World Geography and Archeology 6 t h Grade Road Map The sixth grade curriculum for Social Studies focuses on the study of geography and archaeology as students “visit” and learn about places around the world through the disciplines of geography and archeology. Students learn to employ the “habits of thinking” of geographers and archeologists as they encounter problems and issues in these fields throughout the modern world and world history. Learning the fundamentals of these disciplines in Grade Six will establish the foundation essential for students to acquire future knowledge in the Social Studies. The course of study begins with the examination of places in the world through the eyes of a geographer. By looking at cities around the world using the Five Themes of Geography students learn that geography is not only about location on the earth’s surface. Geography also includes the definition of regions, the examination of the ways in which people, goods, and ideas move from place to place, the unique features that make one place different from every other place on earth, and the relationship between people and their environment. By learning to “think like a geographer” students attain a strategy with which to approach the study of any unfamiliar place. As they progress through the curriculum students approach the study of the land, people, and cultures of the world using the tools of the geographer. As they study cultures around the world, sixth grade students learn to “think like an archaeologist.” Archaeologists examine artifacts, objects made by people and used by people, to discover information about ancient cultures. By using the tools of an archaeologist, students have the means with which to examine unfamiliar cultures and to form and test hypotheses. Sixth grade students are introduced to the discipline of archaeology through a study of the ancient Maya people of Latin America. They have the opportunity to study the work of professional archaeologists and compare the archaeologists’ theories with their own. As the curriculum progresses students use the toolkit developed in their study of the Maya and apply the same set of skills as they approach the study of ancient cultures in Asia and East Africa. The Roadmap for the Grade Six Geography & Archeology curriculum provides students with an overview of geography and cultures of the world. Through the study of the disciplines of geography and archaeology students attain the tools necessary for continued acquisition of knowledge.

Core Text: Foundations of Geography, The United States & Canada, Latin America, African, Asia and the Pacific, Europe and Russia.

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6th Grade World Geography & Archaeology – Road Map (2011-2012)

1

FIRST MARKING PERIOD UNIT

UNIT 1 The Five Themes of Geography PACING

Suggested Pacing: 5 weeks Grading Period 1 Weeks 1-5

Culminating Project Students will use student products from each module to write an essay describing a selected city based on the Five Themes of Geography. Students will present their work to the class.

OVERARCHING QUESTIONS

Module 1  How does a geographer use the Five Themes of Geography to study the world around us? Module 2  How are maps used to answer geographic questions?  How does the location of a place on the surface of the earth influence the way in which people live? Module 3  How are maps used to answer geographic questions?  What are the effects of movement on the characteristics of a place? Module 4  How are places within regions connected? Module 5  How do human actions modify the environment?  How do physical characteristics of a place affect human activities?

6th Grade World Geography & Archaeology – Road Map (2011-2012)

FOCUS CONTENT AND SKILLS/STUDENT PRODUCTS

Focus Content The Five Themes of Geography and the work of a geographer  Location  Place  Movement  Regions  Human/Environment Interaction Skills         

Label a map Use a geographic grid Interpret maps Interpret graphs Create a chart Write a descriptive paragraph Employ research skills Write an essay Give a presentation

Student Products  Label an outline map of the world.  Write a paragraph to describe the location of a given city.  Create a chart.  Write a paragraph to describe a given city in terms of place.  Write a paragraph to describe a given city in terms of movement.  Label a map of the regions of the U.S.  Write a paragraph to describe a given city in terms of region.  Write a paragraph to describe a given city in terms of human/environment interaction.

2

FIRST MARKING PERIOD UNIT

UNIT 2

Modules 1 & 2

The United States and Canada PACING

OVERARCHING QUESTIONS

Suggested Pacing: 4 weeks Grading Period 1 Weeks 6-9

Culminating Project Students will work in groups and use information from each module, along with additional research, to plan a tour of six regions of the United States and Canada. Students will present their work to the class.

 What can different kinds of maps tell us about the earth?  How has physical geography determined where people live in the United States and Canada?  How do the physical characteristics of each region of the United States and Canada affect human activities there?

FOCUS CONTENT AND SKILLS/STUDENT PRODUCTS

Focus Content The Geography of the United States and Canada and the work of a geographer  Introduction to the geography of the United States and Canada  Humans modifying the environment in the U.S. and Canada  Relationship between culture and immigration in the U.S. and Canada

Module 2 Skills  How and why have humans modified their environments in the United States and Canada in the 20th century? Module 3  What is the relationship between culture and immigration? How have immigrants to the U.S. and Canada created multicultural communities in the 20th century?

6th Grade World Geography & Archaeology – Road Map (2011-2012)

 Read and interpret physical and political maps.  Interpret a resource map.  Create a timeline.  Analyze data.  Employ research skills.  Prepare and give a presentation.

Student Products  Label an outline map of the United States.  Label an outline map of Canada.  Write a paragraph to compare the sizes and locations of the U.S. and Canada.  Write a public service announcement  Create a visual mosaic.

3

SECOND MARKING PERIOD UNIT

UNIT 3

Module 1

Introduction to Latin America; Introduction to Archeology PACING

OVERARCHING QUESTIONS

Suggested Pacing: 5 weeks Grading Period 2 Weeks 1-5

Culminating Project

 How are maps used to answer geographic questions about Latin America? Module 2  What kinds of clues do archeologists use to understand how people lived in the past? Module 3

Each student will write an essay describing his/her theory as to what happened to the ancient Maya cities.

 What happened to the ancient Maya civilization?

FOCUS CONTENT AND SKILLS/STUDENT PRODUCTS

Focus Content The Geography of Latin America and the work of an archeologist   

Introduction to the geography of Latin America Introduction to the work of an archeologist Investigation of archeologists’ theories as to what happened to the ancient Maya

Skills       

Read and interpret physical and political maps Interpret climate and vegetation maps Use the tools of an archeologist Interpret stelae Analyze data Employ research skills Form an hypothesis

Student Products  

    

6th Grade World Geography & Archaeology – Road Map (2011-2012)

Label an outline map of Latin America; identify the regions Write a paragraph to compare the sizes and locations of the U.S. and Latin America. Keep an archeological notebook. Create a stela. Create a chart. Complete a graphic organizer. Write an essay.

4

SECOND MARKING PERIOD UNIT

OVERARCHING QUESTIONS

Module 1

UNIT 4

 How has geography influenced the ways in which Latin Americans make a living?  What problems are faced by Latin American countries with a oneresource economy?

Latin America

PACING

Suggested Pacing: 4 weeks Grading Period 2 Weeks 6-9

Module 2 Culminating Project Each student will write a letter to President Luiz Inacio Lula da Silva, president of Brazil, to persuade him to enact laws that will save the Amazon Rainforest from destruction.

 How has geography influenced the ways in which Latin Americans make a living?  How has geography influenced the cultural diversity of the Caribbean nations? Module 3  How has geography influenced the ways in which Latin Americans make a living?  How can Brazil support sustainable use and development of rainforest resources?

FOCUS CONTENT AND SKILLS/STUDENT PRODUCTS

Focus Content The Geography of Latin America and the ways in which geography has helped shaped the economy and culture there.  Middle America and the problems associated with a one-resource economy.  Caribbean Islands and how the geographic theme of movement has influenced cultural diversity there.  Investigation of the Amazon Rainforest and sustainable use and development of rainforest resources. Skills  Read and interpret resource maps.  Create a chart.  Interpret graphs.  Analyze data on supply and demand.  Respond to literature.  Employ research skills.  Form a hypothesis. Student Products  Data summary  Latin American Resource chart  Perform a play.  Problem/Solution chart  Label an outline map of the Caribbean Islands.  Informational poster of a Caribbean island  Make a presentation.  Label an outline map of South America.  Create a chart.  Complete Rainforest Challenges.  Complete a graphic organizer.  Write a Problem/Solution letter to the President of Brazil.

Second Marking Period Ends January 25 6th Grade World Geography & Archaeology – Road Map (2011-2012)

5

THIRD MARKING PERIOD UNIT

UNIT 5 Geography of Africa

PACING

Suggested Pacing: 5 weeks Grading Period 3 Weeks 1-5

Culminating Project Students will prepare a PowerPoint, a videotaped broadcast, or a live presentation to inform a television viewing audience about an African nation that is in crisis.

OVERARCHING QUESTIONS

Module 1 How are maps used to answer geographic questions about Africa?  How are maps used to answer geographic questions about Africa? Module 2  How are maps used to answer geographic questions about Africa?  How has North Africa’s location contributed to cultural diffusion?  How has the environment of the Sahara influenced the way of life of the Tuareg? Module 3  How are maps used to answer geographic questions about Africa?  How and why have the traditions of West Africa so greatly influenced American culture? Module 4  How are maps used to answer geographic questions about Africa?  How has movement affected the region of East Africa? Module 5  How do human actions modify the environment?  How are maps used to answer geographic questions about Africa?  How did South Africans build a new nation after apartheid?

6th Grade World Geography & Archaeology – Road Map (2011-2012)

FOCUS CONTENT AND SKILLS/STUDENT PRODUCTS

Focus Content The Geography of Africa and the ways in which geography has helped shaped the culture there.  Introduction to the geography of Africa.  North Africa and how the themes of region and movement have contributed to cultural diffusion there.  West Africa and its influence on culture in the U.S.  East Africa and how civil war has affected the lives of the people there.  Central and South Africa and the rebuilding after apartheid. Skills       

Read and interpret maps. Create charts. Respond to literature. Analyze data on immigration. Employ research skills. Analyze photographs. Analyze a primary document.

Student Products             

Label political outline maps. Country Data chart Label a physical map. Regions and Physical Features chart How Does Environment Impact Culture chart. Create a poster. Write and tell a story. Complete a cloropleth map. Create a brochure. Create a Venn diagram. Complete a timeline. Read and interpret a speech. Prepare and deliver a television news broadcast.

6

THIRD MARKING PERIOD UNIT

Module 1

UNIT 6 Archeological Study Based in Africa

PACING

OVERARCHING QUESTIONS

Suggested Pacing: 4 weeks Grading Period 3 Weeks 6-9

 What kinds of clues do archeologists use to understand how people lived in the past?  If an ancient civilization did not have a written language, what are some of the ways that we can know about their culture?

FOCUS CONTENT AND SKILLS/STUDENT PRODUCTS

Focus Content The Geography of Africa and the work of an archeologist   

Module 2 Culminating Project Students will work in teams and will use their knowledge of the geography of Africa, apply their skills as archeologists, and develop theories about what they would expect to find on an archeological expedition in an assigned region of Africa.

 If an ancient civilization did not have a written language, what are some of the ways that we can know about their culture? Module 3  What and how do we know about the ancient Aksum civilization? What happened to this civilization?  What kinds of clues do archeologists use to understand how people lived in the past?

Introduction to the geography of Latin America Further study of the work of an archeologist Development of archeological knowledge of ancient civilizations in Africa

Skills        

Use Artifact Analysis Tool. Use archeological evidence to make inferences and draw conclusions. Use Artwork Analysis Tool Analyze and interpret murals. Employ research skills. Analyze and interpret symbolism on coins. Make connections among civilizations. Compare and contrast sources.

Student Products      

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6th Grade World Geography & Archaeology – Road Map (2011-2012)

Complete Artifact Analysis Tool. Identify and analyze innovation and invention. Map the route of ironwork in Africa. Identify cultural diffusion. Analyze murals. Write a paragraph describing the transformation of survival skills in early Africa. Analyze rock art. Compare texts. Analyze coins. Design a coin. Create a museum display.

7

FOURTH M ARKING PERIOD UNIT

Module 1

UNIT 7 Geographical / Archeological Exploration of Asia

PACING

OVERARCHING QUESTIONS

Suggested Pacing: 4.5 weeks Grading Period 4 Weeks 1-5

Culminating Project Students will work with partners or in small groups to use the knowledge gained during Unit 7 to create a business proposal identifying a country in Asia for American business investment. Students will write an introduction and conclusion for their business proposal. Supporting information will be provided by the inclusion of information learned throughout Unit 7 as well as additional research where necessary.

 How are maps used to answer geographic questions about Asia and the Pacific?  How do physical characteristics of East Asia affect human activities there? How have human actions modified the environment in China?

FOCUS CONTENT AND SKILLS/STUDENT PRODUCTS

Focus Content The Geography of Asia and the Pacific and the work of an archeologist  



Module 2  What kinds of clues do archeologists use to understand how people lived in India in the past? Why is it important to preserve these sites?  How do the availability of natural resources and the surrounding environment affect the lives of the people of Southwest Asia?  How have human actions modified the environment in order to sustain agriculture in Central Asia? What have the consequences been? Module 3  How do the countries of Southeast Asia and the Pacific depend upon their diverse natural resources to support their people?  What kinds of clues do archeologists use to understand how Aboriginal people lived in Australia in the past? Why is it important to preserve these sites?

Skills 

Read and interpret physical and political maps.

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Evaluate points of view. Write an opinion paper. Interpret charts. Interpret a political cartoon. Identify the relationship between physical geography and resources. Use the tools of an archeologist. Evaluate a first-person account. Employ research skills.

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Student Products         

6th Grade World Geography & Archaeology – Road Map (2011-2012)

Introduction to the geography of Asia and the Pacific Geographical study of Asia and the Pacific using the Five Themes of Geography Archeological investigation into ancient civilizations in Asia and the Pacific

Label an outline map of Asia and the Pacific; identify the regions. Role play a point of view. Write a paragraph stating an opinion. Identify the impact of physical features on people. Identify the impact of the oil industry on Southwest Asia and the world. Complete Photograph Analysis Tool. Complete Country Data Chart. Analyze cave art. Write a business proposal.

8

FOURTH M ARKING PERIOD UNIT

Module 1

UNIT 8 Geographical / Archeological Exploration of Europe

PACING

OVERARCHING QUESTIONS

Suggested Pacing: 4.5 weeks Grading period 4 Weeks 5-9

Culminating Project Students will study the function and workings of the European Union. Acting as advisors to non-European Union nations, students will write position papers advising a non-EU nation whether or not to join the European Union.

 How are maps used to answer geographic questions about Europe?  How do the waterways of Western Europe impact the lives of the people who live there? Module 2  What kinds of clues do archeologists use to understand how people lived in Pompeii and Ancient Rome? Module 3  How do the people of Eastern Europe utilize their natural resources?

FOCUS CONTENT AND SKILLS/STUDENT PRODUCTS

Focus Content The Geography of Europe and the work of an archeologist  



Introduction to the geography of Europe Geographical study of Europe using the Five Themes of Geography Archeological investigation into ancient civilizations in Europe

Skills       

Read and interpret physical and political maps. Understand the role of point of view in identifying regions. Identify the role of physical geography on the lives of people. Use the tools of an archeologist. Analyze a primary document. Compare and contrast landscapes. Employ research skills.

Student Products        

6th Grade World Geography & Archaeology – Road Map (2011-2012)

Label an outline map of Europe; identify the regions. Complete a chart of physical features. Complete a description of a city and the impact of its waterway. Complete Artifact Analysis Tool. Complete Art Analysis Tool. Complete Primary Source Analysis. Complete a resource chart. Write a position paper.

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