6Th Grade History Standard: the Student Uses a Working Knowledge and Understanding Of

Grade 6 Social Studies Curriculum

6th Grade History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of the world.
6th Grade Geography Standard: The student uses a working knowledge and understanding of the relationships between peoples/places and physical/human environments in order to explain the interactions that occur in our world.
6th Grade Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen living in an interdependent world.
6th Grade Civics/Government Standard: The student uses a working knowledge and understanding of governmental systems of the civic values of ancient civilizations, the rights, privileges, and responsibilities of becoming active participants within their civilization.
Indicator/Objective / Essential Concepts/Skills / Implementation / Assessment
Benchmark: Prehistory Unit (P)
The student:
6.SS.H.P.1 (K) explains the importance of the Neolithic Agricultural Revolution in moving people from Nomadic to settled village life (e.g., food production, changing technology, domestication of animals).
6.SS.G.P.1▲(A) explains and uses map titles, symbols, cardinal and intermediate directions, legends, latitude and longitude.
6.SS.E.P.1▲(K) explains how scarcity of resources requires communities to make choices about goods (e.g., what foods to eat, where to settle, how to use land). / What students need to know and do:
·  explains the relationship between the availability and use of natural resources and advances in technology using historical and contemporary examples (e.g. fire and hunting tools).
·  examines a variety of primary sources in World history and analyzes them in terms of credibility, purpose, and point of view.
·  uses at least three primary sources to interpret a person or event from World history to develop an historical narrative.
·  identifies major patterns of world populations, physical features, and cultures using historic and contemporary geographic tools (e.g. maps, illustrations, photographs, documents, data).
·  explains the 5 Themes of Geography (location, place, movement, human-environment interaction, region).
Vocabulary
·  title
·  symbol
·  cardinal direction
·  intermediate direction
·  legend / ·  scarcity
·  primary source
·  technology
·  nomadic
·  longitude
·  latitude
/ Additional resources, websites, and lesson plans can be accessed through the Olathe District Social Studies department website at http://teachers.olatheschools.com/~mdoneganirc
World History
Unit 1, Ch. 1
Unit 2, Ch. 2
Refer to National Council for History Education Habits of the Mind available on the department website.
Consult with your counselor and library media specialist for additional opportunities to integrate curriculum. / Indicators marked with a “▲” are tested indicators on the Kansas state objective assessment administered in alternate years to 6th grade students. Flip charts providing more information on the tested indicators can be found at http://www.ksde.org or on the social studies department website.
Cyclical review CDs have been provided to 6th grade teachers for review of 5th and 6th grade tested indicators.
Benchmark: Ancient Mesopotamia Unit (M)
The student:
6.SS.H.M.1▲(A) compares the origin and accomplishments of early river valley civilizations (e.g., Tigris and Euphrates (Mesopotamia): city-states, Hammurabi’s code).
6.SS.H.M.2 (K) explains central beliefs of early religions (e.g., polytheism, monotheism).
6.SS.G.M.1 (K) locates major physical and political features of Earth from memory (e.g., Mesopotamia (modern Iraq), Tigris River, Euphrates River).
6.SS.G.M.2▲(A) explains and uses map titles, symbols, cardinal and intermediate directions, legends, latitude and longitude.
6.SS.G.M.3▲(K) identifies and describes the location, landscape, climate, and resources of early world civilizations (e.g. ▲Mesopotamia)
6.SS.G.M.4▲(K) describes the forces and processes of conflict and cooperation that divide or unite people (e.g., ▲uneven distribution of resources, ▲water use in ancient Mesopotamia).
6.SS.G.M.5 (A) explains how humans modify the environment and describes some of the possible consequences of those modifications (e.g. dikes on the Nile and in the Mesopotamia raising the level of the river).
6.SS.G.M.6 (K) describes the impact of natural hazards on people and their activities (e.g., floods: Mesopotamia-Tigris/Euphrates).
6.SS.E.M.1▲(K) explains how scarcity of resources requires communities and nations to make choices about goods and services (e.g., what foods to eat, where to settle, how to use land).
6.SS.E.M.2▲(K) identifies barriers to trade among nations (e.g., treaties, war, transportation, geography).
6.SS.C.M.1▲(K) identifies the basic features of systems of government (e.g., republic, democracy, monarchy, dictatorship, oligarchy, theocracy). / What students need to know and do:
·  explains the relationship between the availability and use of natural resources and advances in technology using historical and contemporary examples (e.g., clay tablets, papyrus, paper-printing press, computer).
·  examines a variety of primary sources in World history and analyzes them in terms of credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters, government documents).
·  uses at least three primary sources to interpret a person or event from World history to develop an historical narrative.
·  identifies major patterns of world populations, physical features, and cultures using historic and contemporary geographic tools (e.g. maps, illustrations, photographs, documents, data).
·  explains the 5 Themes of Geography (location, place, movement, human-environment interaction, region).
·  compares and contrasts early world civilizations in terms of human characteristics (e.g., people, religion, language, customs, government, agriculture, industry, architecture, arts, education).
·  traces the movement (diffusion) from one region or center of civilization to other regions of the world (e.g., people, goods, and ideas).
·  examines reasons for variation in population distribution (e.g., environment, migration, government policies, birth and death rates).
·  recognizes the economic conditions under which trade takes place among nations (e.g., students recognize that trade takes place when nations have wants or needs they cannot fulfill on their own).
·  recognizes that every civilization has a form of law or order.
Vocabulary
·  title
·  symbol
·  cardinal direction
·  intermediate direction
·  legend
·  latitude
·  longitude
·  diffusion
·  goods/services
·  oligarchy
·  theocracy / ·  environment
·  migration
·  natural resources
·  technology
·  polytheism
·  monotheism
·  primary source
·  scarcity
·  civilization
·  barrier
·  monarchy
/ Additional resources, websites, and lesson plans can be accessed through the Olathe District Social Studies department website at http://teachers.olatheschools.com/~mdoneganirc
World History
Unit 2, Ch. 3
Refer to National Council for History Education Habits of the Mind available on the department website.
Consult with your counselor and library media specialist for additional opportunities to integrate curriculum.
Benchmark: Ancient Egypt Unit (E)
The student:
6.SS.H.E.1▲(A) compares the origin and accomplishments of early river valley civilizations (e.g. Nile Valley (Egypt): Pharaoh, centralized government
6.SS.H.E.2 (K) explains central beliefs of early religions (e.g., polytheism, monotheism).
6.SS.H.E.3▲(A) examines the central beliefs of Christianity, Hinduism, Buddhism, Judaism, and Islam.
6.SS.G.E.1 (K) locates major physical and political features of Earth from memory (e.g. Egypt, Nile River).
6.SS.G.E.2▲(K) identifies and describes the location, landscape, climate, and resources of early world civilizations (e.g. ▲Egypt)
6.SS.G.E.3▲(K) describes the forces and processes of conflict and cooperation that divide or unite people (e.g., ▲uneven distribution of resources, ▲building projects in ancient Egypt).
6.SS.G.E.4 (A) explains how humans modify the environment and describes some of the possible consequences of those modifications (e.g. dikes on the Nile and in the Mesopotamia raising the level of the river).
6.SS.G.E.5 (K) describes the impact of natural hazards on people and their activities (e.g., floods: Egypt-Nile).
6.SS.G.E.6▲(A) explains and uses map titles, symbols, cardinal and intermediate directions, legends, latitude and longitude
6.SS.E.E.1▲(K) explains how scarcity of resources requires communities and nations to make choices about goods and services (e.g., what foods to eat, where to settle, how to use land).
6.SS.E.E.2▲(K) identifies barriers to trade among nations (e.g., treaties, war, transportation, geography). / What students need to know and do:
·  examines a variety of primary sources in World history and analyzes them in terms of credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters, government documents).
·  uses at least three primary sources to interpret a person or event from World history to develop an historical narrative.
·  identifies major patterns of world populations, physical features, and cultures using historic and contemporary geographic tools (e.g. maps, illustrations, photographs, documents, data).
·  explains the 5 Themes of Geography (location, place, movement, human-environment interaction, region).
·  compares and contrasts early world civilizations in terms of human characteristics (e.g., people, religion, language, customs, government, agriculture, industry, architecture, arts, education).
·  traces the movement (diffusion) from one region or center of civilization to other regions of the world (e.g., people, goods, and ideas).
·  examines reasons for variation in population distribution (e.g., environment, migration, government policies, birth and death rates).
·  explains the relationship between the availability and use of natural resources and advances in technology using historical and contemporary examples (e.g., clay tablets, papyrus, paper-printing press, computer).
·  recognizes the economic conditions under which trade takes place among nations (e.g., students recognize that trade takes place when nations have wants or needs they cannot fulfill on their own).
·  recognizes that every civilization has a form of law or order.
Vocabulary
·  title
·  symbol
·  cardinal direction
·  intermediate direction
·  legend
·  latitude
·  longitude
·  diffusion
·  goods/services
·  oligarchy
·  theocracy / ·  environment
·  migration
·  natural resources
·  technology
·  polytheism
·  primary source
·  scarcity
·  civilization
·  barrier
·  monarchy
·  dictatorship
·  pharaoh
/ Additional resources, websites, and lesson plans can be accessed through the Olathe District Social Studies department website at http://teachers.olatheschools.com/~mdoneganirc
World History
Unit 2, Ch. 4
Unit 4, Ch. 7
Refer to National Council for History Education Habits of the Mind available on the department website.
Social Studies Resources
Tutankahmen & The Discovery of the Tomb Jackdaws set
Consult with your counselor and library media specialist for additional opportunities to integrate curriculum. / Indicators marked with a “▲” are tested indicators on the Kansas state objective assessment administered in alternate years to 6th grade students. Flip charts providing more information on the tested indicators can be found at http://www.ksde.org or on the social studies department website.
Cyclical review CDs have been provided to 6th grade teachers for review of 5th and 6th grade tested indicators.
Benchmark: Ancient India Unit (I)
The student:
6.SS.H.I.1▲(A) compares the origin and accomplishments of early river valley civilizations (e.g. Indus Valley (India): Mohenjo Daro).
6.SS.H.I.2 (K) describes key cultural accomplishments of classical India (e.g., Asoka, Sanskrit literature, the Hindu-Arabic numerals, the zero, Buddhism, Hinduism).
6.SS.H.I.3▲(A) examines the central beliefs of Christianity, Hinduism, Buddhism, Judaism, and Islam.
6.SS.G.I.1 (K) locates major physical and political features of Earth from memory (e.g., India, Ganges River, Himalayan Mountains, Indus River).
6.SS.G.I.2▲(K) identifies and describes the location, landscape, climate, and resources of early world civilizations (e.g. ▲India).
6.SS.G.I.3▲(A) explains and uses map titles, symbols, cardinal and intermediate directions, legends, latitude and longitude.
6.SS.G.I.1▲(K) explains how scarcity of resources requires communities and nations to make choices about goods and services (e.g., what foods to eat, where to settle, how to use land).
6.SS.G.I.2▲(K) identifies barriers to trade among nations (e.g., treaties, war, transportation, geography
6.SS.C.I.1▲(K) identifies the basic features of systems of government (e.g., republic, democracy, monarchy, dictatorship, oligarchy, theocracy).
6.SS.C.I.2 (K) describes the ways political systems meet or fail to meet the needs and wants of their citizens (e.g., republic, democracy, monarchy, dictatorship, oligarchy, theocracy). / What students need to know and do:
·  examines a variety of primary sources in World history and analyzes them in terms of credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters, government documents).
·  uses at least three primary sources to interpret a person or event from World history to develop an historical narrative.
·  identifies major patterns of world populations, physical features, and cultures using historic and contemporary geographic tools (e.g. maps, illustrations, photographs, documents, data).
·  explains the 5 Themes of Geography (location, place, movement, human-environment interaction, region).
·  compares and contrasts early world civilizations in terms of human characteristics (e.g., people, religion, language, customs, government, agriculture, industry, architecture, arts, education).
·  traces the movement (diffusion) from one region or center of civilization to other regions of the world (e.g., people, goods, and ideas).
·  examines reasons for variation in population distribution (e.g., environment, migration, government policies, birth and death rates).
·  explains the relationship between the availability and use of natural resources and advances in technology using historical and contemporary examples (e.g., clay tablets, papyrus, paper-printing press, computer).
·  recognizes the economic conditions under which trade takes place among nations (e.g., students recognize that trade takes place when nations have wants or needs they cannot fulfill on their own).
·  Gives examples of international economic interdependence (Europe depended on the Far East for spices and tea, Far East received silver and gem stones in exchange.
·  recognizes that every civilization has a form of law or order.
Vocabulary
·  Title
·  symbol
·  cardinal direction
·  intermediate direction
·  legend
·  latitude
·  longitude
·  diffusion
·  goods/services
·  monarchy
·  oligarchy / ·  environment
·  migration
·  natural resources
·  technology
·  polytheism
·  monotheism
·  primary source
·  scarcity
·  civilization
·  barrier
·  theocracy
·  Buddhism
·  Hinduism
/ Additional resources, websites, and lesson plans can be accessed through the Olathe District Social Studies department website at http://teachers.olatheschools.com/~mdoneganirc
World History
Unit 3, Ch. 5
Refer to National Council for History Education Habits of the Mind available on the department website.
Consult with your counselor and library media specialist for additional opportunities to integrate curriculum. / Indicators marked with a “▲” are tested indicators on the Kansas state objective assessment administered in alternate years to 6th grade students. Flip charts providing more information on the tested indicators can be found at http://www.ksde.org or on the social studies department website.