Gesu Catholic School / Jones , Josephine / Social Studies 6 / Grade 6 (Gesu Catholic School)

	*Curriculum Map 2006-2007*
	Gesu Catholic School Jones , Josephine / Social Studies 6 / Grade 6 (Gesu Catholic School)

	*Content*	*Skills*	*Assessment*	*Activities*	*Resources*
*Map Skills* (Week 1, 36 Weeks)	Hemishperes, Continents, Equator, Longitude and Latitude, Prime Meridian Types of Maps: Political, Physical, Elevation, Relief, Historical, Distribution Variety of graphs [line, bar, climograph, stack, picto, pie]	Students will accurately identify: hemispheres, continents, equator, lines of longitude and latitude, Prime Meridian Students will identify map components: compass rose, scale, locator, and legend Students will examine and interpret different kinds of maps: political, physical, elevation, relief, historical, distribution	Homework Quiz (Determining scale between pairs of cities ) Quiz (Plotting latitude and longitude points (shape of a continent)) Project (Scale---measuring distance between pairs of cities)	Students will plot points of latitude and longitude to shape South America Students will measure the distance between European capitals using map scale Students will draw classroom and its objects to scale Students will develop an elevation map of Africa using specified colors Students will develop an elevation map of Sri Lanka using contour lines Students will construct and interpret line, bar, climograph, stack, picto, and pie graphs in conjunction with their studies	Smart Board graph paper for demonstration and teaching

*Study Skills Taught Throughout the Year* (Week 1, 36 Weeks)	Types of Source Material Newspaper Study Timelines Cause and Effect Writing Summaries Note taking and paraphrasing Generalizations	Students will differentiate between oral and written sources Students will differentiate between primary and secondary sources Students will explore and identify segments of a newspaper Students will practice reading and creating timelines Students will practice identifying cause and effect as they look for connections between historical events Students will develop skill in making generalizations based on information they read and discuss in social studies Students will develop skills in note taking, paraphrasing, and writing a concise summary	Project (Hands-on newspaper scavenger hunt with news terminology) Project (Construction of timeline in conjunction with Ancient Greece study) Written Assessment (Writing summaries from note taking and outlines)	Students will engage in a newspaper project where they will locate, cut, glue, and label examples of newspaper terminology [ex. byline, cutline, flag, dateline,etc.] Students will access a variety of primary and secondary sources for the purpose of research Students will create a timeline, "Classical Greece" Students will construct "foldables" with various units for the purpose of note taking, organization of material, etc.	Plain Dealer Wall Street Journal

*PreHistoric Civilizations* (Week 3, 4 Weeks)	The Iceman Dawn, Old, and New Stone Ages Neanderthal and Cro-Magnon people Catal Huyuk and Border Cave Archaeology As a Link to the Past Invention of the Wheel	Students will learn characteristics of Dawn,Old, and New Stone Ages Students will examine the significant events from Prehistoric times to 1250 BC Students will examine differences between Neanderthal and Cro-Magnon people Students will identify characteristics of the Iceman Students will discuss hunters/gatherers ex. Border Cave Students will identify that there was a need for defense and rules as early as the Neolithic Periods Students will identify the three factors that led to the development of CIVILIZATION: global warming, dawn of agriculture, stable food supply Students will develop an understanding of the science of archaeology and tools used Students will appreciate how the invention of the wheel linked the past to the present Students will define technology and appreciate the importance of artifacts	Comparative Study Homework Quiz Unit Exam Response Journal	Students will construct picto-chart illustrating the differences in technology throughout the Stone Ages Students will participate in an archeological dig conducted by the Natural History Museum Students will participate in a film study of the three Stone Ages	Filmstrips [Dawn, Old, Neolithic] Mark Kollecker---head of Education Department at the Natural History Museum

*Civilization of Mesopotamia* (Week 7, 4 Weeks)	Geography Fertile Crescent Cradle of Civilization Religion and ziggurats Social Pyramid Cuneiform Sumerian leaders Code of Hammurabi Babylon and Assyria Sumerian Inventions Social contributions	Students will discuss the significance of the "Cradle of Civilization [The Land Between the Rivers] Students will develop an understanding of the geography of the Fertile Cresent with emphasis on the role of the Tigris and Euphrates Rivers Students will discuss methods of irrigation used and the challenge of unpredictable flooding Students will explore how the agricultural surpluses that developed in the Fertile Crescent led to specialization and trade Students will understand that trading with other regions also leads to communication and the exchange of other goods Students will develop an understanding of how the location of their land affected the development of the Sumerian, Babylonian, and Assyrian civilizations in the areas of history, government, religion, economy Students will examine this regios ties to today's Middle East Students will develop an understanding of the social pyramid of Sumer Students will identify characteristics of a polytheistic culture Students will explore how the ziggurats where ancient people worshipped also served as the hub of city life for them Students will discuss the contributions of key Sumerian leaders: Sargon the Great and Hammurabi Students will understand the significance of the role of scribe in Sumerian culture Students will describe the significance of the development of cuneiform writing Students will become familiar with the Code of Hammurabi and understand its significance in the development of a legal process Students will discuss Sumerian inventions and social contributions	Dramatization Commentary Performance Project Unit Exam	Students will create and perform a Sumerian "talk show" and present all topics of study Students will act as "scribes" and use clay with three different tools to write everyday words in cuneiform

*Civilization of Ancient Egypt* (Week 12, 5 Weeks)	Geography Gifts of the Nile Unification of Upper and Lower Egypt Three Kingdoms Building of the Pyramids Social Pyramid Hieroglyphics Religion Mummification Pharaohs Notable Achievements and Contributions	Students will explore various aspects of ancient Egypt as an example of another river valley civilization: history, government, religion, social pyramid, economy, geography, significant contributions Students will appreciate that the Nile River was an economic "lifeline" in ancient Egypt Students will realize that the term "gifts of the Nile" refers to the predictable flooding that occurs due to geographic features of the delta region[edible birds, water, papyrus, black silt] Students will examine the unification of Upper and Lower Egypt and the significance of the double crown Students will distinguish among the Old, Middle, and New Kingdoms of Egypt Students will explore reasons for the building of the pyramids of ancient Egypt Students will develop an understanding for the Egyptians practice of mummification Students will understand Egyptians' emphasis on their gods and afterlife Students will understand the economic expansion and trade that developed during the New Kingdom Students will examine the Social Pyramid of the New Kingdom Students will appreciate how the use of Egyptian hieroglyphics advanced the development of writing Students will identify key leaders in ancient Egypt who served as pharaohs: Menes, Khufu, Ahkenaten, Tutankhamun, Hatshepsut, Thutmose Students will discover the significance of the Valley of the Kings Students will explore notable inventions and achievements credited to the ancient Eyyptians	Comparative Study Quiz Reading Task Graphic Organizer Project Homework Unit Exam	Students will view Pyramid (narration and animation) Students will study and practice hieroglyphics to create a personal cartouche and ankh Students will practice mummification online Students will access a webquest on the Times of Tutankhamun and take a virtual tour through his tomb Students will view clips of film that go into Tut's tomb Students will construct a T-chart to compare/contrast the pharaohs Students will examine a mummification kit Students will construct replicas of the Social Pyramid using the levels as well as appropriate symbols	The Usborne Internet-Linked Encyclopedia of Ancient Egypt Film: David Macaulay's Pyramid Interactive games for mummification and hieroglyphics Film: Tut: The Boy King

*Civilization of Ancient India* (Week 17, 4 Weeks)	Geography of the Indus Valley and the Ganges Valley Early Indian civilizations [Mohenjo Daro and Harappa] Extinction Aryans A Blending of Cultures Social Pyramid Hinduism---a way of life Buddhism	Students will understand the geographical features of the subcontinent Students will discover the importance of the Indus and Ganges Rivers in the development of settlement Students will examine the ruins of Mohenjo Daro and Harappa to determine the way of life during this period Students will look at possible theories as reason for extinction of these groups [earthquake, some sort of natural disaster, river changed course] Students will understand the significance of the arrival of the Aryans and the necessity to blend and adapt cultures Students will become familiar with the social pyramid of the Aryans Students will learn to appreciate religious differences in their study of Hinduism and Buddhism	Posters Quiz Persuasive Writing Unit Exam	The students will identify and labels regions, ancient cities, and bodies of water on a map The students will view ruins of Mohenjo Daro and Harappa on the Smart Board The students will construct a model of Mohenjo Daro according to set criteria The students will construct a Venn diagram on Hinduism/Buddhism The students will create a poster reflecting practices and beliefs of either Hinduism or Buddhism The students will begin to understand the link between Ancient India and our world today [Afghanistan, Pakistan,Bin Laden, etc.]	Website for British Museum

*Civilization of Ancient China* (Week 21, 4 Weeks)	Geography of Ancient China and surrounding area Huang He- Lifeline of Ancient China Shang Dynasty Chinese Writing Confucius Qin Dynasty Shihuangdi Unification of the seven kingdoms Terra Cotta Army Great Wall of China Han Dynasty Chinese inventions and achievements	Students will examine the geography of the land and look at its various physical features and landforms Students will learn about the Huang He and how it was both China's lifeline as well as "China's Sorrow" Students will become familiar with life during the Shang Dynasty and examine its government, religion,walled cities,social pyramid, and burial rituals Students will appreciate the importance of Chinese ancestors and understand how they were "contacted" through the use of oracle bones Students will develop an appreciation of Chinese writing Students will become familiar with the philosophy of Confucius and its effect upon China in later years Students will examine the structure of the Qin Dynasty and compare it to the Shang Students will become familiar with Shihuangdi's unorthodox methods and his unification of the seven kingdoms Students will examine Shihuangdi's creation of single systems of currency, language, and government Students will develop an appreciation of the building of the Great Wall of China and the purposes it tried to serve Students will look at Shihuangdi's grand plan for his tomb and the significance of the Terra Cotta Army Students will develop an understanding of the cultural and educational emphases during the Han Dynasty Students will become familiar with the inventions of the Chinese and realize the significance many still hold today	Graphic Organizer Technology Project Performance Unit Exam	Students will complete an acrostic entitled, "A River in China" Students will construct a bar graph reflecting the lengths of the dynasties Students will engage in Chinese writing [numbers 1-10 and everyday words] Students in construct a booklet about Confucius and his teachings Students will construct a line graph, "China's Economy" and a pictograph, "Population" Students will participate in research groups and present given related topics to the class in a news format Students will create effective visuals to enhance their presentations

*Civilizations of Ancient Greece* (Week 25, 5 Weeks)	Geographic Features of Greece [NOT a "river civilization] The Spartans and Athenians Social Pyramid Citizenship Mythology Religious festivals Greek Drama The Birth of Democracy Other Greek governments Greek Trade Olympics of Ancient Greece Famous Greeks [Philosophers,Scientists,Literary authors] Persian and Peloponnesian Wars Alexander the Great	Students will develop an understanding of the geographic features of ancient Greece: mainland, 400 islands, Peloponnesus Students will develop an understanding of how the environment led to seafaring and how sea trade served as a lifeline for the ancient Greeks Students will develop understanding of how the rugged terrain and dry rivers challenged the ancient Greeks Students will compare and contrast the Spartan way of life with that of the Athenians: government, religion, economy, geography of land, contributions Students will understand the significance of the Persian and the Peloponnesian Wars for the people of ancient Greece Students will become familiar with famous Greek philosophers, scientists, playwrights, etc. in order to understand their highly developed culture Students will become familiar with the polis organization of ancient Greece Students will distinguish between three forms of government found in ancient Greece: monarchy, oligarchy, DEMOCRACY Students will develop an understanding of the roots of our democratic form of government Students will appreciate how different viewpoints are able to be expressed within a governmental system Students will develop understanding of the historical roots of the Olympic games Students will begin to develop an appreciation for the need to protect various cultural sites around the world	Graphic Organizer Listening Task Project Unit Exam	Students will construct a pictoral chart comparing/contrasting Sparta and Athens Students will view and discuss a series of four films on life in Athens during the Golden Age Students will construct a set of graphs [bar,line,stack]on citizenship in Athens Students will construct a timeline [Title: Classical Greece, 500-400 BC]	Kid's Discover "Athena's City" "Greek Pottery" "Women and Children" "Greek Schools" A Traveler's Guide to Ancient Greece Various Myths including "Sirens" Ancient World, pp.186-189

*Civilization of Ancient Rome* (Week 30, 5 Weeks)	Geography of the Italian Peninsula Etruscans Social Pyramid Roman baths, races, and games Aqueducts Punic Wars Roman Calendar Pax Romana Roman Republic and Roman Emperor Plebeians and Patricians Famous People of Ancient Rome Inventions and contributions	Students will develop an understanding of the unique features of the geography of the Italian peninsula Students will examine the significance of the Tiber River and its effect on settlement Students will develop an appreciation for the development of aqueducts as ancient Romans adapted to the geographic features of their land Students will explore reasons why humans settled in the regions of the Italian peninsula as Rome was founded Students will discover the effects of the Punic Wars on the Roman Republic Students will compare and contrast the lifestyle of the plebeians and the patricians in ancient Rome Students will distinguish between the Roman Republic and the Roman Empire Students will identify important ancient Roman emperors: Julius Caesar, Augustus, Nero Students will become familiar with the significance of Pax Romana Students will understand the role of the gladiators in ancient Rome	Listening Task Comparative Study Project Unit Exam	Students will do various map activities with the Roman Empire Students will participate in a film study of life in the Roman Empire and existing tension between the Celts and the Romans Students will engage in a character study and reflect relationships as well as significance Students will construct a pictograph [Title:Roman Government] Students will do a project in conjunction with their study of Julius Caesar	"Roman City" (film study) Usborne-Quicklinks to the Internet (Ancient Rome)

Updated: Thursday, July 27, 2006

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