Sunteți pe pagina 1din 4

6th Grade Social Studies Curriculum Map

Students entering their study of Social Studies at DSST will begin understanding foundational historical and literacy skills as well as developing an understanding
of the foundations of Western Society. Additionally, students will come to understand the many narratives that are left out of the story of Western Civilizations.
Students will explore Classical civilizations through modern revolutions like the French and Haitian revolutions and the Boxer Rebellion. The primary focuses
during this course will be developing geographical literacy and foundational historical thinking while students engage in content exploration.

Trimester One Trimester Two Trimester Three


Unit #1: Rome through the Renaissance Unit #2: The Maya through the French and Haitian Unit #3: Ancient China through the Boxer
Revolutions Rebellion
Sub-units:
#1: Early Civilizations and Foundations of Sub-units: (add the Enlightenment) Sub-units:
Geography #1: Ancient Civilizations of Central and South #1: Ancient China
#2: Greece and Rome America #2: Imperial China
#3: The Crusades, the Black Death, and the #2: Columbian Exchange #3: Silk Road
Reformation #3: Transatlantic Slave Route and Sugar Trade #4: The Boxer Rebellion
#4: The Renaissance and the Scientific Revolution #4: The Enlightenment

Suggested
Unit Description Key Standards
Length
Throughout the course of this unit students will study Focus Standards:
1
essential geography skills in conjunction with cause and Cause and Effect: As students begin their study of the
effect as it applies to Greek, Roman, and early geographical, political, social, and economic factors that shape
Sub-units:
European History. The overarching story that this unit civilizations they will need a strong grasp of cause and effect.
#1: Early
tells centers on the intellectual, social, and political Moreover, as they trace the impact of all of these forces on groups
Civilizations and
foundations of Western society. As this is the focus of of people it will important that they differentiate between types of
Foundations of
the unit we begin our story in Mesopotamia and then causes and their impacts.
Geography Trimester
quickly pivot to spend considerable time in Ancient
#2: Greece and 1
Rome and Greece. Although these two civilizations are SSH2.2a
Rome
#3: The
often considered as the foundation of Western society, SSH1.1a
Crusades, the
it is clear that this isnt the whole picture. In order to SSH1.1b
consider other sources of political, social, and SSH1.1c
Black Death, and
economic history students will spend some
the Reformation
considerable time examining the history of the Islamic Geography: Coming into Middle School students need support in
#4: The
civilizations and their role in the founding of Western learning to effectively analyze maps and charts in order to
Renaissance and
society. To this end, students will begin the unit by effectively analyze geographical impacts on societies. This unit
Suggested
Unit Description Key Standards
Length
the Scientific examining the meaning of social and political aims to support students in laying the foundation for these skills as
Revolution boundaries as they build a concept of nation-state and well as using these skills to understand critical components of
nationalism which underlies much of the remaining different civilizations.
narrative of World History. In order for students to
fully grasp this narrative and the full history that goes D2.Geo.1.6-8
with it they will need to master both geographical D2.Geo.2.6-8
literacy as well as the concept of cause and effect to D2.Geo.4.6-8
trace the strands of political, social, and intellectual D2.Geo.10.6-8
history from Rome through to the Enlightenment.
Supplementary standards:
Contextualization:
SSH2.2c
SSH2.2a

Interpretation:
SSH4.1

Periodization:
SSH1.3a

Reading standards:
RH6-8.1
RH6-8.2
RH6-8.4
RH6-8.6
RH6-8.7

Writing Standards:
WHST.6-8.1 a-e
Students will trace ancient civilizations in South and Focus Standards:
2
Central America through the Columbian Exchange, Continuity and Change: As students examine the underlying causes
sugar trade, and slave trade to ultimately understand of revolution and large-scale changes in society they must have the
the upheaval of the French and Haitian Revolutions. lens of continuity and change to understand the full scope of these
Sub-units: Trimester
This trimester will weave central concepts of phenomena.
#1: Ancient 2
economics like trade and supply and demand in order SSH1.2a
Civilizations of
to give students a lens to better understand the SSH1.2b
Central and
Revolutions in France and Haiti. Additionally, students
South America
will focus on continuity and change during this
Suggested
Unit Description Key Standards
Length
#2: Columbian semester to better understand how events impact Economics: For students to understand the causes and effects of
Exchange things on a global scale and how trends can carry the revolutions in France and Haiti, students must examine the
#3: Transatlantic across place and time. It will be critical that students economic systems of the Sugar trade, Slavery, and
Slave Route and link the Enlightenment philosophy that they study back Industrialization.
Sugar Trade to Rome in order to fully grasp the foundations of D1.Eco.1.6-8
#4: The thought that propelled the Revolutions. D1.Eco.4.6-8
Enlightenment D1.Eco.14.6-8
D1.Eco.15.6-8

Supplementary Standards:
Contextualization:
SSH2.2c
SSH2.2a

Interpretation:
SSH4.1

Cause and effect:


SSH2.2a
SSH1.1c

Reading Standards:
RH6-8.1
RH6-8.2
RH6-8.4
RH6-8.6
RH6-8.8

Writing Standards:
WHST.6-8.1 a-e
WHST.6-8.7
Students will study Chinese history throughout this unit Focus Standards:
3
and trace the roots of Chinese civilization from Ancient Comparison: As students study the roots of Eastern Civilization in
China through the Boxer Rebellion. With major China they need comparison skills to be able to use Chinese
Trimester
concepts like industrialization, imperialism, and civilization as a foil for the Western civilization that theyve studied
Sub-units: 3
feudalism already learned they will have the throughout the course of the previous trimesters.
#1: Ancient
opportunity to draw major comparisons across time SSH2.1a
China
and place in this unit. The primary focus skill for this SSH2.1b
Suggested
Unit Description Key Standards
Length
#2: Imperial unit is comparison because students should draw major SSH4.2a
China connections between Western and Eastern society
#3: Silk Road throughout this unit. Additionally, as they learn about Civics: Students can benefit greatly from understanding the
#4: The Boxer another society and its structure they can begin to foundations of citizenship in China and using this knowledge to
Rebellion explore what citizenship means in different understand better citizenship in Western nations as well.
communities and political structures. This will further D1.Civ.1.6-8
allow for widespread comparisons between Western D1.Civ.2.6-8
and Eastern society. D1.Civ.6.6-8
D1.Civ.11.6-8

Supplementary Standards:
Contextualization:
SSH2.2c
SSH2.2a

Continuity and Change:


SSH2.2b
SSH1.2b

Interpretation:
SSH4.1

Reading Standards:
RH6-8.1
RH6-8.2
RH6-8.4
RH6-8.6
RH6-8.9

Writing Standards:
WHST.6-8.1 a-e
WHST.6-8.9

S-ar putea să vă placă și