Social Studies Pacing Guide

Grade 6

Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q2 Q2 Q2 Q2 Q2 Q2 Q2 Q2 Q2 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 **** **** W1 W2 W3 W4 W5 W6 W7 W8 W9 W1 W2 W3 W4 W5 W6 W7 W8 W9 W1 W2 W3 W4 W5 W6 W7 W8 W9 W1 W2 W3 W4 W5 W6 W7 W8 W9 1 Topic ISN set up Multiple Intelligences Geography Challenge 1

2

3

4

5

Aug Sep Sep Sep Sep

6

7

8

Oct

Oct

Oct

9

10

18

19

20

21

Oct Nov Nov Nov Nov Dec Dec Dec Dec Jan

Jan

Jan

Jan

x

Chapter 1 - Investigating the Past

x

Chapter 3 - From Hunters and Gathers to Farmers

x

11

12

13

14

15

16

17

W

W

I

I

x

N

N

Chapter 4 - The Rise of Sumer City-States

x

T

T

Chapter 5 - Was Ancient Sumer a Civilization?

x

E

E

x

R

R

x

B

B

x

R

R

Chapter 6 - Exploring the Four Empires of Mesopatamia Constitution Day (Sept. 17, 1787) History of the United States Timeline Challenge 1

x

x

Geography Challenge 2

x

E

E

Chapter 8 - Ancient Egyptian Pharaohs

x

A

A

x

K

K

American Indian Day (fourth Friday in Sept.) Chapter 9 - Daily Life in Ancient Egypt

x

W

W

Chapter 10 - Kingdom of Kush

x

I

I

Leif Erickson Day (Oct. 9th)

x

N

N

x

T

T

TImeline Challenge 2

x

E

E

Geography Challenge 3

x

R

R

Chapter 14 - Unlocking the Secrets of Mohanjodaro

x

B

B

Chapter 11 & 12 together Hebrews/Origins/ Preservation

x

x

22

23

24

25

26

27

28

29

Feb Feb Feb Feb Mar Mar Mar Mar

30

31

32

33

34

35

36

37

38

Apr

Apr

Apr

Apr May May May May Jun

1

Social Studies Pacing Guide

Grade 6

Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q2 Q2 Q2 Q2 Q2 Q2 Q2 Q2 Q2 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 **** **** W1 W2 W3 W4 W5 W6 W7 W8 W9 W1 W2 W3 W4 W5 W6 W7 W8 W9 W1 W2 W3 W4 W5 W6 W7 W8 W9 W1 W2 W3 W4 W5 W6 W7 W8 W9 1 Topic Chapter 15 - Learning about Hindu Beliefs

2

3

4

5

Aug Sep Sep Sep Sep

6

7

8

Oct

Oct

Oct

9

10

11

12

13

14

15

16

18

19

20

21

Oct Nov Nov Nov Nov Dec Dec Dec Dec Jan

Jan

Jan

Jan

22

R

E

E

A

A

x

K

K

x

W

W

x

I

I

x

N

N

T

T

x

E

E

x

R

R

x

Timeline Challenge 4

B

B

x

Geography Challenge 5

R

R

x

Chapter 26-The Rise of Demoncracy

E

E

x

Chapter 27-Life in Two CityStates Athens and Sparta

A

A

x

Chapter 28-Fighting the Persian Wars

K

K

x

Chapter 29-The Golden Age of Athens

W

W

x

Chapter 30-Alexander the Great and His Empire

I

I

x

Chapter 31-The Legacy of Ancient Greece

N

N

x

x x

Chapter 18- The Achievements of the Gupta Empire Timeline Challenge 3 Chapter 19-Geography and the Early Settlement of China Chapter 21-Three Chinese Philosphies

x x

x

Chapter 22-The First Emperor of China

x

Chapter 23-The Han Dynasty

x

Chapter 24-The Silk Road

23

24

25

26

27

28

29

Feb Feb Feb Feb Mar Mar Mar Mar

R

Chapter 16-The Story of Buddhism Chapter 17-Buddhism and the First Unification of India

x

17

30

31

32

33

34

35

36

37

38

Apr

Apr

Apr

Apr May May May May Jun

x

x

x 2

Social Studies Pacing Guide

Grade 6

Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q2 Q2 Q2 Q2 Q2 Q2 Q2 Q2 Q2 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 **** **** W1 W2 W3 W4 W5 W6 W7 W8 W9 W1 W2 W3 W4 W5 W6 W7 W8 W9 W1 W2 W3 W4 W5 W6 W7 W8 W9 W1 W2 W3 W4 W5 W6 W7 W8 W9 1 Topic

2

3

4

5

Aug Sep Sep Sep Sep

6

7

8

Oct

Oct

Oct

9

10

11

12

13

14

15

16

17

18

19

20

21

Oct Nov Nov Nov Nov Dec Dec Dec Dec Jan

Jan

Jan

Jan

22

23

24

25

27

28

T

T

Geography Challenge 6 Chapter 32-Geography and the Early Development of Rome Chapter 33-The Rise of the Roman Empire

E

E

x

R

R

x

B

B

x

R

R

x x

E

E

African American History

A

A

K

K

x

W

W

x

Timeline Challenge 6

I

I

x

Women History

N

N

x

Europes Transition to the Modern World

T

T

Irish Famine

E

E

Modern Middle East The Rise and Fall of Soviet Union

R

R

Holocaust and Genocide

B R

B R

Modern Latin America

E

E

Arbor and Bird Day

A K

A K

Illinois Law Week Civics and Patriotism (end of May with Memorial Day)

***** *****

30

31

32

33

34

35

36

37

38

Apr

Apr

Apr

Apr May May May May Jun

x

x

x

Chapter 35-Daily Life in the Roman Empire

Chapter 36-The Origins and Spread of Christianity Chapter 37-The Legacy of Rome in the Modern World

29

Feb Feb Feb Feb Mar Mar Mar Mar

Timeline Challenge 5

Chapter 34-From Republic to Empire

26

x x

x

x

x x

x x

x

x x

x

x

x

x x x

x

3

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

ILS

Lesson

Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.

Performance Descriptor/ Essential Content

Range

Essential Questions

Vocabulary

Suggested Formative Assessments

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

Suggested Summative Suggested Assessments Accommodations

Resources/Activities

UNIT 1 - EARLY HUMANS AND THE RISE OF CIVILIZATION 16A Geography 17A Challenge 1 Chapter 1Investigating the Past

15B 15D 16A 18C

Chapter 3-From Hunters and Gatherers to Farmers

M/I 16A *Illustration of the history of a region 8 days through maps, graphs, charts, and timelines *Times when significant events from political, economic, environmental, and social histories intersected. M 17A *Varieties of maps showing physical features and major cities including latitude/longitude along with directionality on maps and globes

In which time period were the cave paintings created? What horizontal line divides the northern and southern hemispheres?

archeologists, Geography Challenge 1 artifact, ISN - Cave prehistoric, ritual Exploration/Reading Notes

Chapter 1 Assessment

LG p. 334-335

ISN set-up LG p. 4-9

R 15B *Market economy/law of demand 3 days R 15D *Division of labor, imports, exports, and trade *Consumers and producers M/I 16A *Illustration of the history of a region through maps, graphs, charts, and timelines *Times when significant events from political, economic, environmental, and social histories intersected. I 18C *Differences among subsistence, preindustrial, industrial, and postindustrial societies *Changes in social roles resulting from the transition from a hunter-gatherer society to a settled society

How did the domestication of plants and animals create a stable food supply and lead to changes in shelter, communities, jobs, and trade? What were some of the earliest traded products? What were the key capabilities attained by each hominid group?

Paleolithic Age, Neolithic Age, Stone Age, agriculture, domesticate, trade, ore

Comic Book Neolithic Nel & Nick

LG p. 338-339

LG pp. 36-53

Copying this document is prohibited without written permission from Cicero School District 99.

Reading Notes

1

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

ILS

Lesson

17C Chapter 4-The Rise of the Sumerian CityStates

14C Chapter 5-Was 16A Ancient Sumer a Civilization?

14A Chapter 614C Exploring Four Empires of Mesopotamia Timeline Challenge 1

Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.

Range Performance Descriptor/ Essential Content I 17C *Effects of technological changes on 3 days transportation, communications, and resources *Solution of environmental problems through changes in human behavior

Essential Questions

Vocabulary

Suggested Formative Assessments

Suggested Summative Suggested Assessments Accommodations

Resources/Activities

How did the people of the Sumerian city-states change their lifestyle in order to survive in their environment?

Mesopotamia, Sumerians, citystates, irrigation systems, levee, stele

Response Group

Processing Ch 4 Chapter test

LG p. 340-341

LG p. 54-63

Processing 5 or Ch LG p. 342-343 test "The Epic of Gilgamesh" on Edhelper.com

LG p.64-77

R 14C *Civic responsibilities and political rights 3 days M/I 16A *Illustration of the history of a region through maps, graphs, charts, and timelines *Times when significant events from political, economic, environmental, and social histories intersected.

How did scribes and soldiers help the civilization, social Reading Notes society? What was the social structure, structure of Ancient Sumer? technology, status, chariot, scribe, ziggurat, cuneiform, pictograph

M 14A *Written rules, laws, codes, constitution for governments RV 14C *Civic responsibilities and political rights

What was the historical significance of Hammurabi's codes? What were some of the civic duties & political rights under Hammurabi's code?

5 days

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

empire, capital, tribute, siege, aqueduct, economy, astronomy

Numbered Heads Timeline LG p. 92& LG p. 344-345 Together - write one fact 93 Q #10 Ch. 6 about Mesopotamian assessment leaders.

LG pp. 78-91 LG p.92-93

Career Connections: secretary, archaeologist, meteorologist, farmer

Copying this document is prohibited without written permission from Cicero School District 99.

2

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

ILS

Lesson

Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.

Performance Descriptor/ Essential Content

Range

Essential Questions

Vocabulary

Suggested Formative Assessments

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

Suggested Summative Suggested Assessments Accommodations

Resources/Activities

UNIT 2- ANCIENT EGYPT AND THE NEAR EAST 17D Geography Challenge 2

I 17D *Influence of historical events and physical features on migration

1 day

I 14B *Roles and responsibilities of top officials 3 days 14B Chapter 8-The 15A Ancient Egyptian I 15A *Increase of productivity through education, technology, and training *How 16B Pharaohs

What were the 3 physical/environmental factors that influenced settlement?

Hebrew, Kush, geography, topography, vegetations, papyrus, delta

Geography Challenge 2 Physical map

What were the roles and accomplishments of the four pharaohs?

pharaohs

Reading notes

How did government effect the daily life in Ancient Egypt? What role did each social class play in the society?

social pyramid, Reading notes social classes, artisans, peasant, scribe, vizier, alliance, embalm, sarcophagus, hieroglyph, census, famine

Chapter 8 test and/or just question #9

LG p. 346-347

LG p.96-99

LG p. 348-349

LG pp. 112-130

consumer demand determines production in a market economy I 16B *Political figures and significant events/ideas that may have led to the development of the representative democracy *Compare/contrast different political systems

14D Chapter 9-Daily 16D Life in Ancient Egypt

I 14D *Analysis of the actions that 3 days governments take to improve the lives of people I 16D *Issues of social status and social role in past and present *Turning points in world social history (e.g., religious movements, demographic disasters, migration etc) *Daily life of men, women, and children

Copying this document is prohibited without written permission from Cicero School District 99.

Extended LG p. 350-351 Response Q: What was life like as a middle-class citizen in Egypt and how does it compare to your life today?

LG pp.132 - 151

3

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

ILS

Lesson

14E Chapter 10-The 14F Kingdom of Kush 16A 16E

Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.

Range Performance Descriptor/ Essential Content I 14E *Indentifying political traditions or 2 days customs that originated in another country I 14F *Conflicts that occurred when people fought for rights, freedoms, or equality M/I 16A *Illustration of the history of a region through maps, graphs, charts, and timelines *Times when significant events from political, economic, environmental, and social histories intersected. I 16E *Effect on environment resulting from different groups fighting over the same land

17D Chapter 11- The I 17D *Influence of historical events and 18B Ancient Hebrews physical features on migration and the Origins of R 18B *Roles and interactions of individuals, Judaism groups, institutions in society

2 days

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

Essential Questions

Vocabulary

Suggested Formative Assessments

Suggested Summative Suggested Assessments Accommodations

Resources/Activities

What aspect of Egyptian culture did the Kush borrow and what did they originate for themselves? What was the relationship between Egypt and Kush?

archer, dynasty, kandake, treaty,

Ancient Egypt module Kush trading game

Chapter 10 assessment Q # 8

LG pp. 152-167

What was the role of the Torah in Judaism and in the history of the Hebrews? What significant effect did the leaders have on the Hebrews?

Hebrews, Judaism, Scrolls Torah, covenant, descendant, prophet, exodus, plague, Ten Commandments, Sabbath

Copying this document is prohibited without written permission from Cicero School District 99.

LG p. 352-353

Question #8 Chap. LG p. 342-355 11 assessment

LG p. 168-179

4

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.

Range Performance Descriptor/ Essential Content 16A Chapter 12-The M/D 16A *Illustration of the history of a region 5 days through maps, graphs, charts, and timelines 17C Struggle to 17D Preserve Judaism *Times when significant events from political, Timeline economic, environmental, and social histories Challenge 2 intersected. I 17C *Effects of technological changes on transportation, communications, and resources *Solution of environmental problems through changes in human behavior I 17D *The influence of historical events and physical features on migration

ILS

Lesson

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

Essential Questions

Vocabulary

Suggested Formative Assessments

Suggested Summative Suggested Assessments Accommodations

Resources/Activities

What were the central beliefs of Judaism? What practices and institutions helped Judaism survive the Diaspora?

Diaspora, monotheism, rabbi, Talmud, Gentile, execute, synagogue

Timeline Challenge 2. Experiential Activity "Classroom truths" Q. #10 Assessments

Question #9

LG 180-194 LG p.195-196

LG p. 356-357

Career Connections: minister, rabbi, Egyptologist

Copying this document is prohibited without written permission from Cicero School District 99.

5

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

ILS

Lesson

Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.

Performance Descriptor/ Essential Content

Range

Essential Questions

Vocabulary

Suggested Formative Assessments

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

Suggested Summative Suggested Assessments Accommodations

Resources/Activities

UNIT 3 - ANCIENT INDIA 16A Geography Challenge 3

16D Chapter 14Unlocking the Secrets of Mohenjodaro

16D Chapter 1518B Learning About Hindu Beliefs

M/ D 16A *Illustration of the history of a region through maps, graphs, charts, and timelines *Times when significant events from political, economic, environmental, and social histories intersected.

2 days

What were key physiographic subcontinent, features of the Indian sub-continent? monsoon, How did the physical setting plateau, glacier, contribute to the settlement and rise of civilizations in India?

Geography Challenge 3

LG p. 358-359

LG 98-201

M, R, RV 4 days 16D *Issues of social status and social roles in past and present *Turning points in world social history (e.g., religious movements, demographic disasters, migration etc.) *Daily life of men, women, and children

Based upon an analysis of the archeological findings, did the people of Mohenjodora have a high quality of life? What are some hypotheses to explain the disappearance of the civilization?

Mohenjodaro, Reading notes Indus-Sarasvati civilization, citadel, granary, seal, sewer system

Question #9-11

LG p. 360-361

LG p 222-251

I 16D *Issues of social status and social roles in past and present *Turning points in world social history (e.g., religious movements, demographic disasters, migration etc.) *Daily life of men, women, and children RV 18B *Roles and interactions of individuals, groups, institutions in society

What are some ways the 5 basic Hindu beliefs affect life in India? How does the caste system dictate roles of individuals and groups in this society?

Hinduism, Reading notes. Mandala Questions #1-8 dharma, Brahman, deities, karma, samsara, Vedas, Sanskrit, caste, reincarnation, pilgrimage

LG p. 362-363

LG p.260-271

3 days

Copying this document is prohibited without written permission from Cicero School District 99.

6

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.

Range Performance Descriptor/ Essential Content 16D Chapter 16-The I 16D *Issues of social status and social roles in 3 days 18B Story of Buddhism past and present *Turning points in world social history (e.g., religious movements, demographic disasters, migration etc.) *Daily life of men, women, and children RV 18B *Roles and interactions of individuals, groups, institutions in society

ILS

Lesson

M 14A *Written rules, laws, codes, 14A Chapter 1714D Buddhism and the constitution for governments 16D First Unification of I 14D *Analysis of the actions that India

governments take to improve the lives of people I 16D *Issues of social status and social roles in past and present *Turning points in world social history (e.g., religious movements, demographic disasters, migration etc.) *Daily life of men, women, and children

3 days

Suggested Summative Suggested Assessments Accommodations

Resources/Activities

Buddhism, Reading notes or Buddha, ascetic, processing 16 alms, nirvana, Eightfold Path, Four Noble Truths

Questions #1-9

LG p. 364-365

LG p. 272-287

unify, Mauryan Create a pillar or Empire, edicts, billboard monk, general welfare, security,

Read edicts in reading notes students determine which of 4 goals it falls under

LG p. 366-367

Essential Questions

Vocabulary

What path did Siddhartha follow to reach enlightenment?

How did Ashoka use Buddhist values to improve the lives of his subjects? What effect did the edicts have on society?

Copying this document is prohibited without written permission from Cicero School District 99.

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

Suggested Formative Assessments

LG pp.288-309

7

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.

Range Performance Descriptor/ Essential Content 14B Chapter 18- The I 14B *Roles and responsibilities of top officials 5 days 16A Achievements of M/D 16A *Illustration of the history of a region 16D the Gupta Empire through maps, graphs, charts, and timelines *Times when significant events from political, 17A Timeline Challenge economic, environmental, and social histories intersected. D 16D *Issues of social status and social roles in past and present *Turning points in world social history (e.g., religious movements, demographic disasters, migration etc.) *Daily life of men, women, and children M 17A *Varieties of maps showing physical features and major cities including latitude/longitude along with directionality on maps and globes

ILS

Lesson

Suggested Formative Assessments

Essential Questions

Vocabulary

What strategy did the Gupta use to maintain the empire? What were seven locations ruled by the Gupta Empire? Why is the period of Gupta Empire called India's Golden Age?

Gupta Empire, Reading notes golden age, province, monastery, mural

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

Suggested Summative Suggested Assessments Accommodations

Resources/Activities

Palm leaf book LG p. 368-369 Timeline challenge

LG pp. 310-329 LG p.330-331

Career Connections: archaeologist, religious leader

Copying this document is prohibited without written permission from Cicero School District 99.

8

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

ILS

Lesson

Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.

Performance Descriptor/ Essential Content

Range

Essential Questions

Vocabulary

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

Suggested Formative Assessments

Suggested Summative Suggested Assessments Accommodations

Resources/Activities

Geography Challenge 4 Activity

Relief map

LG p. 764-765

LG p. 378-399

Assessment #1-8

LG p. 768-769

LG p. 420-435

UNIT 4 - ANCIENT CHINA 17A Chapter 1917B Geography and 17C the Early

M 17A *Varieties of maps showing physical 3 days features and major cities including latitude/ longitude along with directionality on maps and globes I 17B *Factors that create differences between ecosystems I 17C *Effects of technology changes on transportation, communications, and resources *Solution of environmental problems through changes in human behavior

How did differences in geography oasis, silt, lead to different ways of life? tributary, maize, How did the physical features lead to mutton, millet the isolation of China?

14A Chapter 21-Three 14C Chinese 14D Philosophies 16B

M 14A *Written rules, laws, codes, 3 days constitution for governments RV 14C *Civic responsibilities and political rights I 14D *Analysis of the actions that governments take to improve the lives of people I 16B* Political figures and significant events/ideas that may have led to the development of the representative democracy *Compare/contrast different political systems *Feudalism

What political and cultural issues led to the founding of the three Chinese philosophies? How did the principles of the philosophies affect political rule in China? What are the differences among the three Chinese philosophies?

Settlement of China

Copying this document is prohibited without written permission from Cicero School District 99.

Zhou dynasty, Reading notes 21 & Confucianism, processing. Chinese Daoism, Legalism, philosophy activity feudalism, civil servant, yin & yang

9

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

ILS

Lesson

14B Chapter 22-The 14F First Emperor of China

14B Chapter 23-The 15C Han Dynasty 16D 17C

Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.

Range Performance Descriptor/ Essential Content I 14B*Roles and responsibilities of top officials 3 days I 14F *Conflicts that occurred when people fought for rights, freedoms, or equality I 15C Law of supply

I 14B *Roles and responsibilities of top officials 3 days I 15C *Law of supply D 16D *Issues of social status and social roles in past and present *Turning points in world social history (e.g., religious movements, demographic disasters, migration etc.) *Daily life of men, women, and children I 17C *Effects of technological changes on transportation, communications, and resources *Solution of environmental problems through changes in human behavior

Suggested Summative Suggested Assessments Accommodations

Resources/Activities

unification, Reading together as a standardize, exile, class terra-cotta, immortal

Assessment #7

LG p. 770-771

LG p. 436-451

industry, crossbow, bureaucracy, calligraphy, anesthetic, seismograph, compass, lodestone,

Processing #23

LG p. 772-773

LG pp. 452 - 477

Essential Questions

Vocabulary

What major influences did the Emperor have on China? Why did some of the workers rebel against the emperor? What was the effect of the conflict between the emperor and the Chinese scholars? Why were gold, bronze, and iron, used for a variety of purposes?

What were the contributions of the Han Dynasty to the imperial bureaucratic state? What inventions contributed to trade? How did these inventions affect the daily lives?

Copying this document is prohibited without written permission from Cicero School District 99.

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

Suggested Formative Assessments

Skill builder activity

10

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

ILS

Lesson

15A 15B 15C 16A 16C

Chapter 24-The Silk Road Timeline Challenge 4

Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.

Range Performance Descriptor/ Essential Content I 15A *Increase of productivity through 5 days education, technology, and training *How consumer demand determines production in a market economy RV 15B *Market economy/law of demand I 15C *Law of supply RV 15D *Division of labor, imports, exports, and trade *Consumers and producers M/D 16A *Illustration of the history of a region through maps, graphs, charts, and timelines *Times when significant events from political, economic, environmental, and social histories intersected. I 16C *Capitalism, socialism & communism as economic systems *Similarities and differences among economic systems and institutions in agricultural and industrial societies

Essential Questions

Vocabulary

How did the Silk Road affect Silk Road, trade technology? What Chinese products routes, mirage, were in demand in Europe? Why did toga, caravan silk put China in such a good trade position? What were China's trade products? Which geographic features challenged traders? How did the Silk Road impact the spread of Buddhism in China?

Suggested Formative Assessments

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

Suggested Summative Suggested Assessments Accommodations

Reading notes & activity Processing #24 LG p. 774-775 play game then write summary. Timeline Challenge

Resources/Activities LG pp. 478-497 LG p.498-499

Career Connections: metal worker, stock broker, businessman (small and big companies), writer, inventor

Copying this document is prohibited without written permission from Cicero School District 99.

11

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

ILS

Lesson

Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.

Performance Descriptor/ Essential Content

Range

Essential Questions

Vocabulary

Suggested Formative Assessments

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

Suggested Summative Suggested Assessments Accommodations

Resources/Activities

UNIT 5 - ANCIENT GREECE 16E Geography 17D Challenge 5

I 16E * Effects on environment resulting from 2 days different groups fighting for the same land I 17D *The influence of historical events and physical features on migration

What are the connections between geography and the development of city-states in the Aegean region? How did the rivalry over farmland lead to wars? How did the geography of Greece lead to Greek colonization in the Mediterranean area?

peninsula, Geography Challenge isolated, colonies, colonists, merchant

LG p. 776-777

LG 502-505

14B Chapter 26-The D 14B *Roles and responsibilities of top 14C Rise of Democracy officials RV 14C*Civic responsibilities and political 16B

3 days

What were the differences in the role of a king, a tyrant, an oligarch, an elected leader? What were the political rights afforded to citizens under each form of government? How did earlier forms of government lead to the rise of democracy in Athens?

city-states, Reading notes monarchy, oligarchy, tyranny, democracy, aristocrat, monarch, oligarch, tyrant, assembly

Processing & Q#1- LG p. 778-779 7

LG pp. 526-537

16D Chapter 27-Life in D 16D *Issues of social status and social roles

4 days

How did the lives of people differ in Athens and Sparta?

Peloponnesus, agora, priestess, helots, barracks

Q#8

LG p. 538-569

rights I 16B * Political figures and significant events/ideas that may have led to the development of the representative democracy *Compare/contrast different political systems

Two City-States in past and present *Turning points in world Athens and Sparta social history (e.g., religious movements, demographic disasters, migration etc.) *Daily life of men, women, and children

Copying this document is prohibited without written permission from Cicero School District 99.

Reading notes

LG p. 780-781

12

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

ILS

Lesson

16A Chapter 2817D Fighting the Persian Wars

18A Chapter 29-The Golden Age of Athens

16A Chapter 30Alexander the Great and His Empire

Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States. Suggested Formative Assessments

Suggested Summative Suggested Assessments Accommodations

Activity using Ancient Greece module

Processing 28

LG p. 782-783

LG p. 570-591

acropolis, Parthenon, mythology, frieze, pediments, metopes, drama, philosophy

Activity

Summarize learning from stations

LG p. 784-785

LG p. 592-629

Macedonia, ally

United Streaming "Alexander the Great" video incl. black line masters

Processing

LG p. 786-787

LG p. 630-647

Performance Descriptor/ Essential Content M 16A*Illustration of the history of a region through maps, graphs, charts, and timelines *Times when significant events from political, economic, environmental, and social histories intersected. D 17D *The influence of historical events and physical features on migration

Range

Essential Questions

2 days

How was the Persian Empire founded Persian Empire, and expanded? What caused the allies, cavalry, Persian Wars and what were the Hellespont results?

R 18A *Comparison of cultural characteristics as reflected in language, literature, the arts, traditions, and institutions

4 days

What were the important achievements of Athens in architecture, sculpture, and drama? What influence did Greek achievements have on modern western culture?

M 16A *Illustration of the history of a region through maps, graphs, charts, and timelines *Times when significant events from political, economic, environmental, and social histories intersected.

2 days

What were the roles of Athens and Sparta in the Peloponnesian War? What impact did Alexander's love of Greek culture have on the Western world?

Copying this document is prohibited without written permission from Cicero School District 99.

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

Vocabulary

Resources/Activities

13

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.

Range Performance Descriptor/ Essential Content 14E Chapter 31-The I 14E *Indentifying political traditions or 6 days Legacy of Ancient customs that originated in another country 16B Greece I 16B * Political figures and significant Timeline events/ideas that may have led to the Challenge 5 development of the representative democracy *Compare/contrast different political systems

ILS

Lesson

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

Essential Questions

Vocabulary

Suggested Formative Assessments

Suggested Summative Suggested Assessments Accommodations

Resources/Activities

What were the Greek contributions to modern language, literature, medicine, math, and science? Which political practices of our democracy came from the Greeks?

geometry, astronomy, longitude, latitude, Pentathlon

Timeline Challenge 5

Q#9

LG pp. 648-665 LG p.666-667

LG p. 788-789

Career Connections: government official, mythologist, doctor, mathematician, writer

Copying this document is prohibited without written permission from Cicero School District 99.

14

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

ILS

Lesson

Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.

Performance Descriptor/ Essential Content

Range

Essential Questions

Vocabulary

Suggested Formative Assessments

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

Suggested Summative Suggested Assessments Accommodations

Resources/Activities

UNIT 6 - ANCIENT ROME 16A Chapter 3218A Geography and the Early Development of Rome Geography Challenge 6

14B Chapter 33-The 14E Rise of the Roman 14F Empire 16D

M 16A*Illustration of the history of a region 3 days through maps, graphs, charts, and timelines *Times when significant events from political, economic, environmental, and social histories intersected. RV 18A *Comparison of cultural characteristics as reflected in language, literature, the arts, traditions, and institutions

What are some important geographic of the Roman Empire? Why was Rome ideally located to control a large empire? What are some ways in which Roman civilization was influenced by Greek and Etruscan cultures?

Etruscans, Latins, Geography Challenge 6. Assessment #9 cuniculus, Activity & reading notes gladiator, Parthenon, chariot, ostrakon

LG p. 790-791

D 14B *Roles and responsibilities of top officials I 14E *Indentifying political traditions or customs that originated in another country I 14F *Conflicts that occurred when people fought for rights, freedoms, or equality D 16D *Issues of social status and social roles in past and present *Turning points in world social history (e.g., religious movements, demographic disasters, migration etc.) *Daily life of men, women, and children

What were the differences between Patricians and Plebeians? How did the republic emerge as a form of government? How were political rights earned by Plebeians?

republic, Reading notes patricians, plebeians, Senate, consul, tribune, veto, constitution

LG p. 792-793

3 days

Copying this document is prohibited without written permission from Cicero School District 99.

Assessment #1-8

LG 670-673 LG p. 674-683

LG pp 684-695

15

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

ILS

Lesson

14B Chapter 34-From 16A Republic to Empire

Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.

Performance Descriptor/ Essential Content D 14B *Roles and responsibilities of top officials M 16A*Illustration of the history of a region through maps, graphs, charts, and timelines *Times when significant events from political, economic, environmental, and social histories intersected.

Origins and Spread of Christianity

Suggested Summative Suggested Assessments Accommodations

Resources/Activities

What was the influence of expansion, civil Cincinnatus, Julius Caesar, and war, Punic Wars Augustus on Rome's transition from Republic to Empire? What were the political and geographic reasons for the expansion of the empire?

Reading notes

Group Columns

LG p. 794-795

LG pp. 696-711

What were eight aspects of daily life in the Roman Empire? What are some key differences between life in Ancient Rome and contemporary life in the United States?

forum, paterfamilias, thermopolia, atrium, stylus, villa

Activity & reading notes #9 Assessment

LG p. 796-797

LG p. 712-733

How did Christianity develop and spread throughout the empire? Why did authorities view Christianity as a threat? What was Rome's role in preserving and transmitting Christianity?

Christianity, prefect, Messiah, gospel, evangelist, baptize, disciple, parable, missionary

Bible passages correlating with transparencies - whole group

LG p. 798-799

LG p. 734-747

Essential Questions

3 days

M 16D *Issues of social status and social roles 4 days Life in the Roman in past and present Empire *Turning points in world social history (e.g., religious movements, demographic disasters, migration etc.) *Daily life of men, women, in children

16D Chapter 36-The

Suggested Formative Assessments

Range

16D Chapter 35-Daily

M 16D *Issues of social status and social roles 3 days in past and present *Turning points in world social history (e.g., religious movements, demographic disasters, migration etc.) *Daily life of men, women, and children

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

Copying this document is prohibited without written permission from Cicero School District 99.

Vocabulary

Assessment #9

16

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.

Range Performance Descriptor/ Essential Content 14A Chapter 37-The M 14A *Written rules, laws, codes, 6 days Legacy of Rome in constitution for governments 16D M 16D *Issues of social status and social roles 18A the Modern World in past and present Timeline *Turning points in world social history (e.g., Challenge 6 religious movements, demographic disasters, migration etc.) *Daily life of men, women, and children RV 18A*Comparison of cultural characteristics as reflected in language, literature, the arts, traditions, and institutions

ILS

Lesson

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

Essential Questions

Vocabulary

Suggested Formative Assessments

Suggested Summative Suggested Assessments Accommodations

Resources/Activities

What is the relationship between Roman law and philosophy and modern law and philosophy? How did engineering achievements in science, technology, architecture become incorporated in modern life? How did the internal weakness of the Empire lead to its fall? What caused the rise of the Byzantine Empire?

legacy, decline, political instability, frontiers, GrecoRoman, fresco, Renaissance, vault, dome, Colosseum, Pantheon, stoicism

Ancient Rome Module Latin activity.

Chapter test. LG p. 800-801 Timeline Challenge 6

LG p. 748-759 LG p.760-761

Career Connections: lawyer, philosopher, minister, judge, architect

Copying this document is prohibited without written permission from Cicero School District 99.

17

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

ILS

Lesson

Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.

Performance Descriptor/ Essential Content

Range

Essential Questions

Vocabulary

Suggested Formative Assessments

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

Suggested Summative Suggested Assessments Accommodations

Resources/Activities

MODULES 16B Europe's 16D Transition to the 18C Modern World

D 16B* Political figures and significant 12 days events/ideas that may have led to the development of the representative democracy *Compare/contrast different political systems *Feudalism *Development of European nation states (1200-1500) M 16D *Issues of social status and social roles in past and present of Western and nonWestern culture *Turning points in world social history (e.g., religious movements, demographic disasters, migration etc.) *Daily life of men, women, and children I 18C *Differences among subsistence, preindustrial, industrial, and postindustrial societies *Changes is social roles resulting from the transition from a hunter-gatherer society to a settled society

What events shaped Western Europe's transition from the MiddleAges to the Renaissance? How did the Black Death affect Europe? What were the causes of the rise in trade in commerce?

Copying this document is prohibited without written permission from Cicero School District 99.

1.2 Black Death, 1.2 Activity class notes middle class, 1.4 Activity 3.2 Activity Hundred Year and notes War, commerce, guild, classical cultures, humanist 1.4 Cathedral, patron of the arts, palazzo, florin 3.2 Protestant, reformation, schism, ninety-five theses, indulgences, Lutheranism, Calvinism, counter reformation, inquisition

1.2 Activity TChart 1.4 Flipchart 3.2 Student response p. 191

1.2 ELL- work with a partner. Student response p. 21 & 28 to replace activity notes. Participate in 'act it out'. BG - work with partners. GLWrite an acrostic poem describing the Renaissance. 1.4 ELL-work with partners. BG provide handouts partially filled in. GL-research online about additional information on one topic and report back in some format

Lesson 1.2, 1.4, 3.2

18

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

ILS

Lesson

16A Modern Middle 18B East

Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.

Range Performance Descriptor/ Essential Content M 16A *Illustration of the history of a region 10 days through maps, graphs, charts, and timelines *Times when significant events from political, economic, environmental, and social histories intersected RV 18B *Roles and interactions of individuals, groups, institutions in the society

Suggested Formative Assessments

Essential Questions

Vocabulary

What were the significant political and social events in the Middle East from the ancient Egyptian period through the end of the Ottoman Empire? What were some ways that the rise of Judaism, Christianity, and Islam affected the history of the Middle East?

1.2 Islam, Muslim, 1.2 Activity and activity Muhammad, notes 1.3 Mapping on Mogen David, student handout 1.3A Qur'an, Mosque, Sunni, Shi'I, Shabbat, Yum Kippur, Kosher 1.3 Muslim Ottoman Turks, Byzantine Empire, Ottoman Empire, Crusades

Copying this document is prohibited without written permission from Cicero School District 99.

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

Suggested Summative Suggested Assessments Accommodations

1.2 student handout 1.2D Venn diagram 1.3 Timeline 1.3B

Resources/Activities

1.2 ELL & BGLesson 1.2, 1.3 eliminate the comparison chart and use only the Venn diagram. GLwork as a group to make a poster. 1.3 ELL& BG-give students handouts with descriptions already attached, they attach period titles.

19

GRADE 6 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

ILS

Lesson

14B The Rise and Fall 14F of Soviet Union 16C

17B Modern Latin America

Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.

Range Performance Descriptor/ Essential Content D 14B *Roles and responsibilities of top 2 weeks officials I 14F *Conflicts that occurred when people fought for rights, freedoms, or equality I 16C *Capitalism, socialism & communism as economic systems *Similarities and differences among economic systems and institutions in agricultural and industrial societies

I 17B *Factors that create differences between 7 days ecosystems

Suggested Formative Assessments

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

Suggested Summative Suggested Assessments Accommodations

Essential Questions

Vocabulary

What is Marxist theory regarding the distribution of wealth? What was the roll in Tsar in Russia? What were the causes of the Russian Revolution?

1.3 Marxist 1.3 Observing the activity theory, capitalism, 1.4 Discussion during socialism, class visual discovery struggle 1.4 Tsar, Bloody Sunday, First Soviets, Duma, Provisional government, abdicate, civil war

1.3 Idea for student response p. 139 1.4 Act it out

1.3 ELL & BG - class notes idea p. 39. GL- student response p. 39 1.4 ELL & BG participate in 'act it out' GL - Make a poster persuading Russian people to believe Bolshevik ideas.

What are some important physiographic features of Latin America?

1.1 Mestizo, Mulatto

1.1 One sentence statement on the back of handout; based on these images what have you learned about Latin America diversity?

ELL & BG - work Lesson 1.1 in pairs & lengthen the time parameters for responses. GL - picture and word collage showing LatinAmerican diversity

1.1 Student handout 1.1A student responses to images of Latin America

Resources/Activities Lesson 1.3, 1.4

Career Connections: museum guide, translator or interpreter from each of the countries listed above

Copying this document is prohibited without written permission from Cicero School District 99.

20