) boasts of

Africa’s largest Christian Church.





Monarchy

Dictatorship

Democracy








exports

imports

natural resources

oil reserves

income

birth rate SS E 6.1.2 Create a chart to identify the geographic features of the








country.






SS E 6.2.1 Explain how economic choices have a direct effect on economic


















Outputs

Inputs





GRADE 6

Science Theme


SS G 6.1 Globes and other geographic tools can be used to gather,

process, and report information about people, places and

environments. Cartographers decide which information to

include and how it is displayed.

East Africa’s:

- physical features

- climates

- elevations

- vegetation

- cultures

- savannas

- forests

Rift valleys

Great Rift Valley

Mount Kilimanjaro

Serengeti Plain

Lake Victoria

Drought SS G 6.1.1 Describe how “geographic” information is available to

communicate information from a spatial perspective. SS G 6.1.2 Identify the kinds of maps and their purposes that cartographers

create including the GIS. SS G 6.1.3 Use appropriate maps, globes, and geographic tools to



location. SS G 6.2.1 Use coordinates of latitude (including degrees of north and






SS G 6.2.4 Use “Google Earth” to identify a place’s “absolute” location.


Chapter: East Africa


EQ: What challenges and conflicts does East Africa face

today? What are some of the diverse physical

features, climate and vegetation of East Africa?

Catholic Identity

EQ: What challenges do the people of East Africa have with

practicing strong beliefs with Christianity?










characteristics:

Landforms

Climate

Economics

Natural Resource









GRADE 6

Science Theme





History of East Africa

European influence in

East Africa

Religion and trade of

East Africa

Languages of East

Africa

Nubia

Zanzibar

Imperialism

Swahili

Lalibela





Religion

Politics

Environment

Climate

Economics


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance




EQ: Identify some of the rich history and diverse

cultures of East Africa.

Catholic Identity

EQ: What country in East Africa first introduced Christianity to East

Africa and what is Lalibela known for in East Africa?












of the following:

Buddhism

Christianity

Hinduism

Islam





GRADE 6

Science Theme





National Parks

Tanzania and Kenya

Rwanda and Burundi’s

conflicts

Sudan’s wars

Uganda’s resources

Horn of Africa

Safari

Geothermal energy

Genocide

Darfur

Mogadishu

Refugees

Affected

SS GV 6.1.1 Describe the purpose and benefits of “civic participation”.






group discussion:

Negotiation

Compromise

Collaboration








authority.



Lesson 3 East Africa Today

EQ: What does East Africa have an abundance of?

Catholic Identity

EQ: What is the source of conflict between Muslims and Christians in

East Africa?





Monarchy

Dictatorship

Democracy













Production and consumption of manufactured items. (toys,

clothing)



GRADE 6

Science Theme





Central Africa’s major

physical features

Central Africa’s climate

Central Africa’s

resources

Congo Basin

Basin

Congo River

Zambezi River

Periodic market

Copper belt





characteristics:

Landforms

Climate

Economics

Natural Resource


Chapter: Central Africa


EQ: How is poverty impacting nations in Central

Africa?

Catholic Identity

EQ: How do the natural resources of Central Africa inspire us of

God’s creations?



GRADE 6

Science Theme





Great African Kingdom

European colonizers

History of Central Africa

Culture of Central Africa

Ethnic groups

Languages of Central

Africa

Influence of European

colonization

Kongo Kingdom

Dialects

Interact

SS G 6.4.1 Analyze and give examples how “Human Activities” develop











Religion

Politics

Environment

Climate

Economics




EQ: Explain how native traditions and European

colonizers have influenced Central Africa’s history

and culture.

Catholic Identity

EQ: What religious influence did Europeans have on the early

ancestors of the African Kingdom?




Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance











Buddhism

Christianity

Hinduism

Islam















Eastern Hemisphere today. SS H 6.2.2 Using Primary and Secondary sources and a graphic organizer,


comparing the characteristics of civilizations. SS H 6.2.4 Describe the religious beliefs that early civilizations developed




GRADE 6

Science Theme





Poverty in Central Africa

Civil wars

Economic development in

Central Africa

Kinshasa

Inflation

Malaria

Malnutrition S GV 6.1.1 Describe the purpose and benefits of “civic participation”.

S GV 6.1.2 Using historic and contemporary sources form a student



S GV 6.1.3 Discuss the components of effective group communications.


group discussion:

Negotiation

Compromise

Collaboration

S GV 6.1.4 Compare two sources of a current event for facts, dialogue,







authority.



Lesson 3 Central Africa Today

EQ: Give reasons why the countries of Central Africa

have difficulties developing stable governments and

economies.

Catholic Identity

EQ: Has Christianity been a steady force in Central Africa? If not,

why not?



S GV 6.2.1 Identify and give examples of countries (yesterday and today)


Monarchy

Dictatorship

Democracy

Theocracy S GV 6.2.2 Discuss how power is attained and held in systems of

government. S GV 6.2.3 Analyze the relationships between those governing and those

being governed in systems of government. S GV 6.2.4 Explain how and why characteristics of government often





exports

imports

natural resources

oil reserves

income

birth rate









developing country.




















Production and consumption of manufactured items. (toys,

clothing)



GRADE 6

Science Theme





Southern Africa’s

physical features

Climate and vegetation

of Southern Africa

Mineral resources of

Southern Africa

Escarpment

Veld

Namib Desert

Pans

Dragon Mountains SS G 6.3.1 Use multiple criteria to determine, classify, and compare


changes in those regions over time. SS G 6.3.3 Research the following criteria of regions and investigate how it


characteristics:

Landforms

Climate

Economics

Natural Resource








Chapter: Southern Africa


EQ: What role did European imperialism play in the

development of Southern Africa? Describe

Southern Africa’s physical geography.

Catholic Identity

EQ: What role did Europeans play establishing Christianity in

Southern Africa?



GRADE 6

Science Theme





Southern Africa’s history

Hunter – gathers

Great Empires

European settlement

Southern Africa’s:

- Cultures

- Languages

- Religions

- Customs

- Art

Great Zimbabwe

Cape of Good Hope

Afrikaners

Boers

Apartheid

Township/s

Zulu




Religion

Politics

Environment

Climate

Economics


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance




EQ: How did native African ethnic groups and

European settlements influence the history and

culture of Southern Africa?

Catholic Identity

EQ: Explain why South Africans have such a large Christian

population.













Buddhism

Christianity

Hinduism

Islam













Eastern Hemisphere today. SS H 6.2.2 Using Primary and Secondary sources and a graphic organizer,








civilization.







GRADE 6

Science Theme





Apartheid

South Africa’s:

- Government

- Economy

- Resources

- Drought

- Disease

- Environmental

destruction

Sanctions

Cape Town

Enclave SS GV 6.1.1 Describe the purpose and benefits of “civic participation”. SS GV 6.1.2 Using historic and contemporary sources form a student


viewpoints or perspectives on a given historic topic. SS GV 6.1.3 Discuss the components of effective group communications.


group discussion:

Negotiation

Compromise

Collaboration








authority.



Lesson 3 Southern Africa Today

EQ: How are countries of Southern Africa today trying

to improve their governments and economies?

Catholic Identity

EQ: How are countries in Southern Africa sustaining Christianity?





Monarchy

Dictatorship

Democracy

Theocracy


government.

SS GV 6.2.3 Analyze the relationships between those governing and those







exports

imports

natural resources

oil reserves

income

birth rate









developing country.












clothing)









Outputs

Inputs





GRADE 6

Science Theme



conventions of B.C. and A.D. or B.C.E. and C.E. Harappan Civilization

Indus River

Harappan achievements

Writing system

Art

City planning

Aryan migration

India’s civilization

Indus River

Harappa

Mohenjo Daro

Sanskrit

Nomads

Alloys

SS H 6.1.3 Create a timeline that spans from 2000B.C.E. to 2017C.E.












source of water


transportation

protection


trade

farming

population growth

civilizations

Social Studies Unit IV South and East Asia and the Pacific

Chapter: History of Ancient India

Lesson 1 Early Indian Civilization

EQ: What role did Hinduism and Buddhism play in the

development of ancient Indian civilization? Where

did Indian civilization develop (on what river)?

Catholic Identity

EQ: How did early religions help develop important community

builders?









early civilization.


civilization.







GRADE 6

Science Theme



conventions of B.C. and A.D. or B.C.E. and C.E. Caste system

Aryans

Brahmanism

Development of

Hinduism

Jains

Indus Valley

Vedas

Varnas

Caste system

Reincarnation

Karma

Nonviolence

Ganges

Jains



B.C.

A.D.

B.C.E.













source of water


transportation

protection



Lesson 2 Origins of Hinduism

EQ: What is the largest religion in India? How was

Hinduism developed?

Catholic Identity

EQ: Compare the development of Christianity to Hinduism.




trade

farming

population growth

civilizations









early civilization.










Religion

Politics

Environment

Climate

Economics




Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance










of the following:

Buddhism

Christianity

Hinduism

Islam





GRADE 6

Science Theme





Siddhartha Gautama

Teachings of Buddhism

Origin of Buddhism

The spreading of

Buddhism

Fasting

Meditation

Nirvana

Missionaries

The Eightfold Path

Four Noble Truths



Religion

Politics

Environment

Climate


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance




and Judaism).



Lesson 3 Origins of Buddhism

EQ: Where did Buddhism begin?

Catholic Identity

EQ: Find similarities between the Ten Commandments and The

Eightfold Path.









of the following:

Buddhism

Christianity

Hinduism

Islam





GRADE 6

Science Theme





and Judaism).

Mauryan Empire

Gupta rulers

Mercenaries

Edicts

Mauryan Empire

Guptas Empire

Asoka SS G 6.6.1 Describe how modern cultural practices and products in the






of the following:

Buddhism

Christianity

Hinduism

Islam









Lesson 4 Indian Empires

EQ: Name two great empires in India.

Catholic Identity

EQ: What is the impetus for religions to spread to all parts of the

world?













early civilization.


civilization.







GRADE 6

Science Theme



relationships among them. Indian artists

Religious art

Sanskrit literature

Indian scientific

advances in metalwork,

medicine and other

sciences

Metallurgy

Alloys

Hindu Arabic numerals

Inoculation

Astronomy









developing country.











Lesson 5 Indian Achievement

EQ: What were some contributions to arts and sciences

made by the people of ancient India?

Catholic Identity

EQ: What were some contributions in science made by Christians?



SS E 6.4.4 Using economic data, investigate examples of trade in the Eastern






clothing)









Outputs

Inputs






and Judaism).






products.




of the following:

Buddhism

Christianity

Hinduism

Islam





GRADE 6

Science Theme



conventions of B.C. and A.D. or B.C.E. and C.E. Chinese civilization

Shang dynasty

Zhou dynasty

Qin dynasty

Chang Jiang

Huang He

Mandate of heaven

Xi’ an

Great Wall



B.C.

A.D.

B.C.E.

C.E.










source of water


transportation

protection


trade


Chapter: History of Ancient China

Lesson 1 Early China

EQ: How did the progression of ruling dynasties shape

the culture of ancient China? What were the three

dynasties that shaped Chinese history?

Catholic Identity

EQ: Describe how history begins and ends in God and how ancient

history has religious dimensions.



farming

population growth

civilizations














SS G 6.3.3 Research the following criteria of regions and investigate how it


characteristics:

Landforms

Climate

Economics

Natural Resource








Religion

Politics

Environment

Climate

Economics




and Judaism). SS G 6.6.2 Using Primary and Secondary sources research the cultural




of the following:

Buddhism

Christianity

Hinduism

Islam

Judaism



GRADE 6

Science Theme



conventions of B.C. and A.D. or B.C.E. and C.E. Han Dynasty

government

Ideas of Confucius

Han China family life

Han’s achievements in

art, literature and

learning

Lui Bang

Sundial

Seismograph

Acupuncture

Lui Bang

SS H 6.1.3 Create a timeline that spans from 2000B.C.E. to 2017C.E.












source of water


transportation

protection


trade

farming

population growth

civilizations



Lesson 2 The Han Dynasty

EQ: What new form of government was created by the

Han Dynasty?

Catholic Identity

EQ: What major religion was the focus of the Han Dynasty?


















authority.



Monarchy

Dictatorship

Democracy

Theocracy













Religion

Politics

Environment

Climate

Economics


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance




and Judaism).







products.




of the following:

Buddhism

Christianity

Hinduism

Islam





GRADE 6

Science Theme



relationships among them. The fall of the Han

Dynasty

Life after the Han

Dynasty

Tang, Song and Sui

dynasties

The growth of cities and

trade during Tang and

Song dynasties

Inventions and art from

the Tang and Song

dynasties

Grand canal

Kaifeng

Porcelain

Woodblock printing

Gunpowder

Compass



exports

imports

natural resources

oil reserves

income

birth rate









developing country.






Lesson 3 The Sui, Tang and Song Dynasties

EQ: Why were the Tang and Song dynasties considered

periods of economic, cultural and technological

accomplishments?

Catholic Identity

EQ: Describe how Asian Christianity started to grow during the Tang

and Song dynasties.












regions of Asia.






Religion

Politics

Environment

Climate


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance












of the following:

Buddhism

Christianity

Hinduism

Islam

Judaism










GRADE 6

Science Theme





Confucius’s teaching:

- Behavior

- Song system of

government

China’s government

during the Song Dynasty

Bureaucracy

Civil service

Scholar official

Kublai Khan SS G 6.5.1 Discuss and give reasons for why the people in the Eastern



Religion

Politics

Environment

Climate


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance




and Judaism).



Lesson 4 Confucianism and Government

EQ: How did the thoughts of Confucius influence the

Song Dynasty?

Catholic Identity

EQ: How did Confucius’s teachings affect the teachings of

Christianity?









of the following:

Buddhism

Christianity

Hinduism

Islam








authority.



Monarchy

Dictatorship

Democracy







GRADE 6

Science Theme



location. Physical features of the

Indian Subcontinent

Climate, regions and

resources of Indian

Subcontinent

Subcontinent

Mount Everest

Ganges River

Delta

Indus River

Monsoons







characteristics:

Landforms

Climate

Economics

Natural Resource








Chapter: The Indian Subcontinent


EQ: Describe some of the unique physical features and

variety of climates of the Indian Subcontinent.

Catholic Identity

EQ: What are some of the magnificent masterpieces of the regions of

the Indian Subcontinent designed and created by God?



GRADE 6

Science Theme




Formation of advanced

civilizations of India

Empires that controlled

India

Great Britain’s influence

on the division of India

Religion and the Caste

System of India

Delhi

Colony

Partition

Hinduism

Buddhism

Caste System


B.C.

A.D.

B.C.E.



B.C.

A.D.

B.C.E.













Lesson 2 History and Culture if India

EQ: How have the ancient civilizations and empires

shaped the culture of India?

Catholic Identity

EQ: How do the beliefs of Hinduism and Buddhism differ from the

beliefs of Catholicism?






source of water


transportation

protection


trade

farming

population growth

civilizations
















Religion



Politics

Environment

Climate


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance










of the following:

Buddhism

Christianity

Hinduism

Islam





GRADE 6

Science Theme





Daily life in India

Population and other

challenges in India today

Mumbai (Bombay)

Kolkata (Calcutta)

Urbanization

Green revolution SS GV 6.1.1 Describe the purpose and benefits of “civic participation”.





group discussion:

Negotiation

Compromise

Collaboration SS GV 6.1.4 Compare two sources of a current event for facts, dialogue,







authority.



Lesson 3 India Today

EQ: What are the differences between the modern and

traditional cultures of India today?

Catholic Identity

EQ: Why are religious celebrations such an important part of Indian

life today?





Monarchy

Dictatorship

Democracy














of the following:

Buddhism

Christianity

Hinduism

Islam









exports

imports

natural resources

oil reserves

income

birth rate









developing country.



differ across individuals and societies. SS E 6.2.1 Explain how economic choices have a direct effect on





















clothing)



GRADE 6

Science Theme





Influences on the people

of India:

- Religious

- Ethnic

Challenges to the many

regions of India today.

Sherpas

Kashmir

Dhaka

Kathmandu SS G 6.5.1 Discuss and give reasons for why the people in the Eastern



Religion

Politics

Environment

Climate


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance




and Judaism).



Lesson 4 India’s Neighbors

EQ: What are the challenges of countries that border

India?

Catholic Identity

EQ: Identify, compare and contrast the many religions in the Indian

Subcontinent.









of the following:

Buddhism

Christianity

Hinduism

Islam












source of water


transportation

protection


trade

farming

population growth

civilizations









civilization.






authority.



Monarchy

Dictatorship

Democracy







GRADE 6

Science Theme



location. Physical features of

China, Mongolia and

Taiwan

Climates and natural

resources of China,

Mongolia and Taiwan

Himalayas

Plateau of Tibet

Gobi

North China Plain

Huang He

Loess

Chang Jiang

SS G 6.2.1 Use coordinates of latitude (including degrees of north and



relation to the “Prime Meridian”. SS G 6.2.3 Describe a latitude point’s position on Earth’s surface in

relation to the “Equator”. SS G 6.2.4 Use “Google Earth” to identify a place’s “absolute” location.







characteristics:

Landforms

Climate

Economics

Natural Resource


Chapter: China, Mongolia, Taiwan


EQ: How has the rise of communism shaped life in China

and surrounding nations? What are the physical features,

climate and resources across China, Mongolia and

Taiwan?

Catholic Identity

EQ: Do you think that the people of China had freedom of religion?

Why or Why not?



GRADE 6

Science Theme




structures, religions technologies, and agricultural practices and

products flourished as a result of favorable geographic

characteristics. The cultural practices and products of these early

civilizations can be used to help understand the Eastern

Hemisphere today.

Family lines of

Emperors

Communist government

China’s ancient

traditions

China’s rich culture

Dynasty

Dialect

Daoism

Confucianism

Pagodas



be examined for accuracy. SS GV 6.1.1 Describe the purpose and benefits of “civic participation”. SS GV 6.1.2 Using historic and contemporary sources form a student




group discussion:

Negotiation

Compromise

Collaboration






authority.



Lesson 2 History and culture of China

EQ: What were China’s earliest governments?

Catholic Identity

EQ: Compare and contrast the four major religions to Christianity.





Monarchy

Dictatorship

Democracy







GRADE 6

Science Theme





China’s economy

China’s government

China’s rural and urban

areas

China’s environment

Command economy

Beijing

Tibet

Shanghai

Hong Kong

SS GV 6.1.1 Describe the purpose and benefits of “civic participation”. SS GV 6.1.2 Using historic and contemporary sources form a student




group discussion:

Negotiation

Compromise

Collaboration








authority.


Chapter: China, Mongolia and Taiwan

Lesson 3 China Today

EQ: Describe some of the problems that the Chinese

people have with political freedom and environmental

problems.

Catholic Identity

EQ: What are some examples of why people in China might have

problems practicing Christianity?





Monarchy

Dictatorship

Democracy







GRADE 6

Science Theme






Population of Mongolia

Nomads

Taiwan’s population

Taiwan’s economy

Gers

Ulaanbaatar

Taipei

Kaohsiung

Nomads

The Great Wall of China







characteristics:

Landforms

Climate

Economics

Natural Resource





in response to physical environments.



Lesson 4 Mongolia and Taiwan

EQ: What are the differences in physical features and

life style between Mongolia and Taiwan?

Catholic Identity

EQ: What is the majority religion in Mongolia and Taiwan?









exports

imports

natural resources

oil reserves

income

birth rate









developing country.


















products. (coffee, soybeans)



GRADE 6

Science Theme







Japan and Koreas

The climate and

resources of Japan and

Koreas

Fuji

Korean Peninsula

Tsunamis

Fishery SS G 6.2 Latitude and longitude can be used to identify absolute

location.








characteristics:

Landforms

Climate

Economics

Natural Resource





Chapter: Japan and the Koreas


EQ: What is the physicality of Japan and Korea?

Catholic Identity

EQ: Research the Shinto religion and the significance of Kami.



GRADE 6

Science Theme









Early history of Japan

and Korea

Development of Japan

and Korea

Japanese culture

The differences between

South & North Korea’s:

- Government

- Language

- Religion

- Politics

- Life styles

- Traditions

Kyoto

Shoguns

Samurai

Kimonos

Kimchi




civilization. SS H 6.2.7 Using primary and secondary sources research and identify the













EQ: Why are history and tradition important to the

people of Korea?

Catholic Identity

EQ: Explain why Christianity has been wide spread in South Korea.



Religion

Politics

Environment

Climate


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance










of the following:

Buddhism

Christianity

Hinduism

Islam





GRADE 6

Science Theme





Japan’s democratic

government

Japan’s economy

Shortage of space and

Japan’s daily life

Crowding, competition

and pollution in Japan

today

Diet

Tokyo

Work ethic

Trade surplus

Tariff

Osaka




Religion

Politics

Environment

Climate


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance




and Judaism).



Lesson 3 Japan Today

EQ: What obstacles has Japan overcome to become one

of the most highly developed countries in Asia?

Catholic Identity

EQ: What obstacles has Japan overcome to practice Christianity?









products.


of the following:

Buddhism

Christianity

Hinduism

Islam

Judaism








characteristics:

Landforms

Climate

Economics

Natural Resource







exports

imports

natural resources

oil reserves

income

birth rate








compare /contrast a developed country with a

developing country.












GRADE 6

Science Theme





South Korea’s economic

opportunities

North Korea’s economic

opportunities

“Korean Reunification”

Seoul

Demilitarized zone – DMZ

Pyongyang SS G 6.5.1 Discuss and give reasons for why the people in the Eastern

Hemisphere move from place to place. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it has


Religion

Politics

Environment

Climate

Economics SS G 6.5.3 Investigate how current migration patterns in the Eastern Hemisphere

affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance




and Judaism).



Lesson 4 The Koreas Today

EQ: Describe the differences in governments and

economies between North and South Korea.

Catholic Identity

EQ: Describe the differences in religious worship between North and

South Korea.



SS G 6.6.1 Describe how modern cultural practices and products in the Eastern


“diffusion”. SS G 6.6.2 Using Primary and Secondary sources research the cultural practices

and products of the “river civilizations” and site evidence of their

influence on modern culture practices and products. SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings of

the following:

Buddhism

Christianity

Hinduism

Islam





be examined for accuracy. SS GV 6.1.1 Describe the purpose and benefits of “civic participation”.

SS GV 6.1.2 Using historic and contemporary sources form a student discussion


perspectives on a given historic topic. SS GV 6.1.3 Discuss the components of effective group communications. Discuss

the importance and purpose of the following skills for group

discussion:

Negotiation

Compromise

Collaboration SS GV 6.1.4 Compare two sources of a current event for facts, dialogue, details,

perspectives and opinions expressed.






authority.





Monarchy

Dictatorship

Democracy

Theocracy SS GV 6.2.2 Discuss how power is attained and held in systems of government. SS GV 6.2.3 Analyze the relationships between those governing and those being

governed in systems of government. SS GV 6.2.4 Explain how and why characteristics of government often overlap

and can be inconsistent.



GRADE 6

Science Theme







Southeast Asia

Southeast Asia’s climate

Southeast Asia’s natural

resources

Indochina Peninsula

Malay Peninsula

Malay Archipelago

Archipelago

New Guinea

Borneo

Mekong River

Peninsulas

Islands

Seas

Straits

Gulfs

Tsunami


location.







characteristics:

Landforms

Climate

Economics

Natural Resource


Chapter: Southeast Asia


EQ: Describe the physical make-up of Southeast Asia.

Catholic Identity

EQ: How can studying the physical features of Southeast Asia

strengthen your faith in the Creation?



GRADE 6

Science Theme




Southeast Asia’s early

history

Colonial rule

Southeast Asia’s

struggle with

communism and war

Southeast Asia’s multi-

cultural reflections

Timor

Domino theory

Wats

Colonial rule SS H 6.1.3 Create a timeline that spans from 2000B.C.E. to 2017C.E.

















civilization.




EQ: What factors have shaped Southeast Asia’s history

and culture?

Catholic Identity

EQ: What is the National Catholic War Council?














characteristics:

Landforms

Climate

Economics

Natural Resource

















Religion

Politics

Environment

Climate


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance



GRADE 6

Science Theme





Growth of cities in

Mainland Southeast Asia

Myanmar’s economy

and government

Thailand’s economy and

government

The countries of

Indochina

Yangon

Human rights

Bangkok

Klongs

Phnom Penh

Hanoi





characteristics:

Landforms

Climate

Economics

Natural Resource









Lesson 3 Mainland Southeast Asia Today

EQ: What is the economy like in the farming countries

of Mainland Southeast Asia?

Catholic Identity

EQ: How has technology helped spread the teachings of the church?









Religion

Politics

Environment

Climate

Economics


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance




exports

imports

natural resources

oil reserves

income

birth rate











developing country










clothing)



GRADE 6

Science Theme



relationships among them. Challenges of the Islands

of Southeast Asia

Malaysian economy

The differences among

Malaysia and its

neighboring islands

Indonesia’s economy

East Timor’s economy

Ethnic diversity of

Philippines

Economy of the

Philippines

Kampong

Jakarta

Kuala Lumpur

Free ports

Sultan

Java

Manila

Singapore

Indonesia



exports

imports

natural resources

oil reserves

income

birth rate









developing country.






Lesson 4 Island Southeast Asia Today

EQ: What is the economy and economics of the

countries of Island Southeast Asia?

Catholic Identity

EQ: How can learning about people in different parts of the world

help us believe we are all children of God?




















Hemisphere tracking: Production and consumption of

manufactured items. ( toys, clothing)












Outputs

Inputs



SS E 6.6 When selecting items to buy, individuals can compare the

price and quality of available goods and services.

SS E 6.6.1 Describe “financial Literacy” and how it interacts with

financial resources and financial security.

SS E 6.6.2 Explain and give examples how and why consumers should

compare prices and quality of goods and services.

SS E 6.6.3 Describe how consumers can gather information on price and

quality. SS E 6.6.4 Explore and give reasons why products produced in Asia have

lower prices than products produced in the United States. SS E 6.6.5 Discuss and chart the “pros” and “cons” of purchasing foreign

made products. SS E 6.6.6 Discuss and chart the “pros” and “cons” of purchasing

American made products.



GRADE 6

Science Theme






Physical geography of

Australia

Physical geography of

New Zealand

Native people and

British settlers

History of Australia

History of New Zealand

Economy and culture of

Australia and New

Zealand

Great Barrier Reef

Coral reef

Aborigines

Maori

Outback SS G 6.1.1 Describe how “geographic” information is available to

communicate information from a spatial perspective. SS G 6.1.2 Identify the kinds of maps and their purposes that cartographers

create including the GIS. SS G 6.1.3 Use appropriate maps, globes, and geographic tools to








characteristics:

Landforms

Climate

Economics

Natural Resource


Chapter: The Pacific World

Lesson 1 Australia and New Zealand

EQ: Describe how Australia and New Zealand are

similar but have unique natural environments.

Catholic Identity

EQ: What are some examples of God’s creations that show the

diversity on Earth?













Religion

Politics

Environment

Climate


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance













of the following:

Buddhism

Christianity

Hinduism

Islam

Judaism SS E 6.1 Economists compare data sets to draw conclusions about




exports

imports

natural resources

oil reserves

income

birth rate








compare / contrast a developed country with a

developing country.

























clothing)












Outputs

Inputs





GRADE 6

Science Theme






Unique physical features

of the Pacific Islands

Physical geography,

climates and resources

of the Pacific Islands

Native customs and

other influences of the

culture of the Pacific

Islands

Improvement to improve

economies and

environments for Pacific

Islanders

Micronesia

Melanesia

Polynesia

Atoll

Territory SS G 6.2 Latitude and longitude can be used to identify absolute

location.







characteristics:

Landforms

Climate

Economics

Natural Resource






Lesson 2 The Pacific Island

EQ: What are the climates, cultures and unique

challenges of the Pacific Islands?

Catholic Identity

EQ: Explain how creation is an outward sign of God’s love for all.












Religion

Politics

Environment

Climate


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance



GRADE 6

Science Theme





Antarctica’s physical

geography

Antarctica’s scientific

research

Antarctica’s explorations

of 1800’s and 1900’s

Ice shelf

Icebergs

Antarctica Peninsula

Polar desert

Ozone layer





characteristics:

Landforms

Climate

Economics

Natural Resource









Lesson 3 Antarctica

EQ: Why is Antarctica an important site for research?

Catholic Identity

EQ: Describe the relationship between the underlying order, harmony

and the meaning of God’s creation.








Religion

Politics

Environment

Climate


Hemisphere affect:

Economics

Religious Freedoms

Population

Languages

Cultures

Discrimination

Intolerance

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