ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING Social Studies - 2017 Archdiocese of Cincinnati CURRICULUM MAP – INTRODUCTION The Archdiocese of Cincinnati’s 6th grade Social Studies curriculum serves as a basis for what all students should know and be able to do in order to become literate and equipped with knowledge for the 21 st century. The 6th grade Curriculum Map provides a framework to guide teachers with information and support for developing, implementing, and evaluating instruction directly aligned to The New Ohio Learning Social Studies Standards.
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ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
CURRICULUM MAP – INTRODUCTION
The Archdiocese of Cincinnati’s 6th grade Social Studies curriculum serves as a basis for what all students should know and be
able to do in order to become literate and equipped with knowledge for the 21st century.
The 6th grade Curriculum Map provides a framework to guide teachers with information and support for developing,
implementing, and evaluating instruction directly aligned to The New Ohio Learning Social Studies Standards.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.1 Globes and other geographic tools can be used to
gather, process, and report information about people,
places and environments. Cartographers decide
which information to include and how it is displayed.
The Study of Geography
World
People
Landscape
Looking at the world in many
different ways
Geographers’ tools for studying
the planet
Geography
Landscape
Social science
Region
Map
Globe
Digital Satellite tools
Spatial perspective
SS G 6.1.1 Describe how “geographic” information is available to
communicate information from a spatial perspective. SS G 6.1.2 Identify the kinds of maps and their purposes that
cartographers create including the GIS. SS G 6.1.3 Use appropriate maps, globes, and geographic tools to
gather, process, and report information about people, places, and environments.
Social Studies Unit I Introduction to Geography
Chapter: A Geographer’s World
Lesson 1 Studying Geography
EQ: How does geography help us understand our world?
Catholic Identity
EQ: How does studying our world help us understand the
magnificence of its creation?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.2 Latitude and longitude can be used to identify
absolute location. The five themes of geography
The six essential elements of
geography
Absolute location
Relative location
Environment
Longitude
Latitude
Equator
Prime Meridian
Parallels
Coordinates
Google Earth
SS G 6.2.1 Use coordinates of latitude (including degrees of north
and south) and longitude (including degrees of east and
west) to identify “absolute location” of a given place. SS G 6.2.2 Describe a longitude point’s position on Earth’s surface in
relation to the “Prime Meridian”.
SS G 6.2.3 Describe a latitude point’s position on Earth’s surface in
relation to the “Equator”.
SS G 6.2.4 Use “Google Earth” to identify a place’s “absolute”
location.
Social Studies Unit I Introduction to Geography
Chapter: A Geographer’s World
Lesson 2 Geography Themes and Essential Elements
EQ: What two systems have geographers created to
organize geographic studies?
Catholic Identity
EQ: How does Scripture teach us to hope and trust in others?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.3 Regions can be determined, classified and compared
using various criteria (e.g., landform, climate,
population, cultural, or economic).
Physical geography
Human geography
Eratosthenes
Physical geography
Human geography
Cartography
Meteorology
SS G 6.3.1 Use multiple criteria to determine, classify, and compare
regions of Asia. SS G 6.3.2 Compare regional criteria across continents considering
changes in those regions over time. SS G 6.3.3 Research the following criteria of regions and
investigate how it helps identify and organize surface
area based on shared characteristics:
Landforms
Climate
Economics
Natural Resource
SS G 6.4 Variations among physical environments within the
Eastern Hemisphere influence human activities.
Human activities also alter the physical environment. SS G 6.4.1 Analyze and give examples of how “Human Activities”
develop in response to physical environments. SS G 6.4.2 Describe how humans adapt to the environment when the
environment restricts human activity. SS G 6.4.3 Research and discuss examples of “unintended
consequences” of human activities to natural habitat.
Social Studies Unit I Introduction to Geography
Chapter: A Geographer’s World
Lesson 3 The Branches of Geography
EQ: What are the two main Branches of geography and
what are their main differences?
Catholic Identity
EQ: What qualities or traits make one a disciple of Jesus?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.2 Latitude and longitude can be used to identify
absolute location. Energy from the sun
Earth’s movement
The causation of Earth’s
seasons
Solar energy
Rotation
Revolution
Latitude
Tropics
factor
Planet’s tilt
Axis
Hemisphere
SS G 6.2.1 Use coordinates of latitude (including degrees of north
and south) and longitude (including degrees of east and
west) to identify “absolute location” of a given place. SS G 6.2.2 Describe a longitude point’s position on Earth’s surface in
relation to the “Prime Meridian”.
SS G 6.2.3 Describe a latitude point’s position on Earth’s surface in
relation to the “Equator”.
SS G 6.2.4 Use “Google Earth” to identify a place’s “absolute”
location.
Social Studies Unit I Introduction to Geography
Chapter: Planet Earth
Lesson1 Earth and the Sun’s energy
EQ: How do physical processes and features shape life
on earth? How are day and night and seasons
created by the Earth’s movement?
Catholic Identity
EQ: How has the story of creation been passed along through the
Bible?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.3 Regions can be determined, classified and compared
using various criteria (e.g., landform, climate,
population, cultural, or economic).
Earth’s water supply
Earth’s water cycle
The role of water in people’s
lives
Freshwater
Glaciers
Surface water
Precipitation
Ground water
Water vapor
Water cycle
SS G 6.3.1 Use multiple criteria to determine, classify, and compare
regions of Asia. SS G 6.3.2 Compare regional criteria across continents considering
changes in those regions over time. SS G 6.3.3 Research the following criteria of regions and
investigate how it helps identify and organize surface
area based on shared characteristics:
Landforms
Climate
Economics
Natural Resource
SS G 6.4
Variations among physical environments within the
Eastern Hemisphere influence human activities.
Human activities also alter the physical environment.
SS G 6.4.1 Analyze and give examples how “Human Activities”
develop in response to physical environments.
SS G 6.4.2 Describe how humans adapt to the environment when the
environment restricts human activity.
SS G 6.4.3 Research and discuss examples of “unintended
consequences” of human activities to natural habitat.
Social Studies Unit I Introduction to Geography
Chapter: Planet Earth
Lesson 2 Water on Earth
EQ: What is the dominant feature on Earth’s surface?
Catholic Identity
EQ: What significance does water have in the Catholic Church?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.3 Regions can be determined, classified and compared
using various criteria (e.g., landform, climate,
population, cultural, or economic).
Landforms
Results of forces below
Earth’s surface
Results of forces on the
planet’s surface
Influence of landforms on
peoples’ lives and culture
Ring of Fire
Alfred Wegener
Landforms
Continents
Plate tectonics
Lava
Earthquakes
Weathering
Erosion
SS G 6.3.1 Use multiple criteria to determine, classify, and compare
regions of Asia. SS G 6.3.2 Compare regional criteria across continents considering
changes in those regions over time. SS G 6.3.3 Research the following criteria of regions and
investigate how it helps identify and organize surface
area based on shared characteristics:
Landforms
Climate
Economics
Natural Resource
SS G 6.4 Variations among physical environments within the
Eastern Hemisphere influence human activities.
Human activities also alter the physical environment. SS G 6.4.1 Analyze and give examples how “Human Activities”
develop in response to physical environments. SS G 6.4.2 Describe how humans adapt to the environment when the
environment restricts human activity. SS G 6.4.3 Research and discuss examples of “unintended
consequences” of human activities to natural habitat.
Social Studies Unit I Introduction to Geography
Chapter: Planet Earth
Lesson 3 The Land
EQ: What processes shape the surface of the Earth?
Catholic Identity
EQ: What processes shape your faith?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.2 Latitude and longitude can be used to identify
absolute location. Weather, climate
Precipitation
Position of sun
Weather
Climate
Prevailing winds
Ocean currents
Front
SS G 6.3 Regions can be determined, classified and compared
using various criteria (e.g., landform, climate,
population, cultural, or economic).
SS G 6.3.1 Use multiple criteria to determine, classify, and compare
regions of Asia. SS G 6.3.2 Compare regional criteria across continents considering
changes in those regions over time. SS G 6.3.3 Research the following criteria of regions and
investigate how it helps identify and organize surface
area based on shared characteristics:
Landforms
Climate
Economics
Natural Resource
Social Studies Unit I Introduction to Geography
Chapter: Climate Environment and Resources
Lesson 1 Weather and Climate
EQ: What five factors affect weather and climate?
Catholic Identity
EQ: Name some cultural factors that may affect different practices in
the Catholic religion.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.3 Regions can be determined, classified and compared
using various criteria (e.g., landform, climate,
population, cultural, or economic).
Climate zones
Tropical climate
Temperate climates
Polar climates
Monsoon
Savannas
Steppes
Permafrost
SS G 6.3.1 Use multiple criteria to determine, classify, and compare
regions of Asia. SS G 6.3.2 Compare regional criteria across continents considering
changes in those regions over time. SS G 6.3.3 Research the following criteria of regions and
investigate how it helps identify and organize surface
area based on shared characteristics:
Landforms
Climate
Economics
Natural Resource
SS G 6.4 Variations among physical environments within the
Eastern Hemisphere influence human activities.
Human activities also alter the physical environment. SS G 6.4.1 Analyze and give examples how “Human Activities”
develop in response to physical environments.
Social Studies Unit I Introduction to Geography
Chapter: Climate Environment and Resources
Lesson 2 World Climates
EQ: What are Earth’s five major climate zones
identifiers?
Catholic Identity
EQ: How does climate play a part in the story of creation?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.3 Regions can be determined, classified and compared
using various criteria (e.g., landform, climate,
population, cultural, or economic).
Interconnection of
environment and life
The importance of soil
Environment
Ecosystem
Habitat
Extinct
Humus
Desertification
SS G 6.3.1 Use multiple criteria to determine, classify, and compare
regions of Asia. SS G 6.3.2 Compare regional criteria across continents considering
changes in those regions over time. SS G 6.3.3 Research the following criteria of regions and
investigate how it helps identify and organize surface
area based on shared characteristics:
Landforms
Climate
Economics
Natural Resource
SS G 6.4
Variations among physical environments within the
Eastern Hemisphere influence human activities.
Human activities also alter the physical environment.
SS G 6.4.1 Analyze and give examples how “Human Activities”
develop in response to physical environments.
SS G 6.4.2 Describe how humans adapt to the environment when the
environment restricts human activity.
SS G 6.4.3 Research and discuss examples of “unintended
consequences” of human activities to natural habitat.
Social Studies Unit I Introduction to Geography
Chapter: Climate, Environment and Resources
Lesson 3 Natural Environment
EQ: How do plants, animals and the environment
interact and affect one another?
Catholic Identity
EQ: How does practicing our faith make us interact and affect others?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.3 Regions can be determined, classified and compared
using various criteria (e.g., landform, climate,
population, cultural, or economic).
Earthly valuable resources
Energy resources
Mineral resources
Resources contribution to a
nation’s wealth
Natural resources
Renewable resources
Nonrenewable resources
Deforestation
Reforestation
Fossil fuels
Hydroelectric power
SS G 6.3.1 Use multiple criteria to determine, classify, and compare
regions of Asia.
SS E 6.1 Economists compare data sets to draw conclusions
about relationships among them. SS E 6.1.1 Compare sets of data for international trade and population to
draw conclusions to:
exports
imports
natural resources
oil reserves
income
birth rate
SS E 6.1.2 Create a chart to identify the geographic features of the
why certain countries specialize in certain products
import only countries versus export only countries
how countries utilize available resources
compare/contrast a developed country with a
developing country.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS E 6.4 When regions and/or countries specialize, global trade occurs. Iraq’s conquerors
Religion of Islam
Iraqi conflicts
Alexander the Great
Mesopotamia
Embargo
Baghdad
Ottoman
SS E 6.4.1 Describe the term “Specialization” and its effect on trade. SS E 6.4.2 Explain the reasons individuals and societies specialize on the
production of “goods” and “services”. SS E 6.4.3 Analyze and explain how limited “productive resources” lead to
“specialization”. SS E 6.4.4 Using economic data, investigate examples of trade in the Eastern
Hemisphere tracking:
Production and sales of goods and services of oil and agricultural
products. (coffee, soybeans)
SS GV 6.2 Governments can be categorized as monarchies, theocracies,
dictatorships, or democracies, but categories may overlap and
labels may not accurately represent how governments
function. The extent of citizens’ liberties and responsibilities
varies according to limits of governmental authority.
SS GV 6.2.1 Identify and give examples of countries (yesterday and today) that
have the following types of government:
Monarchy
Dictatorship
Democracy
Theocracy
SS GV 6.2.2 Discuss how power is attained and held in systems of government.
Social Studies Unit II Southwest and Central Asia
Chapter: The Arabian Peninsula, Iraq and Iran
Lesson 3 Iraq
EQ: What is the connection between Iraq and
Mesopotamia?
Catholic Identity
EQ: How did Jesus use parables to teach us how to live?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in the
Eastern Hemisphere in the past and today. SS G 6.5.1 Discuss and give reasons for why the people in the Eastern
Hemisphere move from place to place. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it
has influenced the following:
Religion
Politics
Environment
Climate
Economics SS G 6.5.3 Investigate how current migration patterns in the Eastern
Hemisphere affect:
Economics
Religious Freedoms
Population
Languages
Cultures
Discrimination
Intolerance
SS G 6.6 Modern cultural practices and products show the influence of
tradition and diffusion including the impact of major world
religions (Buddhism, Christianity, Hinduism, Islam and
Judaism).
SS G 6.6.1 Describe how modern cultural practices and products in the
Eastern Hemisphere have been influenced by both cultural
traditions and “diffusion”. SS G 6.6.2 Using Primary and Secondary sources research the cultural
practices and products of the “river civilizations” and site
evidence of their influence on modern culture practices and
products.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings of
the following:
Buddhism
Christianity
Hinduism
Islam
Judaism SS G 6.6.4 Produce evidence of the lasting influence of religious diffusion in
the modern world. Include Catholicism.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS GV 6.1 Different perspectives on a topic can be obtained from a
variety of historic and contemporary sources. Sources can
be examined for accuracy.
Iran’s empires
Republic of Islam
Islamic religious leaders
Rights of most Iranians
Shah
Revolution
Tehran
Theocracy
Persian Empire
Nowruz
Shirin E badí
SS GV 6.1.1 Describe the purpose and benefits of “civic participation”. SS GV 6.1.2 Using historic and contemporary sources form a student discussion
group to reflect, analyze and discuss specific viewpoints or
perspectives on a given historic topic. SS GV 6.1.3 Discuss the components of effective group communications.
Discuss the importance and purpose of the following skills for
group discussion:
Negotiation
Compromise
Collaboration SS GV 6.1.4 Compare two sources of a current event for facts, dialogue, details,
perspectives and opinions expressed.
SS GV 6.2 Governments can be categorized as monarchies,
theocracies, dictatorships, or democracies, but categories
may overlap and labels may not accurately represent how
governments function. The extent of citizens’ liberties and
responsibilities varies according to limits of governmental
authority.
SS GV 6.2.1 Identify and give examples of countries (yesterday and today) that
have the following types of government:
Monarchy
Dictatorship
Democracy
Theocracy
Social Studies Unit II Southwest and Central Asia
Chapter: The Arabian Peninsula, Iraq and Iran
Lesson 4 Iran
EQ: Why is Islam such a huge influence on government
and daily life in Iran?
Catholic Identity
EQ: How do Iran’s Christians practice their faith in their daily life?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
SS GV 6.2.2 Discuss how power is attained and held in systems of
government. SS GV 6.2.3 Analyze the relationships between those governing and those
being governed in systems of government. SS GV 6.2.4 Explain how and why characteristics of government often
overlap and can be inconsistent.
SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in
the Eastern Hemisphere in the past and today. SS G 6.5.1 Discuss and give reasons for why the people in the Eastern
Hemisphere move from place to place. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how
it has influenced the following:
Religion
Politics
Environment
Climate
Economics SS G 6.5.3 Investigate how current migration patterns in the Eastern
Hemisphere affect:
Economics
Religious Freedoms
Population
Languages
Cultures
Discrimination
Intolerance
SS G 6.6 Modern cultural practices and products show the influence
of tradition and diffusion including the impact of major
world religions (Buddhism, Christianity, Hinduism, Islam
and Judaism). SS G 6.6.1 Describe how modern cultural practices and products in the
Eastern Hemisphere have been influenced by both cultural
traditions and “diffusion”.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
SS G 6.6.2 Using Primary and Secondary sources research the cultural
practices and products of the “river civilizations” and site
evidence of their influence on modern culture practices and
products. SS G 6.6.3 Identify the geographic origins, founding leaders, and
teachings of the following:
Buddhism
Christianity
Hinduism
Islam
Judaism SS G 6.6.4 Produce evidence of the lasting influence of religious
diffusion in the modern world. Include Catholicism.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS E 6.1 Economists compare data sets to draw conclusions about
relationships among them. Physical features of
landlocked Central Asia
Climate of Central Asia
Key natural resources of
Central Asia:
- Water
- Oil
- Gas
- Minerals
Landlocked
Pamirs
Fergana valley
Kara – Kum
Kyzyl Kum
Aral Sea
SS E 6.1.1 Compare sets of data for international trade and population to
draw conclusions to:
exports
imports
natural resources
oil reserves
income
birth rate
SS G 6.2 Latitude and longitude can be used to identify absolute
location. SS G 6.2.1 Use coordinates of latitude (including degrees of north and
south) and longitude (including degrees of east and west) to
identify “absolute location” of a given place.
SS G 6.2.2 Describe a longitude point’s position on Earth’s surface in
relation to the “Prime Meridian”.
SS G 6.2.3 Describe a latitude point’s position on Earth’s surface in
relation to the “Equator”.
SS G 6.2.4 Use “Google Earth” to identify a place’s “absolute” location.
Social Studies Unit II Southwest and Central Asia
Chapter: Central Asia
Lesson 1 Physical Geography
EQ: How have foreign invasion and influence affected
the societies and cultures of Central Asia?
Catholic Identity
EQ: Describe the role of early missionaries to bring Christianity to the
people of Central Asia.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
SS G 6.3 Regions can be determined, classified and compared using
various criteria (e.g., landform, climate, population,
cultural, or economic).
SS G 6.3.1 Use multiple criteria to determine, classify, and compare
regions of Asia. SS G 6.3.2 Compare regional criteria across continents considering
changes in those regions over time. SS G 6.3.3 Research the following criteria of regions and investigate
how it helps identify and organize surface area based on
shared characteristics:
Landforms
Climate
Economics
Natural Resource
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 6.1 Events can be arranged in order of occurrence using the
conventions of B.C. and A.D. or B.C.E. and C.E.
History of Central Asia’s
conquerors
The different ethnic groups
of Central Asia
The many cultures of
Central Asia
The ethnic influence of
Central Asia
Samarqand
Nomads
Yurt
Mogul SS H 6.1.1 Recognize and explain the following terms:
B.C.
A.D.
B.C.E.
C.E. SS H 6.1.2 Construct a multi-tiered timeline arranging events is a
chronological order. Include events that occurred during:
B.C.
A.D.
B.C.E.
C.E. SS H 6.1.3 Create a timeline that spans from 2000B.C.E. to 2017C.E. Select
notable historic and religious events from other countries,
continents, and America.
SS H 6.2 Early civilizations (India, Egypt, China, Mesopotamia and
Africa) with unique governments, economic systems, social
structures, religions technologies, and agricultural practices
and products flourished as a result of favorable geographic
characteristics. The cultural practices and products of these
early civilizations can be used to help understand the Eastern
Hemisphere today.
Social Studies Unit II Southwest and Central Asia
Chapter: Central Asia
Lesson 2 History and Culture
EQ: What similar histories and traditions do the
countries of Central Asia share? Why does each
country have some unique cultures?
Catholic Identity
EQ: Compare world religions focusing on “belief systems”.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
SS H 6.2.2 Using Primary and Secondary sources and a graphic organizer,
research early civilizations (India, Egypt, and Mesopotamia)
comparing the characteristics of civilizations. SS H 6.2.4 Describe the religious beliefs that early civilizations developed to
help explain the world around them.
SS G 6.4 Variations among physical environments within the Eastern
Hemisphere influence human activities. Human activities
also alter the physical environment. SS G 6.4.1 Analyze and give examples how “Human Activities” develop in
response to physical environments. SS G 6.4.2 Describe how humans adapt to the environment when the
environment restricts human activity. SS G 6.4.3 Research and discuss examples of “unintended consequences” of
human activities to natural habitat.
SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in the
Eastern Hemisphere in the past and today. SS G 6.5.1 Discuss and give reasons for why the people in the Eastern
Hemisphere move from place to place. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it
has influenced the following:
Religion
Politics
Environment
Climate
Economics SS G 6.5.3 Investigate how current migration patterns in the Eastern
Hemisphere affect:
Economics
Religious Freedoms
Population
Languages
Cultures
Discrimination
Intolerance
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
SS G 6.6 Modern cultural practices and products show the influence of
tradition and diffusion including the impact of major world
religions (Buddhism, Christianity, Hinduism, Islam and
Judaism). SS G 6.6.1 Describe how modern cultural practices and products in the
Eastern Hemisphere have been influenced by both cultural
traditions and “diffusion”. SS G 6.6.2 Using Primary and Secondary sources research the cultural
practices and products of the “river civilizations” and site
evidence of their influence on modern culture practices and
products. SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings
of the following:
Buddhism
Christianity
Hinduism
Islam
Judaism SS G 6.6.4 Produce evidence of the lasting influence of religious diffusion
in the modern world. Include Catholicism.
SS E 6.4 When regions and/or countries specialize, global trade
occurs. SS E 6.4.1 Describe the term “Specialization” and its effect on trade. SS E 6.4.2 Explain the reasons individuals and societies specialize on the
production of “goods” and “services”. SS E 6.4.3 Analyze and explain how limited “productive resources” lead to
“specialization”.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS E 6.1 Economists compare data sets to draw conclusions about
relationships among them. Central Asian
economies today
Central Asian political
stability today
Challenges for countries
in Central Asia today
for:
- Economy
- Politics
- Climate
Taliban
Kabul
Dryland farming
Arable
Afghanistan
Kazakhstan
Kyrgyzstan
Tajikistan
Turkmenistan
Uzbekistan
Factions
SS E 6.1.1 Compare sets of data for international trade and population to
draw conclusions to:
exports
imports
natural resources
oil reserves
income
birth rate
SS E 6.1.2 Create a chart to identify the geographic features of the
why certain countries specialize in certain products
import only countries versus export only countries
how countries utilize available resources
compare/contrast a developed country with a developing
country.
SS E 6.2 The choices people make have both present and future
consequences. The evaluation of choices is relative and may
differ across individuals and societies.
Social Studies Unit II Southwest and Central Asia
Chapter: Central Asia
Lesson 3 Central Asia Today
EQ: What are Central Asian countries doing today to
promote stable governments and sound economies?
Catholic Identity
EQ: Explain factors that might challenge practicing Christianity in
Central Asia.
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SS E 6.2.1 Explain how economic choices have a direct effect on economic
consequences. SS E 6.2.2 Predict the present and future consequences of:
personal economic choice
collective economic choice
SS E 6.2.3 Explain how and why individuals and societies may evaluate
choices differently.
SS E 6.4 When regions and/or countries specialize, global trade
occurs. SS E 6.4.1 Describe the term “Specialization” and its effect on trade. SS E 6.4.2 Explain the reasons individuals and societies specialize on the
production of “goods” and “services”. SS E 6.4.3 Analyze and explain how limited “productive resources” lead to
“specialization”. SS E 6.4.4 Using economic data, investigate examples of trade in the Eastern
Hemisphere tracking:
Production and sales of goods and services of oil and agricultural
products. (coffee, soybeans) SS E 6.4.5 Using economic data, investigate examples of trade in Eastern
Hemisphere tracking:
Production and consumption of manufactured items. ( toys,
clothing)
SS E 6.5 The interaction of supply and demand, influenced by
competition, helps to determine price in a market. This
interaction also determines the quantities of outputs
produced and the quantities of Inputs (human resources,
natural resources, and capital) used.
SS E 6.5.1 Analyze and explain the interactions of “supply and demand,”
and its influence on competition.
SS E 6.5.2 Analyze and explain the influence of “supply and demand” and
how it interacts to determine “price”.
SS E 6.5.3 Explain how “price” influences competition.
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SS E 6.5.4 Define the following:
Outputs
Inputs
Explain how the interaction of supply, demand, and competitions
influences “outputs and inputs”.
SS E 6.6 When selecting items to buy, individuals can compare the
price and quality of available goods and services. SS E 6.6.2 Explain and give examples how and why consumers should
compare prices and quality of goods and services.
SS E 6.6.3 Describe how consumers can gather information on price and
quality. SS E 6.6.4 Explore and give reasons why products produced in Asia have
lower prices than products produced in the United States. SS E 6.6.5 Discuss and chart the “pros” and “cons” of purchasing foreign
made products. SS E 6.6.6 Discuss and chart the “pros” and “cons” of purchasing American
made products.
SS GV 6.2 Governments can be categorized as monarchies, theocracies,
dictatorships, or democracies, but categories may overlap
and labels may not accurately represent how governments
function. The extent of citizens’ liberties and responsibilities
varies according to limits of governmental authority.
SS GV 6.2.1 Identify and give examples of countries (yesterday and today)
that have the following types of government:
Monarchy
Dictatorship
Democracy
Theocracy
SS GV 6.2.2 Discuss how power is attained and held in systems of
government. SS GV 6.2.3 Analyze the relationships between those governing and those
being governed in systems of government. SS GV 6.2.4 Explain how and why characteristics of government often
overlap and can be inconsistent.
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SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in the
Eastern Hemisphere in the past and today. SS G 6.5.1 Discuss and give reasons for why the people in the Eastern
Hemisphere move from place to place. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it
has influenced the following:
Religion
Politics
Environment
Climate
Economics SS G 6.5.3 Investigate how current migration patterns in the Eastern
Hemisphere affect:
Economics
Religious Freedoms
Population
Languages
Cultures
Discrimination
Intolerance
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.3 Regions can be determined, classified and compared using
various criteria (e.g., landform, climate, population, cultural,
or economic).
The Gift of the Nile
The development of
civilization
Strong Kings of Egypt
Nile River
Upper Egypt
Lower Egypt
Cataracts
Delta
Pharaoh
Dynasty
Silt
Theocracy
SS G 6.3.1 Use multiple criteria to determine, classify, and compare regions of
Asia. SS G 6.3.2 Compare regional criteria across continents considering changes in
those regions over time. SS G 6.3.3 Research the following criteria of regions and investigate how it
helps identify and organize surface area based on shared
characteristics:
Landforms
Climate
Economics
Natural Resource
SS G 6.4 Variations among physical environments within the Eastern
Hemisphere influence human activities. Human activities also
alter the physical environment. SS G 6.4.1 Analyze and give examples how “Human Activities” develop in
response to physical environments. SS G 6.4.2 Describe how humans adapt to the environment when the
environment restricts human activity. SS G 6.4.3 Research and discuss examples of “unintended consequences” of
human activities to natural habitat.
Social Studies Unit III Africa
Chapter: The History of Ancient Egypt
Lesson 1 Geography and early Egypt
EQ: What two natural resources of the Nile Valley enabled a
great civilization to develop in Egypt? What were the
major accomplishments of the Egyptians?
Catholic Identity
EQ: Describe some global issues of past civilizations that are still
issues in today’s society, i.e. – human rights.
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SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in the
Eastern Hemisphere in the past and today. SS G 6.5.1 Discuss and give reasons for why the people in the Eastern
Hemisphere move from place to place. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it
has influenced the following:
Religion
Politics
Environment
Climate
Economics SS G 6.5.3 Investigate how current migration patterns in the Eastern
Hemisphere affect:
Economics
Religious Freedoms
Population
Languages
Cultures
Discrimination
Intolerance
SS G 6.6 Modern cultural practices and products show the influence of
tradition and diffusion including the impact of major world
religions (Buddhism, Christianity, Hinduism, Islam and
Judaism). SS G 6.6.1 Describe how modern cultural practices and products in the Eastern
Hemisphere have been influenced by both cultural traditions and
“diffusion”.
SS G 6.6.2 Using Primary and Secondary sources research the cultural
practices and products of the “river civilizations” and site evidence
of their influence on modern culture practices and products.
SS H 6.1 Events can be arranged in order of occurrence using the
conventions of B.C. and A.D. or B.C.E. and C.E.
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SS H 6.1.1 Recognize and explain the following terms:
B.C.
A.D.
B.C.E.
C.E. SS H 6.1.2 Construct a multi-tiered timeline arranging events is a chronological
order. Include events that occurred during:
B.C.
A.D.
B.C.E.
C.E. SS H 6.1.3 Create a timeline that spans from 2000B.C.E. to 2017C.E. Select
notable historic and religious events from other countries,
continents, and America.
SS H 6.2 Early civilizations (India, Egypt, China, Mesopotamia and
Africa) with unique governments, economic systems, social
structures, religions technologies, and agricultural practices
and products flourished as a result of favorable geographic
characteristics. The cultural practices and products of these
early civilizations can be used to help understand the Eastern
Hemisphere today. SS H 6.2.1 Geographic conditions including locations in “River Valleys”
promoted growth of early civilization. Describe the significance of
“River Valleys” for:
source of water
habitat for plants and animals
transportation
protection
access to natural resources
trade
farming
population growth
civilizations
SS H 6.2.2 Using Primary and Secondary sources and a graphic organizer,
research early civilizations (India, Egypt, and Mesopotamia)
comparing the characteristics of civilizations.
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SS H 6.2.3 Describe and site examples of “new technology” in the River
Valleys during early civilization.
SS H 6.2.4 Describe the religious beliefs that early civilizations developed to
help explain the world around them.
SS H 6.2.5 Discuss the role that geography played in the development of early
civilization.
SS H 6.2.6 Research the establishment of “social classes” in early civilization.
SS H 6.2.7 Using primary and secondary sources, research and identify the
development of unique attributes and enduring legacies of early
civilization that are still practiced and reflected in cultural
practices today.
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 6.1 Events can be arranged in order of occurrence using the
conventions of B.C. and A.D. or B.C.E. and C.E. Life in the Old Kingdom
Influences of pharaohs in
society and trade
Shaping of Religion
Building of pyramids
Purpose of pyramids
Egyptian Gods
Burial Practices
Old Kingdom
Nobles
Afterlife
Mummies
Elite
Pyramids
Engineering
Polytheism
Sarcophagus
SS H 6.1.1 Recognize and explain the following terms:
B.C.
A.D.
B.C.E.
C.E. SS H 6.1.2 Construct a multi-tiered timeline arranging events is a chronological
order. Include events that occurred during:
B.C.
A.D.
B.C.E.
C.E. SS H 6.1.3 Create a timeline that spans from 2000B.C.E. to 2017C.E. Select
notable historic and religious events from other countries,
continents, and America.
SS H 6.2 Early civilizations (India, Egypt, China, Mesopotamia and
Africa) with unique governments, economic systems, social
structures, religions technologies, and agricultural practices and
products flourished as a result of favorable geographic
characteristics. The cultural practices and products of these
early civilizations can be used to help understand the Eastern
Hemisphere today.
Social Studies Unit III Africa
Chapter: The History of Ancient Egypt
Lesson 2 The Old Kingdom
EQ: Why were Egyptian government and religion
closely connected during Ancient Egypt?
Catholic Identity
EQ: Explain why the church is an important cultural and community
builder.
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SS H 6.2.1 Geographic conditions including locations in “River Valleys”
promoted growth of early civilization. Describe the significance of
“River Valleys” for:
source of water
habitat for plants and animals
transportation
protection
access to natural resources
trade
farming
population growth
civilizations
SS H 6.2.2 Using Primary and Secondary sources and a graphic organizer,
research early civilizations (India, Egypt, and Mesopotamia)
comparing the characteristics of civilizations. SS H 6.2.3 Describe and site examples of “new technology” in the River
Valleys during early civilization.
SS H 6.2.4 Describe the religious beliefs that early civilizations developed to
help explain the world around them.
SS H 6.2.5 Discuss the role that geography played in the development of early
civilization. SS H 6.2.6 Research the establishment of “social classes” in early civilization. SS H 6.2.7 Using primary and secondary sources, research and identify the
development of unique attributes and enduring legacies of early
civilization that are still practiced and reflected in cultural practices
today.
SS GV 6.1 Different perspectives on a topic can be obtained from a variety
of historic and contemporary sources. Sources can be examined
for accuracy. SS GV 6.1.1 Describe the purpose and benefits of “civic participation”. SS GV 6.1.2 Using historic and contemporary sources form a student discussion
group to reflect, analyze and discuss specific viewpoints or
perspectives on a given historic topic.
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SS GV 6.1.3 Discuss the components of effective group communications.
Discuss the importance and purpose of the following skills for
group discussion:
Negotiation
Compromise
Collaboration
SS GV 6.2 Governments can be categorized as monarchies, theocracies,
dictatorships, or democracies, but categories may overlap and
labels may not accurately represent how governments function.
The extent of citizens’ liberties and responsibilities
varies according to limits of governmental authority.
SS GV 6.2.1 Identify and give examples of countries (yesterday and today) that
have the following types of government:
Monarchy
Dictatorship
Democracy
Theocracy
SS GV 6.2.2 Discuss how power is attained and held in systems of government.
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 6.1 Events can be arranged in order of occurrence using the
conventions of B.C. and A.D. or B.C.E. and C.E. Middle Kingdom’s
government
New Kingdom’s trade
and military power
Egypt’s social classes
Work and daily life of
Egypt’s social classes
Middle Kingdom
New Kingdom
Kush
Trade routes
Queen Hatshepsut
Ramses the Great
SS H 6.1.1 Recognize and explain the following terms:
B.C.
A.D.
B.C.E.
C.E. SS H 6.1.2 Construct a multi-tiered timeline arranging events is a
chronological order. Include events that occurred during:
B.C.
A.D.
B.C.E.
C.E. SS H 6.1.3 Create a timeline that spans from 2000B.C.E. to 2017C.E. Select
notable historic and religious events from other countries,
continents, and America.
SS H 6.2 Early civilizations (India, Egypt, China, Mesopotamia and
Africa) with unique governments, economic systems, social
structures, religions technologies, and agricultural practices
and products flourished as a result of favorable geographic
characteristics. The cultural practices and products of these
early civilizations can be used to help understand the Eastern
Hemisphere today.
Social Studies Unit III Africa
Chapter: The History of Ancient Egypt
Lesson 3 The Middle and New Kingdoms
EQ: What was restored in Egypt during the Middle and
New Kingdoms?
Catholic Identity
EQ: Discuss ethnic contributions to our church and government.
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SS H 6.2.1 Geographic conditions including locations in “River Valleys” promoted
growth of early civilization. Describe the significance of “River Valleys”
for:
source of water
habitat for plants and animals
transportation
protection
access to natural resources
trade
farming
population growth
civilizations
SS H 6.2.2 Using Primary and Secondary sources and a graphic organizer,
research early civilizations (India, Egypt, and Mesopotamia)
comparing the characteristics of civilizations. SS H 6.2.3 Describe and site examples of “new technology” in the River
Valleys during early civilization. SS H 6.2.4 Describe the religious beliefs that early civilizations developed to
help explain the world around them. SS H 6.2.5 Discuss the role that geography played in the development of early
civilization. SS H 6.2.6 Research the establishment of “social classes” in early civilization. SS H 6.2.7 Using primary and secondary sources, research and identify the
development of unique attributes and enduring legacies of early
civilization that are still practiced and reflected in cultural
practices today.
SS GV 6.2 Governments can be categorized as monarchies, theocracies,
dictatorships, or democracies, but categories may overlap and labels
may not accurately represent how governments function. The extent
of citizens’ liberties and responsibilities varies according to limits of
governmental authority.
SS GV 6.2.1 Identify and give examples of countries (yesterday and today) that
have the following types of government:
Monarchy
Dictatorship
Democracy
Theocracy
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SS GV 6.2.2 Discuss how power is attained and held in systems of government. SS GV 6.2.3 Analyze the relationships between those governing and those being
governed in systems of government. SS GV 6.2.4 Explain how and why characteristics of government often overlap
and can be inconsistent.
SS E 6.1 Economists compare data sets to draw conclusions about
relationships among them. SS E 6.1.1 Compare sets of data for international trade and population to draw
conclusions to:
exports
imports
natural resources
oil reserves
income
birth rate
SS E 6.1.2 Create a chart to identify the geographic features of the country/ies
why certain countries specialize in certain products
import only countries versus export only countries
how countries utilize available resources
compare/contrast a developed country with a developing
country.
SS E 6.2 The choices people make have both present and future
consequences. The evaluation of choices is relative and may
differ across individuals and societies. SS E 6.2.1 Explain how economic choices have a direct effect on economic
consequences. SS E 6.2.2 Predict the present and future consequences of:
personal economic choice
collective economic choice
SS E 6.2.3 Explain how and why individuals and societies may evaluate
choices differently.
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SS E 6.3 The fundamental questions of economics include what to
produce, how to produce, and for whom to produce. SS E 6.3.1 Explain the three fundamental questions of economics and their
limitations. SS E 6.3.2 Describe “Demand” and “Means of Distribution” and the
significance they play to “produce”.
SS E 6.4 When regions and/or countries specialize, global trade occurs.
SS E 6.4.1 Describe the term “Specialization” and its effect on trade. SS E 6.4.2 Explain the reasons individuals and societies specialize on the
production of “goods” and “services”. SS E 6.4.3 Analyze and explain how limited “productive resources” lead to
“specialization”.
SS E 6.6 When selecting items to buy, individuals can compare the price
and quality of available goods and services.
SS E 6.6.1 Describe “financial Literacy” and how it interacts with financial
resources and financial security.
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in
the Eastern Hemisphere in the past and today.
Egyptian writing style
Hieroglyphics
Egypt’s great temples
Egypt’s tombs
Primary / Secondary
sources
Hieroglyphics
Papyrus
Rosetta Stone
Sphinxes
Obelisk
SS G 6.6 Modern cultural practices and products show the influence
of tradition and diffusion including the impact of major
world religions (Buddhism, Christianity, Hinduism, Islam
and Judaism). SS G 6.6.1 Describe how modern cultural practices and products in the
Eastern Hemisphere have been influenced by both cultural
traditions and “diffusion”. SS G 6.6.2 Using Primary and Secondary sources research the cultural
practices and products of the “river civilizations” and site
evidence of their influence on modern culture practices and
products. SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings
of the following:
Buddhism
Christianity
Hinduism
Islam
Judaism SS G 6.6.4 Produce evidence of the lasting influence of religious diffusion
in the modern world. Include Catholicism.
Social Studies Unit III Africa
Chapter: The History of Ancient Egypt
Lesson 4 Egyptian Achievements
EQ: What sort of achievements in writing, art and
architecture did the Egyptians contribute?
Catholic Identity
EQ: Define, compare, and contrast Old Kingdom polytheism to
monotheism.
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SS H 6.1 Events can be arranged in order of occurrence using the
conventions of B.C. and A.D. or B.C.E. and C.E. SS H 6.1.1 Recognize and explain the following terms:
B.C.
A.D.
B.C.E.
C.E. SS H 6.1.2 Construct a multi-tiered timeline arranging events is a
chronological order. Include events that occurred during:
B.C.
A.D.
B.C.E.
C.E. SS H 6.1.3 Create a timeline that spans from 2000B.C.E. to 2017C.E.
Select notable historic and religious events from other
countries, continents, and America.
SS H 6.2 Early civilizations (India, Egypt, China, Mesopotamia and
Africa) with unique governments, economic systems, social
structures, religions technologies, and agricultural practices
and products flourished as a result of favorable geographic
characteristics. The cultural practices and products of these
early civilizations can be used to help understand the
Eastern Hemisphere today. SS H 6.2.1 Geographic conditions including locations in “River Valleys”
promoted growth of early civilization. Describe the significance
of “River Valleys” for:
source of water
habitat for plants and animals
transportation
protection
access to natural resources
trade
farming
population growth
civilizations
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SS H 6.2.2 Using Primary and Secondary sources and a graphic organizer,
research early civilizations (India, Egypt, and Mesopotamia)
comparing the characteristics of civilizations. SS H 6.2.3 Describe and site examples of “new technology” in the River
Valleys during early civilization.
SS H 6.2.4 Describe the religious beliefs that early civilizations developed
to help explain the world around them.
SS H 6.2.5 Discuss the role that geography played in the development of
early civilization.
SS H 6.2.6 Research the establishment of “social classes” in early
civilization.
SS H 6.2.7 Using primary and secondary sources research and identify the
development of unique attributes and enduring legacies of
early civilization that are still practiced and reflected in
cultural practices today.
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 6.1 Events can be arranged in order of occurrence using the
conventions of B.C. and A.D. or B.C.E. and C.E. Civil development
Egyptian control of
Kush
Winning independence
Kush’s dynasty
Changes in power
Nubia
Ebony
Ivory
Piankhi
Dynasty
SS H 6.1.1 Recognize and explain the following terms:
B.C.
A.D.
B.C.E.
C.E. SS H 6.1.2 Construct a multi-tiered timeline arranging events is a
chronological order. Include events that occurred during:
B.C.
A.D.
B.C.E.
C.E. SS H 6.1.3 Create a timeline that spans from 2000B.C.E. to 2017C.E. Select
notable historic and religious events from other countries,
continents, and America.
SS H 6.2 Early civilizations (India, Egypt, China, Mesopotamia and
Africa) with unique governments, economic systems, social
structures, religions technologies, and agricultural practices
and products flourished as a result of favorable geographic
characteristics. The cultural practices and products of these
early civilizations can be used to help understand the Eastern
Hemisphere today.
Social Studies Unit III Africa
Chapter: History of Ancient Kush
Lesson 1 Kush and Egypt
EQ: What was the first established kingdom in the interior of
Africa? How did Egyptian rule change Kush?
Catholic Identity
EQ: How can we work for justice and peace and become responsible
stewards?
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SS H 6.2.1 Geographic conditions including locations in “River Valleys”
promoted growth of early civilization. Describe the significance of
“River Valleys” for:
source of water
habitat for plants and animals
transportation
protection
access to natural resources
trade
farming
population growth
civilizations
SS H 6.2.2 Using Primary and Secondary sources and a graphic organizer,
research early civilizations (India, Egypt, and Mesopotamia)
comparing the characteristics of civilizations.
SS H 6.2.3 Describe and site examples of “new technology” in the River
Valleys during early civilization. SS H 6.2.4 Describe the religious beliefs that early civilizations developed to
help explain the world around them. SS H 6.2.5 Discuss the role that geography played in the development of
early civilization. SS H 6.2.6 Research the establishment of “social classes” in early civilization.
SS H 6.2.7 Using primary and secondary sources, research and identify the
development of unique attributes and enduring legacies of early
civilization that are still practiced and reflected in cultural
practices today.
SS GV 6.1 Different perspectives on a topic can be obtained from a
variety of historic and contemporary sources. Sources can be
examined for accuracy. SS GV 6.1.1 Describe the purpose and benefits of “civic participation”. SS GV 6.1.2 Using historic and contemporary sources form a student
discussion group to reflect, analyze and discuss specific
viewpoints or perspectives on a given historic topic.
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SS GV 6.2 Governments can be categorized as monarchies, theocracies,
dictatorships, or democracies, but categories may overlap and
labels may not accurately represent how governments
function. The extent of citizens’ liberties and responsibilities
varies according to limits of governmental authority.
SS GV 6.2.1 Identify and give examples of countries (yesterday and today) that
have the following types of government:
Monarchy
Dictatorship
Democracy
Theocracy
SS GV 6.2.2 Discuss how power is attained and held in systems of government. SS GV 6.2.3 Analyze the relationships between those governing and those
being governed in systems of government.
SS G 6.4 Variations among physical environments within the Eastern
Hemisphere influence human activities. Human activities also
alter the physical environment. SS G 6.4.1 Analyze and give examples how “Human Activities” develop in
response to physical environments. SS G 6.4.2 Describe how humans adapt to the environment when the
environment restricts human activity. SS G 6.4.3 Research and discuss examples of “unintended consequences” of
human activities to natural habitat.
SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in the
Eastern Hemisphere in the past and today. SS G 6.5.1 Discuss and give reasons for why the people in the Eastern
Hemisphere move from place to place. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it
has influenced the following:
Religion
Politics
Environment
Climate
Economics
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SS G 6.5.3 Investigate how current migration patterns in the Eastern
Hemisphere affect:
Economics
Religious Freedoms
Population
Languages
Cultures
Discrimination
Intolerance
SS G 6.6 Modern cultural practices and products show the influence of
tradition and diffusion including the impact of major world
religions (Buddhism, Christianity, Hinduism, Islam and
Judaism). SS G 6.6.1 Describe how modern cultural practices and products in the
Eastern Hemisphere have been influenced by both cultural
traditions and “diffusion”. SS G 6.6.2 Using Primary and Secondary sources research the cultural
practices and products of the “river civilizations” and site
evidence of their influence on modern culture practices and
products. SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings of
the following:
Buddhism
Christianity
Hinduism
Islam
Judaism SS G 6.6.4 Produce evidence of the lasting influence of religious diffusion in
the modern world. Include Catholicism.
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 6.1 Events can be arranged in order of occurrence using the
conventions of B.C. and A.D. or B.C.E. and C.E. Kush’s economy
Iron industry
Trade network
Kushite society and
culture
Decline/defeat of Kush
Meroë
Trade network
Merchants
Exports
Imports
Iron industry
Export
Import
Queen Shanakhdakheto
SS H 6.1.2 Recognize and explain the following terms:
B.C.
A.D.
B.C.E.
C.E.
SS H 6.2 Early civilizations (India, Egypt, China, Mesopotamia and
Africa) with unique governments, economic systems, social
structures, religions technologies, and agricultural practices
and products flourished as a result of favorable geographic
characteristics. The cultural practices and products of these
early civilizations can be used to help understand the
Eastern Hemisphere today. SS H 6.2.1 Geographic conditions including locations in “River Valleys”
promoted growth of early civilization. Describe the significance
of “River Valleys” for:
source of water
habitat for plants and animals
transportation
protection
access to natural resources
trade
farming
population growth
civilizations
Social Studies Unit II I Africa
Chapter: The History of Ancient Kush
Lesson 2 Later Kush
EQ: Why and how did the Kush civilization decline?
Catholic Identity
EQ: Why do you think Christianity has not declined over the
centuries?
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SS H 6.2.2 Using Primary and Secondary sources and a graphic organizer,
research early civilizations (India, Egypt, and Mesopotamia)
comparing the characteristics of civilizations. SS H 6.2.3 Describe and site examples of “new technology” in the River
Valleys during early civilization. SS H 6.2.4 Describe the religious beliefs that early civilizations developed
to help explain the world around them. SS H 6.2.5 Discuss the role that geography played in the development of
early civilization. SS H 6.2.6 Research the establishment of “social classes” in early
civilization. SS H 6.2.7 Using primary and secondary sources, research and identify the
development of unique attributes and enduring legacies of early
civilization that are still practiced and reflected in cultural
practices today.
SS E 6.1 Economists compare data sets to draw conclusions about
relationships among them. SS E 6.1.1 Compare sets of data for international trade and population to
draw conclusions to:
exports
imports
natural resources
oil reserves
income
birth rate
SS E 6.1.2 Create a chart to identify the geographic features of the
why certain countries specialize in certain products
import only countries versus export only countries
how countries utilize available resources
compare/contrast a developed country with a
developing country.
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SS E 6.2 The choices people make have both present and future
consequences. The evaluation of choices is relative and may
differ across individuals and societies.
SS E 6.2.1 Explain how economic choices have a direct effect on
economic consequences. SS E 6.2.2 Predict the present and future consequences of:
personal economic choice
collective economic choice
SS E 6.2.3 Explain how and why individuals and societies may evaluate
choices differently.
SS E 6.4 When regions and/or countries specialize, global trade
occurs. SS E 6.4.1 Describe the term “Specialization” and its effect on trade. SS E 6.4.2 Explain the reasons individuals and societies specialize on the
production of “goods” and “services”. SS E 6.4.3 Analyze and explain how limited “productive resources” lead
to “specialization”. SS E 6.4.4 Using economic data, investigate examples of trade in the Eastern
Hemisphere tracking:
Production and sales of goods and services of oil and agricultural
products. (coffee, soybeans) SS E 6.4.5 Using economic data, investigate examples of trade in Eastern
Hemisphere tracking:
Production and consumption of manufactured items. ( toys,
clothing)
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS E 6.1 Economists compare data sets to draw conclusions about
relationships among them. Ghana’s trade
Ghana’s wealth
Ghana’s control on trade
Ghana’s decline
Silent barter
Sahara Desert SS E 6.1.1 Compare sets of data for international trade and population to
draw conclusions to:
exports
imports
natural resources
oil reserves
income
birth rate
SS E 6.1.2 Create a chart to identify the geographic features of the
why certain countries specialize in certain products
import only countries versus export only countries
how countries utilize available resources
compare/contrast a developed country with a
developing country.
SS E 6.2 The choices people make have both present and future
consequences. The evaluation of choices is relative and may
differ across individuals and societies. SS E 6.2.1 Explain how economic choices have a direct effect on
economic consequences.
Social Studies Unit III Africa
Chapter: History of West Africa
Lesson 1 Empire of Ghana
EQ: How did trade influence the rise and fall of early
West African empires? What two resources did
Ghana use and control to build an empire?
Catholic Identity
EQ: Discuss Christianity in Ghana during its days of glory.
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SS E 6.2.2 Predict the present and future consequences of:
personal economic choice
collective economic choice
SS E 6.2.3 Explain how and why individuals and societies may evaluate
choices differently.
SS E 6.3 The fundamental questions of economics include what to
produce, how to produce, and for whom to produce.
SS E 6.3.1 Explain the three fundamental questions of economics and their
limitations. SS E 6.3.2 Describe “Demand” and “Means of Distribution” and the
significance they play to “produce”.
SS E 6.4 When regions and/or countries specialize, global trade
occurs. SS E 6.4.1 Describe the term “Specialization” and its effect on trade. SS E 6.4.2 Explain the reasons individuals and societies specialize on the
production of “goods” and “services”. SS E 6.4.3 Analyze and explain how limited “productive resources” lead
to “specialization”.
SS E 6.5 The interaction of supply and demand, influenced by
competition, helps to determine price in a market. This
interaction also determines the quantities of outputs
produced and the quantities of Inputs (human resources,
natural resources, and capital) used.
SS E 6.5.1 Analyze and explain the interactions of “supply and demand,”
and its influence on competition. SS E 6.5.2 Analyze and explain the influence of “supply and demand” and
how it interacts to determine “price”. SS E 6.5.3 Explain how “price” influences competition.
SS E 6.5.4 Define the following:
Outputs
Inputs
Explain how the interaction of supply, demand, and
competitions influences “outputs and inputs”.
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SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in
the Eastern Hemisphere in the past and today. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it
has influenced the following:
Religion
Politics
Environment
Climate
Economics
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 6.1 Events can be arranged in order of occurrence using the
conventions of B.C. and A.D. or B.C.E. and C.E.
Mansa Musa
Fall of Mali
Islamic empire of
Songhai
Conquering of Mali
Niger River
Timbuktu
Mosque
Gao
Djenné
SS H 6.1.1 Recognize and explain the following terms:
B.C.
A.D.
B.C.E.
C.E. SS H 6.1.2 Construct a multi-tiered timeline arranging events is a
chronological order. Include events that occurred during:
B.C.
A.D.
B.C.E.
C.E. SS H 6.1.3 Create a timeline that spans from 2000B.C.E. to 2017C.E. Select
notable historic and religious events from other countries,
continents, and America.
SS H 6.2 Early civilizations (India, Egypt, China, Mesopotamia and
Africa) with unique governments, economic systems, social
structures, religions technologies, and agricultural practices
and products flourished as a result of favorable geographic
characteristics. The cultural practices and products of these
early civilizations can be used to help understand the Eastern
Hemisphere today.
Social Studies Unit II I Africa
Chapter: The History of West Africa
Lesson 2 Mali and Songhai
EQ: When did the empires of Mali and Songhai develop
in West Africa?
Catholic Identity
EQ: When did Christianity develop in West Africa?
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SS H 6.2.1 Geographic conditions including locations in “River Valleys”
promoted growth of early civilization. Describe the significance
of “River Valleys” for:
source of water
habitat for plants and animals
transportation
protection
access to natural resources
trade
farming
population growth
civilizations
SS H 6.2.2 Using Primary and Secondary sources and a graphic organizer,
research early civilizations (India, Egypt, and Mesopotamia)
comparing the characteristics of civilizations.
SS H 6.2.3 Describe and site examples of “new technology” in the River
Valleys during early civilization.
SS H 6.2.4 Describe the religious beliefs that early civilizations developed to
help explain the world around them.
SS H 6.2.5 Discuss the role that geography played in the development of
early civilization. SS H 6.2.6 Research the establishment of “social classes” in early
civilization. SS H 6.2.7 Using primary and secondary sources, research and identify the
development of unique attributes and enduring legacies of early
civilization that are still practiced and reflected in cultural
practices today.
SS GV 6.2 Governments can be categorized as monarchies, theocracies,
dictatorships, or democracies, but categories may overlap
and labels may not accurately represent how governments
function. The extent of citizens’ liberties and responsibilities
varies according to limits of governmental authority.
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SS GV 6.2.1 Identify and give examples of countries (yesterday and today) that have
the following types of government:
Monarchy
Dictatorship
Democracy
Theocracy SS GV 6.2.2 Discuss how power is attained and held in systems of
government. SS GV 6.2.3 Analyze the relationships between those governing and those
being governed in systems of government. SS GV 6.2.4 Explain how and why characteristics of government often
overlap and can be inconsistent.
SS G 6.3 Regions can be determined, classified and compared using
various criteria (e.g., landform, climate, population, cultural,
or economic). SS G 6.3.1 Use multiple criteria to determine, classify, and compare regions
of Asia. SS G 6.3.2 Compare regional criteria across continents considering changes
in those regions over time. SS G 6.3.3 Research the following criteria of regions and investigate how it
helps identify and organize surface area based on shared
characteristics:
Landforms
Climate
Economics
Natural Resource
SS G 6.4 Variations among physical environments within the Eastern
Hemisphere influence human activities. Human activities
also alter the physical environment. SS G 6.4.1 Analyze and give examples how “Human Activities” develop in
response to physical environments. SS G 6.4.2 Describe how humans adapt to the environment when the
environment restricts human activity. SS G 6.4.3 Research and discuss examples of “unintended consequences” of
human activities to natural habitat.
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SS G 6.5 Political, environmental, social and economic factors cause people,
products and ideas to move from place to place in the Eastern
Hemisphere in the past and today. SS G 6.5.1 Discuss and give reasons for why the people in the Eastern Hemisphere
move from place to place. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it has
influenced the following:
Religion
Politics
Environment
Climate
Economics SS G 6.5.3 Investigate how current migration patterns in the Eastern Hemisphere
affect:
Economics
Religious Freedoms
Population
Languages
Cultures
Discrimination
Intolerance
SS G 6.6 Modern cultural practices and products show the influence of
tradition and diffusion including the impact of major world
religions (Buddhism, Christianity, Hinduism, Islam and Judaism). SS G 6.6.1 Describe how modern cultural practices and products in the Eastern
Hemisphere have been influenced by both cultural traditions and “diffusion”.
SS G 6.6.2 Using Primary and Secondary sources research the cultural practices and
products of the “river civilizations” and site evidence of their influence on
modern culture practices and products.
SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings of the
following:
Buddhism
Christianity
Hinduism
Islam
Judaism
SS G 6.6.4 Produce evidence of the lasting influence of religious diffusion in the modern
world. Include Catholicism.
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in the
Eastern Hemisphere in the past and today.
Preservation of West
African history
West African
cultures
West African
traditions
Oral history
Griots
Proverbs
Kente SS G 6.5.1 Discuss and give reasons for why the people in the Eastern
Hemisphere move from place to place.
SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it
has influenced the following:
Religion
Politics
Environment
Climate
Economics SS G 6.5.3 Investigate how current migration patterns in the Eastern
Hemisphere affect:
Economics
Religious Freedoms
Population
Languages
Cultures
Discrimination
Intolerance
Social Studies Unit II I Africa
Chapter: The History of West Africa
Lesson 3 Historical and Artistic Traditions
EQ: How has West African culture been passed down?
Give examples of Primary and Secondary sources.
Catholic Identity
EQ: How has cultural practices of Christianity been passed down
through the ages?
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SS G 6.6 Modern cultural practices and products show the influence of
tradition and diffusion including the impact of major world
religions (Buddhism, Christianity, Hinduism, Islam and
Judaism). SS G 6.6.1 Describe how modern cultural practices and products in the Eastern
Hemisphere have been influenced by both cultural traditions and
“diffusion”. SS G 6.6.2 Using Primary and Secondary sources research the cultural
practices and products of the “river civilizations” and site evidence
of their influence on modern culture practices and products. SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings of
the following:
Buddhism
Christianity
Hinduism
Islam
Judaism SS G 6.6.4 Produce evidence of the lasting influence of religious diffusion in
the modern world. Include Catholicism.
SS H 6.2 Early civilizations (India, Egypt, China, Mesopotamia and
Africa) with unique governments, economic systems, social
structures, religions technologies, and agricultural practices
and products flourished as a result of favorable geographic
characteristics. The cultural practices and products of these
early civilizations can be used to help understand the Eastern
Hemisphere today. SS H 6.2.2 Using Primary and Secondary sources and a graphic organizer,
research early civilizations (India, Egypt, and Mesopotamia)
comparing the characteristics of civilizations. SS H 6.2.6 Research the establishment of “social classes” in early civilization. SS H 6.2.7 Using primary and secondary sources, research and identify the
development of unique attributes and enduring legacies of early
civilization that are still practiced and reflected in cultural
practices today.
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.2 Latitude and longitude can be used to identify absolute
location. Physical features of
North Africa
Nile River
Sahara
Atlas Mountains
North African climate
Importance of water
Sahara
Nile River
Silt
Suez Canal
Oasis
Atlas Mountains
SS G 6.2.1 Use coordinates of latitude (including degrees of north and
south) and longitude (including degrees of east and west) to
identify “absolute location” of a given place. SS G 6.2.2 Describe a longitude point’s position on Earth’s surface in
relation to the “Prime Meridian”. SS G 6.2.3 Describe a latitude point’s position on Earth’s surface in
relation to the “Equator”. SS G 6.2.4 Use “Google Earth” to identify a place’s “absolute” location.
SS G 6.3 Regions can be determined, classified and compared using
various criteria (e.g., landform, climate, population,
cultural, or economic). SS G 6.3.1 Use multiple criteria to determine, classify, and compare
regions of Asia. SS G 6.3.2 Compare regional criteria across continents considering
changes in those regions over time. SS G 6.3.3 Research the following criteria of regions and investigate how
it helps identify and organize surface area based on shared
characteristics:
Landforms
Climate
Economics
Natural Resource
Social Studies Unit II I Africa
Chapter: North Africa
Lesson 1 Physical Geography
EQ: How have deserts and rivers impacted the
development of North Africa Civilization? What
type of water resources does North Africa have?
Catholic Identity
EQ: Name a historical biblical story about the Nile River.
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SS G 6.4 Variations among physical environments within the Eastern
Hemisphere influence human activities. Human activities
also alter the physical environment. SS G 6.4.1 Analyze and give examples how “Human Activities” develop
in response to physical environments. SS G 6.4.2 Describe how humans adapt to the environment when the
environment restricts human activity. SS G 6.4.3 Research and discuss examples of “unintended consequences”
of human activities to natural habitat.
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 6.1 Events can be arranged in order of occurrence using the
conventions of B.C. and A.D. or B.C.E. and C.E. Ancient Egyptian
civilization
Islamic influence of North
Africa
Culture of North Africa
Languages of North Africa
Alexandria
Berbers
Cleopatra
Muslims
King Tut
Morocco
SS H 6.1.1 Recognize and explain the following terms:
B.C.
A.D.
B.C.E.
C.E. SS H 6.1.2 Construct a multi-tiered timeline arranging events is a
chronological order. Include events that occurred during:
B.C.
A.D.
B.C.E.
C.E. SS H 6.1.3 Create a timeline that spans from 2000B.C.E. to 2017C.E.
Select notable historic and religious events from other
countries, continents, and America.
SS H 6.2 Early civilizations (India, Egypt, China, Mesopotamia and
Africa) with unique governments, economic systems, social
structures, religions technologies, and agricultural practices
and products flourished as a result of favorable geographic
characteristics. The cultural practices and products of these
early civilizations can be used to help understand the
Eastern Hemisphere today. SS H 6.2.4 Describe the religious beliefs that early civilizations developed
to help explain the world around them.
Social Studies Unit II I Africa
Chapter: North Africa
Lesson 2 History and Culture
EQ: What two cultures is North Africa noted to have?
Catholic Identity
EQ: Compare and contrast Muslim practices to Christianity practices.
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SS H 6.2.5 Discuss the role that geography played in the development of
early civilization.
SS H 6.2.6 Research the establishment of “social classes” in early
civilization.
SS H 6.2.7 Using primary and secondary sources, research and identify
the development of unique attributes and enduring legacies of
early civilization that are still practiced and reflected in
cultural practices today.
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS E 6.1 Economists compare data sets to draw conclusions about
relationships among them. Egyptian farmers
Pastoral nomads
Oil
Islamic Law
Egypt’s government
Muslim people
Cairo
Maghreb
Souks
Free port
Dictator
Pyramid
SS E 6.1.2 Create a chart to identify the geographic features of the
why certain countries specialize in certain products
import only countries versus export only countries
how countries utilize available resources
compare/contrast a developed country with a
developing country.
SS E 6.4 When regions and/or countries specialize, global trade
occurs. SS E 6.4.1 Describe the term “Specialization” and its effect on trade. SS E 6.4.2 Explain the reasons individuals and societies specialize on the
production of “goods” and “services”. SS E 6.4.3 Analyze and explain how limited “productive resources” lead
to “specialization”.
SS G 6.4 Variations among physical environments within the Eastern
Hemisphere influence human activities. Human activities
also alter the physical environment. SS G 6.4.1 Analyze and give examples how “Human Activities” develop
in response to physical environments. SS G 6.4.2 Describe how humans adapt to the environment when the
environment restricts human activity.
Social Studies Unit II I Africa
Chapter: North Africa
Lesson 3 North Africa Today
EQ: What is an important resource of North Africa?
Catholic Identity
EQ: Describe how ethnicity can contribute to cultural life.
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SS G 6.4.3 Research and discuss examples of “unintended consequences”
of human activities to natural habitat.
SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in
the Eastern Hemisphere in the past and today. SS G 6.5.1 Discuss and give reasons for why the people in the Eastern
Hemisphere move from place to place. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it
has influenced the following:
Religion
Politics
Environment
Climate
Economics SS G 6.5.3 Investigate how current migration patterns in the Eastern
Hemisphere affect:
Economics
Religious Freedoms
Population
Languages
Cultures
Discrimination
Intolerance
SS G 6.6 Modern cultural practices and products show the influence
of tradition and diffusion including the impact of major
world religions (Buddhism, Christianity, Hinduism, Islam
and Judaism). SS G 6.6.1 Describe how modern cultural practices and products in the
Eastern Hemisphere have been influenced by both cultural
traditions and “diffusion”. SS G 6.6.2 Using Primary and Secondary sources research the cultural
practices and products of the “river civilizations” and site
evidence of their influence on modern culture practices and
products.
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SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings
of the following:
Buddhism
Christianity
Hinduism
Islam
Judaism SS G 6.6.4 Produce evidence of the lasting influence of religious diffusion
in the modern world. Include Catholicism.
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.4 Variations among physical environments within the Eastern
Hemisphere influence human activities. Human activities
also alter the physical environment.
Physical features of West
Africa
Niger River
Climates of West Africa
Resources of West Africa
Economics of West Africa
Niger River
Zonal
Sahel
Desertification
Savanna SS G 6.4.1 Analyze and give examples how “Human Activities” develop
in response to physical environments. SS G 6.4.2 Describe how humans adapt to the environment when the
environment restricts human activity. SS G 6.4.3 Research and discuss examples of “unintended consequences”
of human activities to natural habitat.
SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in
the Eastern Hemisphere in the past and today.
SS G 6.5.1 Discuss and give reasons for why the people in the Eastern
Hemisphere move from place to place. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it
has influenced the following:
Religion
Politics
Environment
Climate
Economics
Social Studies Unit II I Africa
Chapter: West Africa
Lesson 1 Physical Geography
EQ: How is West Africa shaped by its diverse climates
and people? What are the several climates of West
Africa?
Catholic Identity
EQ: How was Catholicism brought to West Africa?
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SS G 6.5.3 Investigate how current migration patterns in the Eastern
Hemisphere affect:
Economics
Religious Freedoms
Population
Languages
Cultures
Discrimination
Intolerance
SS E 6.1 Economists compare data sets to draw conclusions about
relationships among them.
SS E 6.4 When regions and/or countries specialize, global trade
occurs. SS E 6.4.1 Describe the term “Specialization” and its effect on trade. SS E 6.4.2 Explain the reasons individuals and societies specialize on the
production of “goods” and “services”.
SS E 6.5 The interaction of supply and demand, influenced by
competition, helps to determine price in a market. This
interaction also determines the quantities of outputs
produced and the quantities of Inputs (human resources,
natural resources, and capital) used. SS E 6.5.1 Analyze and explain the interactions of “supply and demand,”
and its influence on competition. SS E 6.5.2 Analyze and explain the influence of “supply and demand” and
how it interacts to determine “price”. SS E 6.5.3 Explain how “price” influences competition. SS E 6.5.4 Define the following:
Outputs
Inputs
Explain how the interaction of supply, demand, and
competitions influences “outputs and inputs”.
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS E 6.1 Economists compare data sets to draw conclusions about
relationships among them. West Africa’s:
- History
- Trade
European control
Many cultures of West
Africa
West Africa’s
- Languages
- Religions
- Housing styles
- Economics
Timbuktu
Animison
Extended family SS E 6.1.1 Compare sets of data for international trade and population to
draw conclusions to:
exports
imports
natural resources
oil reserves
income
birth rate
SS E 6.1.2 Create a chart to identify the geographic features of the
why certain countries specialize in certain products
import only countries versus export only countries
how countries utilize available resources
compare/contrast a developed country with a developing
country.
SS E 6.2 The choices people make have both present and future
consequences. The evaluation of choices is relative and may
differ across individuals and societies.
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SS E 6.2.1 Explain how economic choices have a direct effect on economic
consequences. SS E 6.2.2 Predict the present and future consequences of:
personal economic choice
collective economic choice
SS E 6.2.3 Explain how and why individuals and societies may evaluate
choices differently.
SS E 6.3 The fundamental questions of economics include what to
produce, how to produce, and for whom to produce. SS E 6.3.1 Explain the three fundamental questions of economics and their
limitations. SS E 6.3.2 Describe “Demand” and “Means of Distribution” and the
significance they play to “produce”.
SS E 6.5 The interaction of supply and demand, influenced by
competition, helps to determine price in a market. This
interaction also determines the quantities of outputs
produced and the quantities of Inputs (human resources,
natural resources, and capital) used.
SS E 6.5.1 Analyze and explain the interactions of “supply and demand,”
and its influence on competition. SS E 6.5.2 Analyze and explain the influence of “supply and demand” and
how it interacts to determine “price”. SS E 6.5.3 Explain how “price” influences competition. SS E 6.5.4 Define the following:
Outputs
Inputs
Explain how the interaction of supply, demand, and
competitions influences “outputs and inputs”.
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.1 Globes and other geographic tools can be used to gather,
process, and report information about people, places and
environments. Cartographers decide which information to
include and how it is displayed.
East Africa’s:
- physical features
- climates
- elevations
- vegetation
- cultures
- savannas
- forests
Rift valleys
Great Rift Valley
Mount Kilimanjaro
Serengeti Plain
Lake Victoria
Drought SS G 6.1.1 Describe how “geographic” information is available to
communicate information from a spatial perspective. SS G 6.1.2 Identify the kinds of maps and their purposes that cartographers
create including the GIS. SS G 6.1.3 Use appropriate maps, globes, and geographic tools to
gather, process, and report information about people, places, and environments.
SS G 6.2 Latitude and longitude can be used to identify absolute
location. SS G 6.2.1 Use coordinates of latitude (including degrees of north and
south) and longitude (including degrees of east and west) to
identify “absolute location” of a given place. SS G 6.2.2 Describe a longitude point’s position on Earth’s surface in
relation to the “Prime Meridian”.
SS G 6.2.3 Describe a latitude point’s position on Earth’s surface in
relation to the “Equator”.
SS G 6.2.4 Use “Google Earth” to identify a place’s “absolute” location.
Social Studies Unit II I Africa
Chapter: East Africa
Lesson 1 Physical Geography
EQ: What challenges and conflicts does East Africa face
today? What are some of the diverse physical
features, climate and vegetation of East Africa?
Catholic Identity
EQ: What challenges do the people of East Africa have with
practicing strong beliefs with Christianity?
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SS G 6.3 Regions can be determined, classified and compared using
various criteria (e.g., landform, climate, population,
cultural, or economic).
SS G 6.3.1 Use multiple criteria to determine, classify, and compare
regions of Asia. SS G 6.3.2 Compare regional criteria across continents considering
changes in those regions over time. SS G 6.3.3 Research the following criteria of regions and investigate how
it helps identify and organize surface area based on shared
characteristics:
Landforms
Climate
Economics
Natural Resource
SS G 6.4 Variations among physical environments within the Eastern
Hemisphere influence human activities. Human activities
also alter the physical environment. SS G 6.4.1 Analyze and give examples how “Human Activities” develop
in response to physical environments. SS G 6.4.2 Describe how humans adapt to the environment when the
environment restricts human activity. SS G 6.4.3 Research and discuss examples of “unintended consequences”
of human activities to natural habitat.
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in
the Eastern Hemisphere in the past and today.
History of East Africa
European influence in
East Africa
Religion and trade of
East Africa
Languages of East
Africa
Nubia
Zanzibar
Imperialism
Swahili
Lalibela
SS G 6.5.1 Discuss and give reasons for why the people in the Eastern
Hemisphere move from place to place.
SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it
has influenced the following:
Religion
Politics
Environment
Climate
Economics
SS G 6.5.3 Investigate how current migration patterns in the Eastern
Hemisphere affect:
Economics
Religious Freedoms
Population
Languages
Cultures
Discrimination
Intolerance
Social Studies Unit II I Africa
Chapter: East Africa
Lesson 2 History and Culture
EQ: Identify some of the rich history and diverse
cultures of East Africa.
Catholic Identity
EQ: What country in East Africa first introduced Christianity to East
Africa and what is Lalibela known for in East Africa?
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SS G 6.6 Modern cultural practices and products show the influence
of tradition and diffusion including the impact of major
world religions (Buddhism, Christianity, Hinduism, Islam
and Judaism). SS G 6.6.1 Describe how modern cultural practices and products in the
Eastern Hemisphere have been influenced by both cultural
traditions and “diffusion”. SS G 6.6.2 Using Primary and Secondary sources research the cultural
practices and products of the “river civilizations” and site
evidence of their influence on modern culture practices and
products. SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings
of the following:
Buddhism
Christianity
Hinduism
Islam
Judaism SS G 6.6.4 Produce evidence of the lasting influence of religious diffusion
in the modern world. Include Catholicism.
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS GV 6.1 Different perspectives on a topic can be obtained from a
variety of historic and contemporary sources. Sources can
be examined for accuracy.
National Parks
Tanzania and Kenya
Rwanda and Burundi’s
conflicts
Sudan’s wars
Uganda’s resources
Horn of Africa
Safari
Geothermal energy
Genocide
Darfur
Mogadishu
Refugees
Affected
SS GV 6.1.1 Describe the purpose and benefits of “civic participation”.
SS GV 6.1.2 Using historic and contemporary sources form a student
discussion group to reflect, analyze and discuss specific
viewpoints or perspectives on a given historic topic.
SS GV 6.1.3 Discuss the components of effective group communications.
Discuss the importance and purpose of the following skills for
group discussion:
Negotiation
Compromise
Collaboration
SS GV 6.1.4 Compare two sources of a current event for facts, dialogue,
details, perspectives and opinions expressed.
SS GV 6.2 Governments can be categorized as monarchies,
theocracies, dictatorships, or democracies, but categories
may overlap and labels may not accurately represent how
governments function. The extent of citizens’ liberties and
responsibilities varies according to limits of governmental
authority.
Social Studies Unit II I Africa
Chapter: East Africa
Lesson 3 East Africa Today
EQ: What does East Africa have an abundance of?
Catholic Identity
EQ: What is the source of conflict between Muslims and Christians in
East Africa?
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SS GV 6.2.1 Identify and give examples of countries (yesterday and today)
that have the following types of government:
Monarchy
Dictatorship
Democracy
Theocracy SS GV 6.2.2 Discuss how power is attained and held in systems of
government. SS GV 6.2.3 Analyze the relationships between those governing and those
being governed in systems of government. SS GV 6.2.4 Explain how and why characteristics of government often
overlap and can be inconsistent.
SS E 6.4 When regions and/or countries specialize, global trade
occurs. SS E 6.4.1 Describe the term “Specialization” and its effect on trade. SS E 6.4.2 Explain the reasons individuals and societies specialize on the
production of “goods” and “services”. SS E 6.4.3 Analyze and explain how limited “productive resources” lead
to “specialization”. SS E 6.4.4 Using economic data, investigate examples of trade in the Eastern
Hemisphere tracking:
Production and sales of goods and services of oil and agricultural
products. (coffee, soybeans) SS E 6.4.5 Using economic data, investigate examples of trade in Eastern
Hemisphere tracking:
Production and consumption of manufactured items. (toys,
clothing)
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.3 Regions can be determined, classified and compared using
various criteria (e.g., landform, climate, population,
cultural, or economic).
Central Africa’s major
physical features
Central Africa’s climate
Central Africa’s
resources
Congo Basin
Basin
Congo River
Zambezi River
Periodic market
Copper belt
SS G 6.3.1 Use multiple criteria to determine, classify, and compare
regions of Asia. SS G 6.3.2 Compare regional criteria across continents considering
changes in those regions over time. SS G 6.3.3 Research the following criteria of regions and investigate how
it helps identify and organize surface area based on shared
characteristics:
Landforms
Climate
Economics
Natural Resource
Social Studies Unit III Africa
Chapter: Central Africa
Lesson 1 Physical Geography
EQ: How is poverty impacting nations in Central
Africa?
Catholic Identity
EQ: How do the natural resources of Central Africa inspire us of
God’s creations?
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.4 Variations among physical environments within the Eastern
Hemisphere influence human activities. Human activities
also alter the physical environment.
Great African Kingdom
European colonizers
History of Central Africa
Culture of Central Africa
Ethnic groups
Languages of Central
Africa
Influence of European
colonization
Kongo Kingdom
Dialects
Interact
SS G 6.4.1 Analyze and give examples how “Human Activities” develop
in response to physical environments. SS G 6.4.2 Describe how humans adapt to the environment when the
environment restricts human activity. SS G 6.4.3 Research and discuss examples of “unintended consequences”
of human activities to natural habitat.
SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in
the Eastern Hemisphere in the past and today.
SS G 6.5.1 Discuss and give reasons for why the people in the Eastern
Hemisphere move from place to place.
SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it
has influenced the following:
Religion
Politics
Environment
Climate
Economics
Social Studies Unit III Africa
Chapter: Central Africa
Lesson 2 History and Culture
EQ: Explain how native traditions and European
colonizers have influenced Central Africa’s history
and culture.
Catholic Identity
EQ: What religious influence did Europeans have on the early
ancestors of the African Kingdom?
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SS G 6.5.3 Investigate how current migration patterns in the Eastern
Hemisphere affect:
Economics
Religious Freedoms
Population
Languages
Cultures
Discrimination
Intolerance
SS G 6.6 Modern cultural practices and products show the influence
of tradition and diffusion including the impact of major
world religions (Buddhism, Christianity, Hinduism, Islam
and Judaism). SS G 6.6.1 Describe how modern cultural practices and products in the
Eastern Hemisphere have been influenced by both cultural
traditions and “diffusion”. SS G 6.6.2 Using Primary and Secondary sources research the cultural
practices and products of the “river civilizations” and site
evidence of their influence on modern culture practices and
products. SS G 6.6.3 Identify the geographic origins, founding leaders, and
teachings of the following:
Buddhism
Christianity
Hinduism
Islam
Judaism SS G 6.6.4 Produce evidence of the lasting influence of religious diffusion
in the modern world. Include Catholicism.
SS H 6.1 Events can be arranged in order of occurrence using the
conventions of B.C. and A.D. or B.C.E. and C.E. SS H 6.1.3 Create a timeline that spans from 2000B.C.E. to 2017C.E.
Select notable historic and religious events from other
countries, continents, and America.
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SS H 6.2 Early civilizations (India, Egypt, China, Mesopotamia and
Africa) with unique governments, economic systems, social
structures, religions technologies, and agricultural practices
and products flourished as a result of favorable geographic
characteristics. The cultural practices and products of these
early civilizations can be used to help understand the
Eastern Hemisphere today. SS H 6.2.2 Using Primary and Secondary sources and a graphic organizer,
research early civilizations (India, Egypt, and Mesopotamia)
comparing the characteristics of civilizations. SS H 6.2.4 Describe the religious beliefs that early civilizations developed
to help explain the world around them.
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS GV 6.1 Different perspectives on a topic can be obtained from a
variety of historic and contemporary sources. Sources can
be examined for accuracy.
Poverty in Central Africa
Civil wars
Economic development in
Central Africa
Kinshasa
Inflation
Malaria
Malnutrition S GV 6.1.1 Describe the purpose and benefits of “civic participation”.
S GV 6.1.2 Using historic and contemporary sources form a student
discussion group to reflect, analyze and discuss specific
viewpoints or perspectives on a given historic topic.
S GV 6.1.3 Discuss the components of effective group communications.
Discuss the importance and purpose of the following skills for
group discussion:
Negotiation
Compromise
Collaboration
S GV 6.1.4 Compare two sources of a current event for facts, dialogue,
details, perspectives and opinions expressed.
SS GV 6.2 Governments can be categorized as monarchies,
theocracies, dictatorships, or democracies, but categories
may overlap and labels may not accurately represent how
governments function. The extent of citizens’ liberties and
responsibilities varies according to limits of governmental
authority.
Social Studies Unit II I Africa
Chapter: Central Africa
Lesson 3 Central Africa Today
EQ: Give reasons why the countries of Central Africa
have difficulties developing stable governments and
economies.
Catholic Identity
EQ: Has Christianity been a steady force in Central Africa? If not,
why not?
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S GV 6.2.1 Identify and give examples of countries (yesterday and today)
that have the following types of government:
Monarchy
Dictatorship
Democracy
Theocracy S GV 6.2.2 Discuss how power is attained and held in systems of
government. S GV 6.2.3 Analyze the relationships between those governing and those
being governed in systems of government. S GV 6.2.4 Explain how and why characteristics of government often
overlap and can be inconsistent.
SS E 6.1 Economists compare data sets to draw conclusions about
relationships among them. SS E 6.1.1 Compare sets of data for international trade and population to
draw conclusions to:
exports
imports
natural resources
oil reserves
income
birth rate
SS E 6.1.2 Create a chart to identify the geographic features of the
why certain countries specialize in certain products
import only countries versus export only countries
how countries utilize available resources
compare/contrast a developed country with a
developing country.
SS E 6.2 The choices people make have both present and future
consequences. The evaluation of choices is relative and may
differ across individuals and societies.
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SS E 6.2.1 Explain how economic choices have a direct effect on
economic consequences. SS E 6.2.2 Predict the present and future consequences of:
personal economic choice
collective economic choice
SS E 6.2.3 Explain how and why individuals and societies may evaluate
choices differently.
SS E 6.4 When regions and/or countries specialize, global trade
occurs. SS E 6.4.1 Describe the term “Specialization” and its effect on trade. SS E 6.4.2 Explain the reasons individuals and societies specialize on the
production of “goods” and “services”. SS E 6.4.3 Analyze and explain how limited “productive resources” lead
to “specialization”. SS E 6.4.4 Using economic data, investigate examples of trade in the Eastern
Hemisphere tracking:
Production and sales of goods and services of oil and agricultural
products. (coffee, soybeans) SS E 6.4.5 Using economic data, investigate examples of trade in Eastern
Hemisphere tracking:
Production and consumption of manufactured items. (toys,
clothing)
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.3 Regions can be determined, classified and compared using
various criteria (e.g., landform, climate, population,
cultural, or economic).
Southern Africa’s
physical features
Climate and vegetation
of Southern Africa
Mineral resources of
Southern Africa
Escarpment
Veld
Namib Desert
Pans
Dragon Mountains SS G 6.3.1 Use multiple criteria to determine, classify, and compare
regions of Asia. SS G 6.3.2 Compare regional criteria across continents considering
changes in those regions over time. SS G 6.3.3 Research the following criteria of regions and investigate how it
helps identify and organize surface area based on shared
characteristics:
Landforms
Climate
Economics
Natural Resource
SS G 6.4 Variations among physical environments within the Eastern
Hemisphere influence human activities. Human activities
also alter the physical environment. SS G 6.4.1 Analyze and give examples how “Human Activities” develop
in response to physical environments. SS G 6.4.2 Describe how humans adapt to the environment when the
environment restricts human activity. SS G 6.4.3 Research and discuss examples of “unintended consequences”
of human activities to natural habitat.
Social Studies Unit III Africa
Chapter: Southern Africa
Lesson 1 Physical Geography
EQ: What role did European imperialism play in the
development of Southern Africa? Describe
Southern Africa’s physical geography.
Catholic Identity
EQ: What role did Europeans play establishing Christianity in
Southern Africa?
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in
the Eastern Hemisphere in the past and today.
Southern Africa’s history
Hunter – gathers
Great Empires
European settlement
Southern Africa’s:
- Cultures
- Languages
- Religions
- Customs
- Art
Great Zimbabwe
Cape of Good Hope
Afrikaners
Boers
Apartheid
Township/s
Zulu
SS G 6.5.1 Discuss and give reasons for why the people in the Eastern
Hemisphere move from place to place. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it
has influenced the following:
Religion
Politics
Environment
Climate
Economics
SS G 6.5.3 Investigate how current migration patterns in the Eastern
Hemisphere affect:
Economics
Religious Freedoms
Population
Languages
Cultures
Discrimination
Intolerance
Social Studies Unit III Africa
Chapter: Southern Africa
Lesson 2 History and Culture
EQ: How did native African ethnic groups and
European settlements influence the history and
culture of Southern Africa?
Catholic Identity
EQ: Explain why South Africans have such a large Christian
population.
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SS G 6.6 Modern cultural practices and products show the influence
of tradition and diffusion including the impact of major
world religions (Buddhism, Christianity, Hinduism, Islam
and Judaism). SS G 6.6.1 Describe how modern cultural practices and products in the
Eastern Hemisphere have been influenced by both cultural
traditions and “diffusion”. SS G 6.6.2 Using Primary and Secondary sources research the cultural
practices and products of the “river civilizations” and site
evidence of their influence on modern culture practices and
products. SS G 6.6.3 Identify the geographic origins, founding leaders, and
teachings of the following:
Buddhism
Christianity
Hinduism
Islam
Judaism SS G 6.6.4 Produce evidence of the lasting influence of religious diffusion
in the modern world. Include Catholicism.
SS H 6.1 Events can be arranged in order of occurrence using the
conventions of B.C. and A.D. or B.C.E. and C.E. SS H 6.1.3 Create a timeline that spans from 2000B.C.E. to 2017C.E.
Select notable historic and religious events from other
countries, continents, and America.
SS H 6.2 Early civilizations (India, Egypt, China, Mesopotamia and
Africa) with unique governments, economic systems, social
structures, religions technologies, and agricultural practices
and products flourished as a result of favorable geographic
characteristics. The cultural practices and products of these
early civilizations can be used to help understand the
Eastern Hemisphere today. SS H 6.2.2 Using Primary and Secondary sources and a graphic organizer,
research early civilizations (India, Egypt, and Mesopotamia)
comparing the characteristics of civilizations.
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SS H 6.2.4 Describe the religious beliefs that early civilizations developed
to help explain the world around them.
SS H 6.2.6 Research the establishment of “social classes” in early
civilization.
SS H 6.2.7 Using primary and secondary sources, research and identify
the development of unique attributes and enduring legacies of
early civilization that are still practiced and reflected in
cultural practices today.
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS GV 6.1 Different perspectives on a topic can be obtained from a
variety of historic and contemporary sources. Sources can
be examined for accuracy.
Apartheid
South Africa’s:
- Government
- Economy
- Resources
- Drought
- Disease
- Environmental
destruction
Sanctions
Cape Town
Enclave SS GV 6.1.1 Describe the purpose and benefits of “civic participation”. SS GV 6.1.2 Using historic and contemporary sources form a student
discussion group to reflect, analyze and discuss specific
viewpoints or perspectives on a given historic topic. SS GV 6.1.3 Discuss the components of effective group communications.
Discuss the importance and purpose of the following skills for
group discussion:
Negotiation
Compromise
Collaboration
SS GV 6.1.4 Compare two sources of a current event for facts, dialogue,
details, perspectives and opinions expressed.
SS GV 6.2 Governments can be categorized as monarchies,
theocracies, dictatorships, or democracies, but categories
may overlap and labels may not accurately represent how
governments function. The extent of citizens’ liberties and
responsibilities varies according to limits of governmental
authority.
Social Studies Unit III Africa
Chapter: Southern Africa
Lesson 3 Southern Africa Today
EQ: How are countries of Southern Africa today trying
to improve their governments and economies?
Catholic Identity
EQ: How are countries in Southern Africa sustaining Christianity?
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SS GV 6.2.1 Identify and give examples of countries (yesterday and today)
that have the following types of government:
Monarchy
Dictatorship
Democracy
Theocracy
SS GV 6.2.2 Discuss how power is attained and held in systems of
government.
SS GV 6.2.3 Analyze the relationships between those governing and those
being governed in systems of government. SS GV 6.2.4 Explain how and why characteristics of government often
overlap and can be inconsistent.
SS E 6.1 Economists compare data sets to draw conclusions about
relationships among them.
SS E 6.1.1 Compare sets of data for international trade and population to
draw conclusions to:
exports
imports
natural resources
oil reserves
income
birth rate
SS E 6.1.2 Create a chart to identify the geographic features of the
why certain countries specialize in certain products
import only countries versus export only countries
how countries utilize available resources
compare/contrast a developed country with a
developing country.
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Social Studies - 2017 Archdiocese of Cincinnati
SS E 6.4 When regions and/or countries specialize, global trade
occurs. SS E 6.4.1 Describe the term “Specialization” and its effect on trade. SS E 6.4.2 Explain the reasons individuals and societies specialize on the
production of “goods” and “services”. SS E 6.4.3 Analyze and explain how limited “productive resources” lead
to “specialization”. SS E 6.4.4 Using economic data, investigate examples of trade in the Eastern
Hemisphere tracking:
Production and sales of goods and services of oil and agricultural
products. (coffee, soybeans) SS E 6.4.5 Using economic data, investigate examples of trade in Eastern
Hemisphere tracking:
Production and consumption of manufactured items. ( toys,
clothing)
SS E 6.5 The interaction of supply and demand, influenced by
competition, helps to determine price in a market. This
interaction also determines the quantities of outputs
produced and the quantities of Inputs (human resources,
natural resources, and capital) used.
SS E 6.5.1 Analyze and explain the interactions of “supply and demand,”
and its influence on competition. SS E 6.5.2 Analyze and explain the influence of “supply and demand” and
how it interacts to determine “price”. SS E 6.5.3 Explain how “price” influences competition. SS E 6.5.4 Define the following:
Outputs
Inputs
Explain how the interaction of supply, demand, and
competitions influences “outputs and inputs”.
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 6.1 Events can be arranged in order of occurrence using the
conventions of B.C. and A.D. or B.C.E. and C.E. Harappan Civilization
Indus River
Harappan achievements
Writing system
Art
City planning
Aryan migration
India’s civilization
Indus River
Harappa
Mohenjo Daro
Sanskrit
Nomads
Alloys
SS H 6.1.3 Create a timeline that spans from 2000B.C.E. to 2017C.E.
Select notable historic and religious events from other
countries, continents, and America.
SS H 6.2 Early civilizations (India, Egypt, China, Mesopotamia and
Africa) with unique governments, economic systems, social
structures, religions technologies, and agricultural practices
and products flourished as a result of favorable geographic
characteristics. The cultural practices and products of these
early civilizations can be used to help understand the
Eastern Hemisphere today. SS H 6.2.1 Geographic conditions including locations in “River Valleys”
promoted growth of early civilization. Describe the significance
of “River Valleys” for:
source of water
habitat for plants and animals
transportation
protection
access to natural resources
trade
farming
population growth
civilizations
Social Studies Unit IV South and East Asia and the Pacific
Chapter: History of Ancient India
Lesson 1 Early Indian Civilization
EQ: What role did Hinduism and Buddhism play in the
development of ancient Indian civilization? Where
did Indian civilization develop (on what river)?
Catholic Identity
EQ: How did early religions help develop important community
builders?
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SS H 6.2.2 Using Primary and Secondary sources and a graphic organizer,
research early civilizations (India, Egypt, and Mesopotamia)
comparing the characteristics of civilizations. SS H 6.2.3 Describe and site examples of “new technology” in the River
Valleys during early civilization. SS H 6.2.4 Describe the religious beliefs that early civilizations developed
to help explain the world around them.
SS H 6.2.5 Discuss the role that geography played in the development of
early civilization.
SS H 6.2.6 Research the establishment of “social classes” in early
civilization.
SS H 6.2.7 Using primary and secondary sources, research and identify
the development of unique attributes and enduring legacies of
early civilization that are still practiced and reflected in
cultural practices today.
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 6.1 Events can be arranged in order of occurrence using the
conventions of B.C. and A.D. or B.C.E. and C.E. Caste system
Aryans
Brahmanism
Development of
Hinduism
Jains
Indus Valley
Vedas
Varnas
Caste system
Reincarnation
Karma
Nonviolence
Ganges
Jains
SS H 6.1.2 Construct a multi-tiered timeline arranging events is a
chronological order. Include events that occurred during:
B.C.
A.D.
B.C.E.
C.E. SS H 6.1.3 Create a timeline that spans from 2000B.C.E. to 2017C.E.
Select notable historic and religious events from other
countries, continents, and America.
SS H 6.2 Early civilizations (India, Egypt, China, Mesopotamia and
Africa) with unique governments, economic systems, social
structures, religions technologies, and agricultural practices
and products flourished as a result of favorable geographic
characteristics. The cultural practices and products of these
early civilizations can be used to help understand the
Eastern Hemisphere today. SS H 6.2.1 Geographic conditions including locations in “River Valleys”
promoted growth of early civilization. Describe the significance
of “River Valleys” for:
source of water
habitat for plants and animals
transportation
protection
Social Studies Unit IV South and East Asia and the Pacific
Chapter: History of Ancient India
Lesson 2 Origins of Hinduism
EQ: What is the largest religion in India? How was
Hinduism developed?
Catholic Identity
EQ: Compare the development of Christianity to Hinduism.
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access to natural resources
trade
farming
population growth
civilizations
SS H 6.2.2 Using Primary and Secondary sources and a graphic organizer,
research early civilizations (India, Egypt, and Mesopotamia)
comparing the characteristics of civilizations.
SS H 6.2.3 Describe and site examples of “new technology” in the River
Valleys during early civilization.
SS H 6.2.4 Describe the religious beliefs that early civilizations developed
to help explain the world around them.
SS H 6.2.5 Discuss the role that geography played in the development of
early civilization.
SS H 6.2.6 Research the establishment of “social classes” in early
civilization. SS H 6.2.7 Using primary and secondary sources, research and identify
the development of unique attributes and enduring legacies of
early civilization that are still practiced and reflected in
cultural practices today.
SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in
the Eastern Hemisphere in the past and today. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it
has influenced the following:
Religion
Politics
Environment
Climate
Economics
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SS G 6.5.3 Investigate how current migration patterns in the Eastern
Hemisphere affect:
Economics
Religious Freedoms
Population
Languages
Cultures
Discrimination
Intolerance
SS G 6.6 Modern cultural practices and products show the influence
of tradition and diffusion including the impact of major
world religions (Buddhism, Christianity, Hinduism, Islam
and Judaism). SS G 6.6.1 Describe how modern cultural practices and products in the
Eastern Hemisphere have been influenced by both cultural
traditions and “diffusion”. SS G 6.6.2 Using Primary and Secondary sources research the cultural
practices and products of the “river civilizations” and site
evidence of their influence on modern culture practices and
products. SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings
of the following:
Buddhism
Christianity
Hinduism
Islam
Judaism SS G 6.6.4 Produce evidence of the lasting influence of religious diffusion
in the modern world. Include Catholicism.
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in
the Eastern Hemisphere in the past and today.
Siddhartha Gautama
Teachings of Buddhism
Origin of Buddhism
The spreading of
Buddhism
Fasting
Meditation
Nirvana
Missionaries
The Eightfold Path
Four Noble Truths
SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it
has influenced the following:
Religion
Politics
Environment
Climate
Economics SS G 6.5.3 Investigate how current migration patterns in the Eastern
Hemisphere affect:
Economics
Religious Freedoms
Population
Languages
Cultures
Discrimination
Intolerance
SS G 6.6 Modern cultural practices and products show the influence
of tradition and diffusion including the impact of major
world religions (Buddhism, Christianity, Hinduism, Islam
and Judaism).
Social Studies Unit IV South and East Asia and the Pacific
Chapter: History of Ancient India
Lesson 3 Origins of Buddhism
EQ: Where did Buddhism begin?
Catholic Identity
EQ: Find similarities between the Ten Commandments and The
Eightfold Path.
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SS G 6.6.1 Describe how modern cultural practices and products in the
Eastern Hemisphere have been influenced by both cultural
traditions and “diffusion”. SS G 6.6.2 Using Primary and Secondary sources research the cultural
practices and products of the “river civilizations” and site
evidence of their influence on modern culture practices and
products. SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings
of the following:
Buddhism
Christianity
Hinduism
Islam
Judaism SS G 6.6.4 Produce evidence of the lasting influence of religious diffusion
in the modern world. Include Catholicism.
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.6 Modern cultural practices and products show the influence
of tradition and diffusion including the impact of major
world religions (Buddhism, Christianity, Hinduism, Islam
and Judaism).
Mauryan Empire
Gupta rulers
Mercenaries
Edicts
Mauryan Empire
Guptas Empire
Asoka SS G 6.6.1 Describe how modern cultural practices and products in the
Eastern Hemisphere have been influenced by both cultural
traditions and “diffusion”. SS G 6.6.2 Using Primary and Secondary sources research the cultural
practices and products of the “river civilizations” and site
evidence of their influence on modern culture practices and
products. SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings
of the following:
Buddhism
Christianity
Hinduism
Islam
Judaism SS G 6.6.4 Produce evidence of the lasting influence of religious diffusion
in the modern world. Include Catholicism.
SS H 6.1 Events can be arranged in order of occurrence using the
conventions of B.C. and A.D. or B.C.E. and C.E. SS H 6.1.3 Create a timeline that spans from 2000B.C.E. to 2017C.E.
Select notable historic and religious events from other
countries, continents, and America.
Social Studies Unit IV South and East Asia and the Pacific
Chapter: History of Ancient India
Lesson 4 Indian Empires
EQ: Name two great empires in India.
Catholic Identity
EQ: What is the impetus for religions to spread to all parts of the
world?
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SS H 6.2 Early civilizations (India, Egypt, China, Mesopotamia and
Africa) with unique governments, economic systems, social
structures, religions technologies, and agricultural practices
and products flourished as a result of favorable geographic
characteristics. The cultural practices and products of these
early civilizations can be used to help understand the
Eastern Hemisphere today.
SS H 6.2.4 Describe the religious beliefs that early civilizations developed
to help explain the world around them.
SS H 6.2.5 Discuss the role that geography played in the development of
early civilization.
SS H 6.2.6 Research the establishment of “social classes” in early
civilization.
SS H 6.2.7 Using primary and secondary sources, research and identify
the development of unique attributes and enduring legacies of
early civilization that are still practiced and reflected in
cultural practices today.
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS E 6.1 Economists compare data sets to draw conclusions about
relationships among them. Indian artists
Religious art
Sanskrit literature
Indian scientific
advances in metalwork,
medicine and other
sciences
Metallurgy
Alloys
Hindu Arabic numerals
Inoculation
Astronomy
SS E 6.1.2 Create a chart to identify the geographic features of the
why certain countries specialize in certain products
import only countries versus export only countries
how countries utilize available resources
compare/contrast a developed country with a
developing country.
SS E 6.3 The fundamental questions of economics include what to
produce, how to produce, and for whom to produce. SS E 6.3.1 Explain the three fundamental questions of economics and their
limitations. SS E 6.3.2 Describe “Demand” and “Means of Distribution” and the
significance they play to “produce”.
SS E 6.4 When regions and/or countries specialize, global trade
occurs. SS E 6.4.1 Describe the term “Specialization” and its effect on trade. SS E 6.4.2 Explain the reasons individuals and societies specialize on the
production of “goods” and “services”. SS E 6.4.3 Analyze and explain how limited “productive resources” lead
to “specialization”.
Social Studies Unit IV South and East Asia and the Pacific
Chapter: History of Ancient India
Lesson 5 Indian Achievement
EQ: What were some contributions to arts and sciences
made by the people of ancient India?
Catholic Identity
EQ: What were some contributions in science made by Christians?
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SS E 6.4.4 Using economic data, investigate examples of trade in the Eastern
Hemisphere tracking:
Production and sales of goods and services of oil and agricultural
products. (coffee, soybeans) SS E 6.4.5 Using economic data, investigate examples of trade in Eastern
Hemisphere tracking:
Production and consumption of manufactured items. ( toys,
clothing)
SS E 6.5 The interaction of supply and demand, influenced by
competition, helps to determine price in a market. This
interaction also determines the quantities of outputs
produced and the quantities of Inputs (human resources,
natural resources, and capital) used.
SS E 6.5.1 Analyze and explain the interactions of “supply and demand,”
and its influence on competition. SS E 6.5.2 Analyze and explain the influence of “supply and demand” and
how it interacts to determine “price”. SS E 6.5.3 Explain how “price” influences competition. SS E 6.5.4 Define the following:
Outputs
Inputs
Explain how the interaction of supply, demand, and
competitions influences “outputs and inputs”.
SS G 6.6 Modern cultural practices and products show the influence
of tradition and diffusion including the impact of major
world religions (Buddhism, Christianity, Hinduism, Islam
and Judaism).
SS G 6.6.1 Describe how modern cultural practices and products in the
Eastern Hemisphere have been influenced by both cultural
traditions and “diffusion”. SS G 6.6.2 Using Primary and Secondary sources research the cultural
practices and products of the “river civilizations” and site
evidence of their influence on modern culture practices and
products.
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SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings
of the following:
Buddhism
Christianity
Hinduism
Islam
Judaism SS G 6.6.4 Produce evidence of the lasting influence of religious diffusion
in the modern world. Include Catholicism.
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 6.1 Events can be arranged in order of occurrence using the
conventions of B.C. and A.D. or B.C.E. and C.E. Chinese civilization
Shang dynasty
Zhou dynasty
Qin dynasty
Chang Jiang
Huang He
Mandate of heaven
Xi’ an
Great Wall
SS H 6.1.2 Construct a multi-tiered timeline arranging events is a
chronological order. Include events that occurred during:
B.C.
A.D.
B.C.E.
C.E.
SS H 6.2 Early civilizations (India, Egypt, China, Mesopotamia and
Africa) with unique governments, economic systems, social
structures, religions technologies, and agricultural practices
and products flourished as a result of favorable geographic
characteristics. The cultural practices and products of these
early civilizations can be used to help understand the
Eastern Hemisphere today. SS H 6.2.1 Geographic conditions including locations in “River Valleys”
promoted growth of early civilization. Describe the significance
of “River Valleys” for:
source of water
habitat for plants and animals
transportation
protection
access to natural resources
trade
Social Studies Unit IV South and East Asia and the Pacific
Chapter: History of Ancient China
Lesson 1 Early China
EQ: How did the progression of ruling dynasties shape
the culture of ancient China? What were the three
dynasties that shaped Chinese history?
Catholic Identity
EQ: Describe how history begins and ends in God and how ancient
history has religious dimensions.
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farming
population growth
civilizations
SS H 6.2.2 Using Primary and Secondary sources and a graphic organizer,
research early civilizations (India, Egypt, and Mesopotamia)
comparing the characteristics of civilizations. SS H 6.2.3 Describe and site examples of “new technology” in the River
Valleys during early civilization. SS H 6.2.4 Describe the religious beliefs that early civilizations developed
to help explain the world around them. SS H 6.2.5 Discuss the role that geography played in the development of
early civilization. SS H 6.2.6 Research the establishment of “social classes” in early
civilization. SS H 6.2.7 Using primary and secondary sources, research and identify
the development of unique attributes and enduring legacies of
early civilization that are still practiced and reflected in
cultural practices today.
SS G 6.3 Regions can be determined, classified and compared using
various criteria (e.g., landform, climate, population,
cultural, or economic).
SS G 6.3.3 Research the following criteria of regions and investigate how it
helps identify and organize surface area based on shared
characteristics:
Landforms
Climate
Economics
Natural Resource
SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in
the Eastern Hemisphere in the past and today.
SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it
has influenced the following:
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Religion
Politics
Environment
Climate
Economics
SS G 6.6 Modern cultural practices and products show the influence
of tradition and diffusion including the impact of major
world religions (Buddhism, Christianity, Hinduism, Islam
and Judaism). SS G 6.6.2 Using Primary and Secondary sources research the cultural
practices and products of the “river civilizations” and site
evidence of their influence on modern culture practices and
products. SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings
of the following:
Buddhism
Christianity
Hinduism
Islam
Judaism
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 6.1 Events can be arranged in order of occurrence using the
conventions of B.C. and A.D. or B.C.E. and C.E. Han Dynasty
government
Ideas of Confucius
Han China family life
Han’s achievements in
art, literature and
learning
Lui Bang
Sundial
Seismograph
Acupuncture
Lui Bang
SS H 6.1.3 Create a timeline that spans from 2000B.C.E. to 2017C.E.
Select notable historic and religious events from other
countries, continents, and America.
SS H 6.2 Early civilizations (India, Egypt, China, Mesopotamia and
Africa) with unique governments, economic systems, social
structures, religions technologies, and agricultural practices
and products flourished as a result of favorable geographic
characteristics. The cultural practices and products of these
early civilizations can be used to help understand the
Eastern Hemisphere today. SS H 6.2.1 Geographic conditions including locations in “River Valleys”
promoted growth of early civilization. Describe the significance
of “River Valleys” for:
source of water
habitat for plants and animals
transportation
protection
access to natural resources
trade
farming
population growth
civilizations
Social Studies Unit IV South and East Asia and the Pacific
Chapter: History of Ancient China
Lesson 2 The Han Dynasty
EQ: What new form of government was created by the
Han Dynasty?
Catholic Identity
EQ: What major religion was the focus of the Han Dynasty?
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SS H 6.2.2 Using Primary and Secondary sources and a graphic organizer,
research early civilizations (India, Egypt, and Mesopotamia)
comparing the characteristics of civilizations. SS H 6.2.3 Describe and site examples of “new technology” in the River
Valleys during early civilization. SS H 6.2.4 Describe the religious beliefs that early civilizations developed
to help explain the world around them. SS H 6.2.5 Discuss the role that geography played in the development of
early civilization. SS H 6.2.6 Research the establishment of “social classes” in early
civilization. SS H 6.2.7 Using primary and secondary sources, research and identify
the development of unique attributes and enduring legacies of
early civilization that are still practiced and reflected in
cultural practices today.
SS GV 6.2 Governments can be categorized as monarchies,
theocracies, dictatorships, or democracies, but categories
may overlap and labels may not accurately represent how
governments function. The extent of citizens’ liberties and
responsibilities varies according to limits of governmental
authority.
SS GV 6.2.1 Identify and give examples of countries (yesterday and today)
that have the following types of government:
Monarchy
Dictatorship
Democracy
Theocracy
SS GV 6.2.2 Discuss how power is attained and held in systems of
government. SS GV 6.2.3 Analyze the relationships between those governing and those
being governed in systems of government.
SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in
the Eastern Hemisphere in the past and today.
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SS G 6.5.1 Discuss and give reasons for why the people in the Eastern
Hemisphere move from place to place.
SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it
has influenced the following:
Religion
Politics
Environment
Climate
Economics
SS G 6.5.3 Investigate how current migration patterns in the Eastern
Hemisphere affect:
Economics
Religious Freedoms
Population
Languages
Cultures
Discrimination
Intolerance
SS G 6.6 Modern cultural practices and products show the influence
of tradition and diffusion including the impact of major
world religions (Buddhism, Christianity, Hinduism, Islam
and Judaism).
SS G 6.6.1 Describe how modern cultural practices and products in the
Eastern Hemisphere have been influenced by both cultural
traditions and “diffusion”.
SS G 6.6.2 Using Primary and Secondary sources research the cultural
practices and products of the “river civilizations” and site
evidence of their influence on modern culture practices and
products.
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SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings
of the following:
Buddhism
Christianity
Hinduism
Islam
Judaism SS G 6.6.4 Produce evidence of the lasting influence of religious diffusion
in the modern world. Include Catholicism.
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS E 6.1 Economists compare data sets to draw conclusions about
relationships among them. The fall of the Han
Dynasty
Life after the Han
Dynasty
Tang, Song and Sui
dynasties
The growth of cities and
trade during Tang and
Song dynasties
Inventions and art from
the Tang and Song
dynasties
Grand canal
Kaifeng
Porcelain
Woodblock printing
Gunpowder
Compass
SS E 6.1.1 Compare sets of data for international trade and population to
draw conclusions to:
exports
imports
natural resources
oil reserves
income
birth rate
SS E 6.1.2 Create a chart to identify the geographic features of the
why certain countries specialize in certain products
import only countries versus export only countries
how countries utilize available resources
compare/contrast a developed country with a
developing country.
SS E 6.2 The choices people make have both present and future
consequences. The evaluation of choices is relative and may
differ across individuals and societies. SS E 6.2.1 Explain how economic choices have a direct effect on
economic consequences. SS E 6.2.2 Predict the present and future consequences of:
personal economic choice
collective economic choice
SS E 6.2.3 Explain how and why individuals and societies may evaluate
choices differently.
SS E 6.3 The fundamental questions of economics include what to
produce, how to produce, and for whom to produce. SS E 6.3.1 Explain the three fundamental questions of economics and their
limitations. SS E 6.3.2 Describe “Demand” and “Means of Distribution” and the
significance they play to “produce”.
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SS E 6.4 When regions and/or countries specialize, global trade
occurs. SS E 6.4.1 Describe the term “Specialization” and its effect on trade. SS E 6.4.2 Explain the reasons individuals and societies specialize on the
production of “goods” and “services”. SS E 6.4.3 Analyze and explain how limited “productive resources” lead
to “specialization”. SS E 6.4.4 Using economic data, investigate examples of trade in the Eastern
Hemisphere tracking:
Production and sales of goods and services of oil and agricultural
products. (coffee, soybeans) SS E 6.4.5 Using economic data, investigate examples of trade in Eastern
Hemisphere tracking:
Production and consumption of manufactured items. ( toys,
clothing)
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in
the Eastern Hemisphere in the past and today.
Influences on the people
of India:
- Religious
- Ethnic
Challenges to the many
regions of India today.
Sherpas
Kashmir
Dhaka
Kathmandu SS G 6.5.1 Discuss and give reasons for why the people in the Eastern
Hemisphere move from place to place. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it
has influenced the following:
Religion
Politics
Environment
Climate
Economics SS G 6.5.3 Investigate how current migration patterns in the Eastern
Hemisphere affect:
Economics
Religious Freedoms
Population
Languages
Cultures
Discrimination
Intolerance
SS G 6.6 Modern cultural practices and products show the influence
of tradition and diffusion including the impact of major
world religions (Buddhism, Christianity, Hinduism, Islam
and Judaism).
Social Studies Unit IV South and East Asia and the Pacific
Chapter: The Indian Subcontinent
Lesson 4 India’s Neighbors
EQ: What are the challenges of countries that border
India?
Catholic Identity
EQ: Identify, compare and contrast the many religions in the Indian
Subcontinent.
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SS G 6.6.1 Describe how modern cultural practices and products in the
Eastern Hemisphere have been influenced by both cultural
traditions and “diffusion”. SS G 6.6.2 Using Primary and Secondary sources research the cultural
practices and products of the “river civilizations” and site
evidence of their influence on modern culture practices and
products. SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings
of the following:
Buddhism
Christianity
Hinduism
Islam
Judaism SS G 6.6.4 Produce evidence of the lasting influence of religious diffusion
in the modern world. Include Catholicism.
SS H 6.2 Early civilizations (India, Egypt, China, Mesopotamia and
Africa) with unique governments, economic systems, social
structures, religions technologies, and agricultural practices
and products flourished as a result of favorable geographic
characteristics. The cultural practices and products of these
early civilizations can be used to help understand the
Eastern Hemisphere today. SS H 6.2.1 Geographic conditions including locations in “River Valleys”
promoted growth of early civilization. Describe the significance
of “River Valleys” for:
source of water
habitat for plants and animals
transportation
protection
access to natural resources
trade
farming
population growth
civilizations
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SS H 6.2.2 Using Primary and Secondary sources and a graphic organizer,
research early civilizations (India, Egypt, and Mesopotamia)
comparing the characteristics of civilizations. SS H 6.2.3 Describe and site examples of “new technology” in the River
Valleys during early civilization. SS H 6.2.4 Describe the religious beliefs that early civilizations developed
to help explain the world around them. SS H 6.2.5 Discuss the role that geography played in the development of
early civilization. SS H 6.2.6 Research the establishment of “social classes” in early
civilization.
SS GV 6.2 Governments can be categorized as monarchies,
theocracies, dictatorships, or democracies, but categories
may overlap and labels may not accurately represent how
governments function. The extent of citizens’ liberties and
responsibilities varies according to limits of governmental
authority.
SS GV 6.2.1 Identify and give examples of countries (yesterday and today)
that have the following types of government:
Monarchy
Dictatorship
Democracy
Theocracy SS GV 6.2.2 Discuss how power is attained and held in systems of
government. SS GV 6.2.3 Analyze the relationships between those governing and those
being governed in systems of government. SS GV 6.2.4 Explain how and why characteristics of government often
overlap and can be inconsistent.
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.2 Latitude and longitude can be used to identify absolute
location. Physical features of
China, Mongolia and
Taiwan
Climates and natural
resources of China,
Mongolia and Taiwan
Himalayas
Plateau of Tibet
Gobi
North China Plain
Huang He
Loess
Chang Jiang
SS G 6.2.1 Use coordinates of latitude (including degrees of north and
south) and longitude (including degrees of east and west) to
identify “absolute location” of a given place. SS G 6.2.2 Describe a longitude point’s position on Earth’s surface in
relation to the “Prime Meridian”. SS G 6.2.3 Describe a latitude point’s position on Earth’s surface in
relation to the “Equator”. SS G 6.2.4 Use “Google Earth” to identify a place’s “absolute” location.
SS G 6.3 Regions can be determined, classified and compared using
various criteria (e.g., landform, climate, population,
cultural, or economic). SS G 6.3.1 Use multiple criteria to determine, classify, and compare
regions of Asia. SS G 6.3.2 Compare regional criteria across continents considering
changes in those regions over time. SS G 6.3.3 Research the following criteria of regions and investigate how
it helps identify and organize surface area based on shared
characteristics:
Landforms
Climate
Economics
Natural Resource
Social Studies Unit IV South and East Asia and the Pacific
Chapter: China, Mongolia, Taiwan
Lesson 1 Physical Geography
EQ: How has the rise of communism shaped life in China
and surrounding nations? What are the physical features,
climate and resources across China, Mongolia and
Taiwan?
Catholic Identity
EQ: Do you think that the people of China had freedom of religion?
Why or Why not?
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SS G 6.4 Variations among physical environments within the Eastern
Hemisphere influence human activities. Human activities
also alter the physical environment. SS G 6.4.1 Analyze and give examples how “Human Activities” develop
in response to physical environments. SS G 6.4.2 Describe how humans adapt to the environment when the
environment restricts human activity. SS G 6.4.3 Research and discuss examples of “unintended consequences”
of human activities to natural habitat.
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 6.2 Early civilizations (India, Egypt, China, Mesopotamia and
Africa) with unique governments, economic systems, social
structures, religions technologies, and agricultural practices and
products flourished as a result of favorable geographic
characteristics. The cultural practices and products of these early
civilizations can be used to help understand the Eastern
Hemisphere today.
Family lines of
Emperors
Communist government
China’s ancient
traditions
China’s rich culture
Dynasty
Dialect
Daoism
Confucianism
Pagodas
SS GV 6.1 Different perspectives on a topic can be obtained from a
variety of historic and contemporary sources. Sources can
be examined for accuracy. SS GV 6.1.1 Describe the purpose and benefits of “civic participation”. SS GV 6.1.2 Using historic and contemporary sources form a student
discussion group to reflect, analyze and discuss specific
viewpoints or perspectives on a given historic topic. SS GV 6.1.3 Discuss the components of effective group communications.
Discuss the importance and purpose of the following skills for
group discussion:
Negotiation
Compromise
Collaboration
SS GV 6.2 Governments can be categorized as monarchies,
theocracies, dictatorships, or democracies, but categories
may overlap and labels may not accurately represent how
governments function. The extent of citizens’ liberties and
responsibilities varies according to limits of governmental
authority.
Social Studies Unit IV South and East Asia and the Pacific
Chapter: China, Mongolia, Taiwan
Lesson 2 History and culture of China
EQ: What were China’s earliest governments?
Catholic Identity
EQ: Compare and contrast the four major religions to Christianity.
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SS GV 6.2.1 Identify and give examples of countries (yesterday and today)
that have the following types of government:
Monarchy
Dictatorship
Democracy
Theocracy SS GV 6.2.2 Discuss how power is attained and held in systems of
government. SS GV 6.2.3 Analyze the relationships between those governing and those
being governed in systems of government. SS GV 6.2.4 Explain how and why characteristics of government often
overlap and can be inconsistent.
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS GV 6.1 Different perspectives on a topic can be obtained from a
variety of historic and contemporary sources. Sources can
be examined for accuracy.
China’s economy
China’s government
China’s rural and urban
areas
China’s environment
Command economy
Beijing
Tibet
Shanghai
Hong Kong
SS GV 6.1.1 Describe the purpose and benefits of “civic participation”. SS GV 6.1.2 Using historic and contemporary sources form a student
discussion group to reflect, analyze and discuss specific
viewpoints or perspectives on a given historic topic. SS GV 6.1.3 Discuss the components of effective group communications.
Discuss the importance and purpose of the following skills for
group discussion:
Negotiation
Compromise
Collaboration
SS GV 6.1.4 Compare two sources of a current event for facts, dialogue,
details, perspectives and opinions expressed.
SS GV 6.2 Governments can be categorized as monarchies,
theocracies, dictatorships, or democracies, but categories
may overlap and labels may not accurately represent how
governments function. The extent of citizens’ liberties and
responsibilities varies according to limits of governmental
authority.
Social Studies Unit IV South and East Asia and the Pacific
Chapter: China, Mongolia and Taiwan
Lesson 3 China Today
EQ: Describe some of the problems that the Chinese
people have with political freedom and environmental
problems.
Catholic Identity
EQ: What are some examples of why people in China might have
problems practicing Christianity?
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SS GV 6.2.1 Identify and give examples of countries (yesterday and today)
that have the following types of government:
Monarchy
Dictatorship
Democracy
Theocracy SS GV 6.2.2 Discuss how power is attained and held in systems of
government. SS GV 6.2.3 Analyze the relationships between those governing and those
being governed in systems of government. SS GV 6.2.4 Explain how and why characteristics of government often
overlap and can be inconsistent.
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.1 Globes and other geographic tools can be used to gather,
process, and report information about people, places and
environments. Cartographers decide which information to
include and how it is displayed.
Population of Mongolia
Nomads
Taiwan’s population
Taiwan’s economy
Gers
Ulaanbaatar
Taipei
Kaohsiung
Nomads
The Great Wall of China
SS G 6.3 Regions can be determined, classified and compared using
various criteria (e.g., landform, climate, population,
cultural, or economic). SS G 6.3.1 Use multiple criteria to determine, classify, and compare
regions of Asia. SS G 6.3.2 Compare regional criteria across continents considering
changes in those regions over time. SS G 6.3.3 Research the following criteria of regions and investigate how
it helps identify and organize surface area based on shared
characteristics:
Landforms
Climate
Economics
Natural Resource
SS G 6.4 Variations among physical environments within the Eastern
Hemisphere influence human activities. Human activities
also alter the physical environment.
SS G 6.4.1 Analyze and give examples how “Human Activities” develop
in response to physical environments.
Social Studies Unit IV South and East Asia and the Pacific
Chapter: China, Mongolia, Taiwan
Lesson 4 Mongolia and Taiwan
EQ: What are the differences in physical features and
life style between Mongolia and Taiwan?
Catholic Identity
EQ: What is the majority religion in Mongolia and Taiwan?
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SS G 6.4.2 Describe how humans adapt to the environment when the
environment restricts human activity. SS G 6.4.3 Research and discuss examples of “unintended consequences”
of human activities to natural habitat.
SS E 6.1 Economists compare data sets to draw conclusions about
relationships among them. SS E 6.1.1 Compare sets of data for international trade and population to
draw conclusions to:
exports
imports
natural resources
oil reserves
income
birth rate
SS E 6.1.2 Create a chart to identify the geographic features of the
why certain countries specialize in certain products
import only countries versus export only countries
how countries utilize available resources
compare/contrast a developed country with a
developing country.
SS E 6.5 The interaction of supply and demand, influenced by
competition, helps to determine price in a market. This
interaction also determines the quantities of outputs
produced and the quantities of Inputs (human resources,
natural resources, and capital) used.
SS E 6.3 The fundamental questions of economics include what to
produce, how to produce, and for whom to produce. SS E 6.3.1 Explain the three fundamental questions of economics and their
limitations. SS E 6.3.2 Describe “Demand” and “Means of Distribution” and the
significance they play to “produce”.
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SS E 6.4 When regions and/or countries specialize, global trade
occurs. SS E 6.4.1 Describe the term “Specialization” and its effect on trade. SS E 6.4.2 Explain the reasons individuals and societies specialize on the
production of “goods” and “services”. SS E 6.4.3 Analyze and explain how limited “productive resources” lead
to “specialization”. SS E 6.4.4 Using economic data, investigate examples of trade in the Eastern
Hemisphere tracking:
Production and sales of goods and services of oil and agricultural
products. (coffee, soybeans)
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.1 Globes and other geographic tools can be used to gather,
process, and report information about people, places and
environments. Cartographers decide which information to
include and how it is displayed.
Physical features of
Japan and Koreas
The climate and
resources of Japan and
Koreas
Fuji
Korean Peninsula
Tsunamis
Fishery SS G 6.2 Latitude and longitude can be used to identify absolute
location.
SS G 6.3 Regions can be determined, classified and compared using
various criteria (e.g., landform, climate, population,
cultural, or economic).
SS G 6.3.1 Use multiple criteria to determine, classify, and compare
regions of Asia. SS G 6.3.2 Compare regional criteria across continents considering
changes in those regions over time. SS G 6.3.3 Research the following criteria of regions and investigate how
it helps identify and organize surface area based on shared
characteristics:
Landforms
Climate
Economics
Natural Resource
SS G 6.4 Variations among physical environments within the Eastern
Hemisphere influence human activities. Human activities
also alter the physical environment.
Social Studies Unit IV South and East Asia and the Pacific
Chapter: Japan and the Koreas
Lesson 1 Physical Geography
EQ: What is the physicality of Japan and Korea?
Catholic Identity
EQ: Research the Shinto religion and the significance of Kami.
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SS G 6.4.1 Analyze and give examples how “Human Activities” develop
in response to physical environments. SS G 6.4.2 Describe how humans adapt to the environment when the
environment restricts human activity. SS G 6.4.3 Research and discuss examples of “unintended consequences”
of human activities to natural habitat.
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 6.2 Early civilizations (India, Egypt, China, Mesopotamia and
Africa) with unique governments, economic systems, social
structures, religions technologies, and agricultural practices
and products flourished as a result of favorable geographic
characteristics. The cultural practices and products of these
early civilizations can be used to help understand the
Eastern Hemisphere today.
Early history of Japan
and Korea
Development of Japan
and Korea
Japanese culture
The differences between
South & North Korea’s:
- Government
- Language
- Religion
- Politics
- Life styles
- Traditions
Kyoto
Shoguns
Samurai
Kimonos
Kimchi
SS H 6.2.4 Describe the religious beliefs that early civilizations developed
to help explain the world around them. SS H 6.2.5 Discuss the role that geography played in the development of
early civilization. SS H 6.2.6 Research the establishment of “social classes” in early
civilization. SS H 6.2.7 Using primary and secondary sources research and identify the
development of unique attributes and enduring legacies of
early civilization that are still practiced and reflected in
cultural practices today.
SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in
the Eastern Hemisphere in the past and today.
SS G 6.5.1 Discuss and give reasons for why the people in the Eastern
Hemisphere move from place to place. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it
has influenced the following:
Social Studies Unit IV South and East Asia and the Pacific
Chapter: Japan and the Koreas
Lesson 2 History and Culture
EQ: Why are history and tradition important to the
people of Korea?
Catholic Identity
EQ: Explain why Christianity has been wide spread in South Korea.
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Religion
Politics
Environment
Climate
Economics SS G 6.5.3 Investigate how current migration patterns in the Eastern
Hemisphere affect:
Economics
Religious Freedoms
Population
Languages
Cultures
Discrimination
Intolerance
SS G 6.6 Modern cultural practices and products show the influence
of tradition and diffusion including the impact of major
world religions (Buddhism, Christianity, Hinduism, Islam
and Judaism). SS G 6.6.1 Describe how modern cultural practices and products in the
Eastern Hemisphere have been influenced by both cultural
traditions and “diffusion”. SS G 6.6.2 Using Primary and Secondary sources research the cultural
practices and products of the “river civilizations” and site
evidence of their influence on modern culture practices and
products. SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings
of the following:
Buddhism
Christianity
Hinduism
Islam
Judaism SS G 6.6.4 Produce evidence of the lasting influence of religious diffusion
in the modern world. Include Catholicism.
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in
the Eastern Hemisphere in the past and today.
Japan’s democratic
government
Japan’s economy
Shortage of space and
Japan’s daily life
Crowding, competition
and pollution in Japan
today
Diet
Tokyo
Work ethic
Trade surplus
Tariff
Osaka
SS G 6.5.1 Discuss and give reasons for why the people in the Eastern
Hemisphere move from place to place. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it
has influenced the following:
Religion
Politics
Environment
Climate
Economics SS G 6.5.3 Investigate how current migration patterns in the Eastern
Hemisphere affect:
Economics
Religious Freedoms
Population
Languages
Cultures
Discrimination
Intolerance
SS G 6.6 Modern cultural practices and products show the influence
of tradition and diffusion including the impact of major
world religions (Buddhism, Christianity, Hinduism, Islam
and Judaism).
Social Studies Unit IV South and East Asia and the Pacific
Chapter: Japan and the Koreas
Lesson 3 Japan Today
EQ: What obstacles has Japan overcome to become one
of the most highly developed countries in Asia?
Catholic Identity
EQ: What obstacles has Japan overcome to practice Christianity?
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SS G 6.6.1 Describe how modern cultural practices and products in the
Eastern Hemisphere have been influenced by both cultural
traditions and “diffusion”.
SS G 6.6.2 Using Primary and Secondary sources research the cultural
practices and products of the “river civilizations” and site
evidence of their influence on modern culture practices and
products.
SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings
of the following:
Buddhism
Christianity
Hinduism
Islam
Judaism
SS G 6.3 Regions can be determined, classified and compared using
various criteria (e.g., landform, climate, population,
cultural, or economic).
SS G 6.3.1 Use multiple criteria to determine, classify, and compare
regions of Asia. SS G 6.3.2 Compare regional criteria across continents considering
changes in those regions over time. SS G 6.3.3 Research the following criteria of regions and investigate how
it helps identify and organize surface area based on shared
characteristics:
Landforms
Climate
Economics
Natural Resource
SS E 6.1 Economists compare data sets to draw conclusions about
relationships among them.
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SS E 6.1.1 Compare sets of data for international trade and population to
draw conclusions to:
exports
imports
natural resources
oil reserves
income
birth rate
SS E 6.1.2 Create a chart to identify the geographic features of the
why certain countries specialize in certain products
import only countries versus export only countries
how countries utilize available resources
compare /contrast a developed country with a
developing country.
SS E 6.2 The choices people make have both present and future
consequences. The evaluation of choices is relative and may
differ across individuals and societies.
SS E 6.2.1 Explain how economic choices have a direct effect on
economic consequences. SS E 6.2.2 Predict the present and future consequences of:
personal economic choice
collective economic choice
SS E 6.2.3 Explain how and why individuals and societies may evaluate
choices differently.
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in
the Eastern Hemisphere in the past and today.
South Korea’s economic
opportunities
North Korea’s economic
opportunities
“Korean Reunification”
Seoul
Demilitarized zone – DMZ
Pyongyang SS G 6.5.1 Discuss and give reasons for why the people in the Eastern
Hemisphere move from place to place. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it has
influenced the following:
Religion
Politics
Environment
Climate
Economics SS G 6.5.3 Investigate how current migration patterns in the Eastern Hemisphere
affect:
Economics
Religious Freedoms
Population
Languages
Cultures
Discrimination
Intolerance
SS G 6.6 Modern cultural practices and products show the influence
of tradition and diffusion including the impact of major
world religions (Buddhism, Christianity, Hinduism, Islam
and Judaism).
Social Studies Unit IV South and East Asia and the Pacific
Chapter: Japan and the Koreas
Lesson 4 The Koreas Today
EQ: Describe the differences in governments and
economies between North and South Korea.
Catholic Identity
EQ: Describe the differences in religious worship between North and
South Korea.
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SS G 6.6.1 Describe how modern cultural practices and products in the Eastern
Hemisphere have been influenced by both cultural traditions and
“diffusion”. SS G 6.6.2 Using Primary and Secondary sources research the cultural practices
and products of the “river civilizations” and site evidence of their
influence on modern culture practices and products. SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings of
the following:
Buddhism
Christianity
Hinduism
Islam
Judaism SS G 6.6.4 Produce evidence of the lasting influence of religious diffusion in
the modern world. Include Catholicism.
SS GV 6.1 Different perspectives on a topic can be obtained from a
variety of historic and contemporary sources. Sources can
be examined for accuracy. SS GV 6.1.1 Describe the purpose and benefits of “civic participation”.
SS GV 6.1.2 Using historic and contemporary sources form a student discussion
group to reflect, analyze and discuss specific viewpoints or
perspectives on a given historic topic. SS GV 6.1.3 Discuss the components of effective group communications. Discuss
the importance and purpose of the following skills for group
discussion:
Negotiation
Compromise
Collaboration SS GV 6.1.4 Compare two sources of a current event for facts, dialogue, details,
perspectives and opinions expressed.
SS GV 6.2 Governments can be categorized as monarchies,
theocracies, dictatorships, or democracies, but categories
may overlap and labels may not accurately represent how
governments function. The extent of citizens’ liberties and
responsibilities varies according to limits of governmental
authority.
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SS GV 6.2.1 Identify and give examples of countries (yesterday and today) that
have the following types of government:
Monarchy
Dictatorship
Democracy
Theocracy SS GV 6.2.2 Discuss how power is attained and held in systems of government. SS GV 6.2.3 Analyze the relationships between those governing and those being
governed in systems of government. SS GV 6.2.4 Explain how and why characteristics of government often overlap
and can be inconsistent.
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Social Studies - 2017 Archdiocese of Cincinnati
GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.1 Globes and other geographic tools can be used to gather,
process, and report information about people, places and
environments. Cartographers decide which information to
include and how it is displayed.
Physical features of
Southeast Asia
Southeast Asia’s climate
Southeast Asia’s natural
resources
Indochina Peninsula
Malay Peninsula
Malay Archipelago
Archipelago
New Guinea
Borneo
Mekong River
Peninsulas
Islands
Seas
Straits
Gulfs
Tsunami
SS G 6.2 Latitude and longitude can be used to identify absolute
location.
SS G 6.3 Regions can be determined, classified and compared using
various criteria (e.g., landform, climate, population,
cultural, or economic). SS G 6.3.1 Use multiple criteria to determine, classify, and compare
regions of Asia. SS G 6.3.2 Compare regional criteria across continents considering
changes in those regions over time. SS G 6.3.3 Research the following criteria of regions and investigate how
it helps identify and organize surface area based on shared
characteristics:
Landforms
Climate
Economics
Natural Resource
Social Studies Unit IV South and East Asia and the Pacific
Chapter: Southeast Asia
Lesson 1 Physical Geography
EQ: Describe the physical make-up of Southeast Asia.
Catholic Identity
EQ: How can studying the physical features of Southeast Asia
strengthen your faith in the Creation?
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 6.1 Events can be arranged in order of occurrence using the
conventions of B.C. and A.D. or B.C.E. and C.E.
Southeast Asia’s early
history
Colonial rule
Southeast Asia’s
struggle with
communism and war
Southeast Asia’s multi-
cultural reflections
Timor
Domino theory
Wats
Colonial rule SS H 6.1.3 Create a timeline that spans from 2000B.C.E. to 2017C.E.
Select notable historic and religious events from other
countries, continents, and America.
SS H 6.2 Early civilizations (India, Egypt, China, Mesopotamia and
Africa) with unique governments, economic systems, social
structures, religions technologies, and agricultural practices
and products flourished as a result of favorable geographic
characteristics. The cultural practices and products of these
early civilizations can be used to help understand the
Eastern Hemisphere today.
SS H 6.2.2 Using Primary and Secondary sources and a graphic organizer,
research early civilizations (India, Egypt, and Mesopotamia)
comparing the characteristics of civilizations.
SS H 6.2.3 Describe and site examples of “new technology” in the River
Valleys during early civilization. SS H 6.2.4 Describe the religious beliefs that early civilizations developed
to help explain the world around them. SS H 6.2.5 Discuss the role that geography played in the development of
early civilization. SS H 6.2.6 Research the establishment of “social classes” in early
civilization.
Social Studies Unit IV South and East Asia and the Pacific
Chapter: Southeast Asia
Lesson 2 History and Culture
EQ: What factors have shaped Southeast Asia’s history
and culture?
Catholic Identity
EQ: What is the National Catholic War Council?
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SS H 6.2.7 Using primary and secondary sources research and identify the
development of unique attributes and enduring legacies of
early civilization that are still practiced and reflected in
cultural practices today.
SS G 6.3 Regions can be determined, classified and compared using
various criteria (e.g., landform, climate, population,
cultural, or economic).
SS G 6.3.1 Use multiple criteria to determine, classify, and compare
regions of Asia. SS G 6.3.2 Compare regional criteria across continents considering
changes in those regions over time. SS G 6.3.3 Research the following criteria of regions and investigate how
it helps identify and organize surface area based on shared
characteristics:
Landforms
Climate
Economics
Natural Resource
SS G 6.4 Variations among physical environments within the Eastern
Hemisphere influence human activities. Human activities
also alter the physical environment.
SS G 6.4.1 Analyze and give examples how “Human Activities” develop
in response to physical environments. SS G 6.4.2 Describe how humans adapt to the environment when the
environment restricts human activity. SS G 6.4.3 Research and discuss examples of “unintended consequences”
of human activities to natural habitat.
SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in
the Eastern Hemisphere in the past and today.
SS G 6.5.1 Discuss and give reasons for why the people in the Eastern
Hemisphere move from place to place.
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SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it
has influenced the following:
Religion
Politics
Environment
Climate
Economics SS G 6.5.3 Investigate how current migration patterns in the Eastern
Hemisphere affect:
Economics
Religious Freedoms
Population
Languages
Cultures
Discrimination
Intolerance
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.3 Regions can be determined, classified and compared using
various criteria (e.g., landform, climate, population,
cultural, or economic).
Growth of cities in
Mainland Southeast Asia
Myanmar’s economy
and government
Thailand’s economy and
government
The countries of
Indochina
Yangon
Human rights
Bangkok
Klongs
Phnom Penh
Hanoi
SS G 6.3.1 Use multiple criteria to determine, classify, and compare
regions of Asia. SS G 6.3.2 Compare regional criteria across continents considering
changes in those regions over time. SS G 6.3.3 Research the following criteria of regions and investigate how
it helps identify and organize surface area based on shared
characteristics:
Landforms
Climate
Economics
Natural Resource
SS G 6.4 Variations among physical environments within the Eastern
Hemisphere influence human activities. Human activities
also alter the physical environment. SS G 6.4.1 Analyze and give examples how “Human Activities” develop
in response to physical environments. SS G 6.4.2 Describe how humans adapt to the environment when the
environment restricts human activity. SS G 6.4.3 Research and discuss examples of “unintended consequences”
of human activities to natural habitat.
Social Studies Unit IV South and East Asia and the Pacific
Chapter: Southeast Asia
Lesson 3 Mainland Southeast Asia Today
EQ: What is the economy like in the farming countries
of Mainland Southeast Asia?
Catholic Identity
EQ: How has technology helped spread the teachings of the church?
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SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in
the Eastern Hemisphere in the past and today.
SS G 6.5.1 Discuss and give reasons for why the people in the Eastern
Hemisphere move from place to place. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it
has influenced the following:
Religion
Politics
Environment
Climate
Economics
SS G 6.5.3 Investigate how current migration patterns in the Eastern
Hemisphere affect:
Economics
Religious Freedoms
Population
Languages
Cultures
Discrimination
Intolerance
SS E 6.1 Economists compare data sets to draw conclusions about
relationships among them. SS E 6.1.1 Compare sets of data for international trade and population to
draw conclusions to:
exports
imports
natural resources
oil reserves
income
birth rate
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SS E 6.1.2 Create a chart to identify the geographic features of the
why certain countries specialize in certain products
import only countries versus export only countries
how countries utilize available resources
compare /contrast a developed country with a
developing country
SS E 6.4 When regions and/or countries specialize, global trade
occurs. SS E 6.4.1 Describe the term “Specialization” and its effect on trade. SS E 6.4.2 Explain the reasons individuals and societies specialize on the
production of “goods” and “services”. SS E 6.4.3 Analyze and explain how limited “productive resources” lead
to “specialization”. SS E 6.4.4 Using economic data, investigate examples of trade in the Eastern
Hemisphere tracking:
Production and sales of goods and services of oil and agricultural
products. (coffee, soybeans) SS E 6.4.5 Using economic data, investigate examples of trade in Eastern
Hemisphere tracking:
Production and consumption of manufactured items. ( toys,
clothing)
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS E 6.1 Economists compare data sets to draw conclusions about
relationships among them. Challenges of the Islands
of Southeast Asia
Malaysian economy
The differences among
Malaysia and its
neighboring islands
Indonesia’s economy
East Timor’s economy
Ethnic diversity of
Philippines
Economy of the
Philippines
Kampong
Jakarta
Kuala Lumpur
Free ports
Sultan
Java
Manila
Singapore
Indonesia
SS E 6.1.1 Compare sets of data for international trade and population to
draw conclusions to:
exports
imports
natural resources
oil reserves
income
birth rate
SS E 6.1.2 Create a chart to identify the geographic features of the
why certain countries specialize in certain products
import only countries versus export only countries
how countries utilize available resources
compare /contrast a developed country with a
developing country.
SS E 6.2 The choices people make have both present and future
consequences. The evaluation of choices is relative and may
differ across individuals and societies.
Social Studies Unit IV South and East Asia and the Pacific
Chapter: Southeast Asia
Lesson 4 Island Southeast Asia Today
EQ: What is the economy and economics of the
countries of Island Southeast Asia?
Catholic Identity
EQ: How can learning about people in different parts of the world
help us believe we are all children of God?
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SS E 6.2.1 Explain how economic choices have a direct effect on
economic consequences. SS E 6.2.2 Predict the present and future consequences of:
personal economic choice
collective economic choice
SS E 6.2.3 Explain how and why individuals and societies may evaluate
choices differently.
SS E 6.3 The fundamental questions of economics include what to
produce, how to produce, and for whom to produce. SS E 6.3.1 Explain the three fundamental questions of economics and their
limitations. SS E 6.3.2 Describe “Demand” and “Means of Distribution” and the
significance they play to “produce”.
SS E 6.4 When regions and/or countries specialize, global trade
occurs. SS E 6.4.1 Describe the term “Specialization” and its effect on trade. SS E 6.4.2 Explain the reasons individuals and societies specialize on the
production of “goods” and “services”. SS E 6.4.3 Analyze and explain how limited “productive resources” lead
to “specialization”. SS E 6.4.4 Using economic data, investigate examples of trade in the Eastern
Hemisphere tracking:
Production and sales of goods and services of oil and agricultural
products. (coffee, soybeans) SS E 6.4.5 Using economic data, investigate examples of trade in Eastern
Hemisphere tracking: Production and consumption of
manufactured items. ( toys, clothing)
SS E 6.5 The interaction of supply and demand, influenced by
competition, helps to determine price in a market. This
interaction also determines the quantities of outputs
produced and the quantities of Inputs (human resources,
natural resources, and capital) used.
SS E 6.5.1 Analyze and explain the interactions of “supply and demand,”
and its influence on competition.
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SS E 6.5.2 Analyze and explain the influence of “supply and demand” and
how it interacts to determine “price”. SS E 6.5.3 Explain how “price” influences competition. SS E 6.5.4 Define the following:
Outputs
Inputs
Explain how the interaction of supply, demand, and
competitions influences “outputs and inputs”.
SS E 6.6 When selecting items to buy, individuals can compare the
price and quality of available goods and services.
SS E 6.6.1 Describe “financial Literacy” and how it interacts with
financial resources and financial security.
SS E 6.6.2 Explain and give examples how and why consumers should
compare prices and quality of goods and services.
SS E 6.6.3 Describe how consumers can gather information on price and
quality. SS E 6.6.4 Explore and give reasons why products produced in Asia have
lower prices than products produced in the United States. SS E 6.6.5 Discuss and chart the “pros” and “cons” of purchasing foreign
made products. SS E 6.6.6 Discuss and chart the “pros” and “cons” of purchasing
American made products.
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.1 Globes and other geographic tools can be used to gather,
process, and report information about people, places and
environments. Cartographers decide which information to
include and how it is displayed.
Physical geography of
Australia
Physical geography of
New Zealand
Native people and
British settlers
History of Australia
History of New Zealand
Economy and culture of
Australia and New
Zealand
Great Barrier Reef
Coral reef
Aborigines
Maori
Outback SS G 6.1.1 Describe how “geographic” information is available to
communicate information from a spatial perspective. SS G 6.1.2 Identify the kinds of maps and their purposes that cartographers
create including the GIS. SS G 6.1.3 Use appropriate maps, globes, and geographic tools to
gather, process, and report information about people, places, and environments.
SS G 6.3 Regions can be determined, classified and compared using
various criteria (e.g., landform, climate, population,
cultural, or economic). SS G 6.3.1 Use multiple criteria to determine, classify, and compare
regions of Asia. SS G 6.3.2 Compare regional criteria across continents considering
changes in those regions over time. SS G 6.3.3 Research the following criteria of regions and investigate how
it helps identify and organize surface area based on shared
characteristics:
Landforms
Climate
Economics
Natural Resource
Social Studies Unit IV South and East Asia and the Pacific
Chapter: The Pacific World
Lesson 1 Australia and New Zealand
EQ: Describe how Australia and New Zealand are
similar but have unique natural environments.
Catholic Identity
EQ: What are some examples of God’s creations that show the
diversity on Earth?
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SS G 6.4 Variations among physical environments within the Eastern
Hemisphere influence human activities. Human activities
also alter the physical environment. SS G 6.4.1 Analyze and give examples how “Human Activities” develop
in response to physical environments. SS G 6.4.2 Describe how humans adapt to the environment when the
environment restricts human activity. SS G 6.4.3 Research and discuss examples of “unintended consequences”
of human activities to natural habitat.
SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in
the Eastern Hemisphere in the past and today. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it
has influenced the following:
Religion
Politics
Environment
Climate
Economics SS G 6.5.3 Investigate how current migration patterns in the Eastern
Hemisphere affect:
Economics
Religious Freedoms
Population
Languages
Cultures
Discrimination
Intolerance
SS G 6.6 Modern cultural practices and products show the influence
of tradition and diffusion including the impact of major
world religions (Buddhism, Christianity, Hinduism, Islam
and Judaism). SS G 6.6.1 Describe how modern cultural practices and products in the
Eastern Hemisphere have been influenced by both cultural
traditions and “diffusion”.
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SS G 6.6.2 Using Primary and Secondary sources research the cultural
practices and products of the “river civilizations” and site
evidence of their influence on modern culture practices and
products. SS G 6.6.3 Identify the geographic origins, founding leaders, and teachings
of the following:
Buddhism
Christianity
Hinduism
Islam
Judaism SS E 6.1 Economists compare data sets to draw conclusions about
relationships among them.
SS E 6.1.1 Compare sets of data for international trade and population to
draw conclusions to:
exports
imports
natural resources
oil reserves
income
birth rate
SS E 6.1.2 Create a chart to identify the geographic features of the
why certain countries specialize in certain products
import only countries versus export only countries
how countries utilize available resources
compare / contrast a developed country with a
developing country.
SS E 6.2 The choices people make have both present and future
consequences. The evaluation of choices is relative and may
differ across individuals and societies.
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SS E 6.2.1 Explain how economic choices have a direct effect on
economic consequences. SS E 6.2.2 Predict the present and future consequences of:
personal economic choice
collective economic choice
SS E 6.2.3 Explain how and why individuals and societies may evaluate
choices differently.
SS E 6.3 The fundamental questions of economics include what to
produce, how to produce, and for whom to produce. SS E 6.3.1 Explain the three fundamental questions of economics and their
limitations. SS E 6.3.2 Describe “Demand” and “Means of Distribution” and the
significance they play to “produce”.
SS E 6.4 When regions and/or countries specialize, global trade
occurs. SS E 6.4.1 Describe the term “Specialization” and its effect on trade. SS E 6.4.2 Explain the reasons individuals and societies specialize on the
production of “goods” and “services”. SS E 6.4.3 Analyze and explain how limited “productive resources” lead
to “specialization”. SS E 6.4.4 Using economic data, investigate examples of trade in the Eastern
Hemisphere tracking:
Production and sales of goods and services of oil and agricultural
products. (coffee, soybeans) SS E 6.4.5 Using economic data, investigate examples of trade in Eastern
Hemisphere tracking:
Production and consumption of manufactured items. ( toys,
clothing)
SS E 6.5 The interaction of supply and demand, influenced by
competition, helps to determine price in a market. This
interaction also determines the quantities of outputs
produced and the quantities of Inputs (human resources,
natural resources, and capital) used.
SS E 6.5.1 Analyze and explain the interactions of “supply and demand,”
and its influence on competition.
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SS E 6.5.2 Analyze and explain the influence of “supply and demand” and
how it interacts to determine “price”. SS E 6.5.3 Explain how “price” influences competition. SS E 6.5.4 Define the following:
Outputs
Inputs
Explain how the interaction of supply, demand, and
competitions influences “outputs and inputs”.
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.1 Globes and other geographic tools can be used to gather,
process, and report information about people, places and
environments. Cartographers decide which information to
include and how it is displayed.
Unique physical features
of the Pacific Islands
Physical geography,
climates and resources
of the Pacific Islands
Native customs and
other influences of the
culture of the Pacific
Islands
Improvement to improve
economies and
environments for Pacific
Islanders
Micronesia
Melanesia
Polynesia
Atoll
Territory SS G 6.2 Latitude and longitude can be used to identify absolute
location.
SS G 6.3 Regions can be determined, classified and compared using
various criteria (e.g., landform, climate, population,
cultural, or economic). SS G 6.3.1 Use multiple criteria to determine, classify, and compare
regions of Asia. SS G 6.3.2 Compare regional criteria across continents considering
changes in those regions over time. SS G 6.3.3 Research the following criteria of regions and investigate how
it helps identify and organize surface area based on shared
characteristics:
Landforms
Climate
Economics
Natural Resource
SS G 6.4 Variations among physical environments within the Eastern
Hemisphere influence human activities. Human activities
also alter the physical environment.
Social Studies Unit IV South and East Asia and the Pacific
Chapter: The Pacific World
Lesson 2 The Pacific Island
EQ: What are the climates, cultures and unique
challenges of the Pacific Islands?
Catholic Identity
EQ: Explain how creation is an outward sign of God’s love for all.
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SS G 6.4.1 Analyze and give examples how “Human Activities” develop
in response to physical environments. SS G 6.4.2 Describe how humans adapt to the environment when the
environment restricts human activity. SS G 6.4.3 Research and discuss examples of “unintended consequences”
of human activities to natural habitat.
SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in
the Eastern Hemisphere in the past and today. SS G 6.5.1 Discuss and give reasons for why the people in the Eastern
Hemisphere move from place to place. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it
has influenced the following:
Religion
Politics
Environment
Climate
Economics SS G 6.5.3 Investigate how current migration patterns in the Eastern
Hemisphere affect:
Economics
Religious Freedoms
Population
Languages
Cultures
Discrimination
Intolerance
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GRADE 6
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 6.3 Regions can be determined, classified and compared using
various criteria (e.g., landform, climate, population,
cultural, or economic).
Antarctica’s physical
geography
Antarctica’s scientific
research
Antarctica’s explorations
of 1800’s and 1900’s
Ice shelf
Icebergs
Antarctica Peninsula
Polar desert
Ozone layer
SS G 6.3.1 Use multiple criteria to determine, classify, and compare
regions of Asia. SS G 6.3.2 Compare regional criteria across continents considering
changes in those regions over time. SS G 6.3.3 Research the following criteria of regions and investigate how
it helps identify and organize surface area based on shared
characteristics:
Landforms
Climate
Economics
Natural Resource
SS G 6.4 Variations among physical environments within the Eastern
Hemisphere influence human activities. Human activities
also alter the physical environment. SS G 6.4.1 Analyze and give examples how “Human Activities” develop
in response to physical environments. SS G 6.4.2 Describe how humans adapt to the environment when the
environment restricts human activity. SS G 6.4.3 Research and discuss examples of “unintended consequences”
of human activities to natural habitat.
Social Studies Unit IV South and East Asia and the Pacific
Chapter: The Pacific World
Lesson 3 Antarctica
EQ: Why is Antarctica an important site for research?
Catholic Identity
EQ: Describe the relationship between the underlying order, harmony
and the meaning of God’s creation.
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SS G 6.5 Political, environmental, social and economic factors cause
people, products and ideas to move from place to place in
the Eastern Hemisphere in the past and today. SS G 6.5.1 Discuss and give reasons for why the people in the Eastern
Hemisphere move from place to place. SS G 6.5.2 Analyze the “diffusion of cultures” and give examples of how it
has influenced the following:
Religion
Politics
Environment
Climate
Economics SS G 6.5.3 Investigate how current migration patterns in the Eastern