Page 1
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
1st Six Weeks
6th Grade Social Studies
Big Question: How do we decide what is true?
Days NCSCoS Unit
Objectives/Goals
CCSS Skill/Vocabulary
Terms
Instructional Strategies
&
Instructional
Recommended
Resources/Materials
Recommended Assessments
2 Days Discuss the Classroom
Syllabus and
School Handbook,
Build Classroom
Rules/Expectations
Pretest
Introduction: What is Social
Studies
1. Definition
Class Syllabus
EMS School Handbook
Classroom
Rules/Expectations
Diagnostic
9 Days Overview of Geography/Planet
Earth including:
Five Themes, Branches of
Geography, Essential
Elements, Climate, Natural
Resources, Environment
I Can:
1.01 Create maps, charts,
graphs, databases, and models
I Can:
6.H.1.1
Construct charts, graphs,
and historical narratives
Introduce Vocabulary
for Section being
taught
Discuss the Unit Big Question
Write about the Big Question
Essential Question
Write about the Essential
Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Pre-Reading Strategies
During Reading Strategies
After Reading Strategies
Vocabulary Strategies
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Atlases
Maps
Vocabulary and Reading
Warm-up Activities
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Daily Formative
Assessments
Page 2
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
as tools to illustrate
information about different
people, laces and regions in
South America and Europe.
1.02 Generate, interpret and
manipulate information from
tools such as maps, globes,
charts, graphs, databases, and
models to pose and answer
questions about space and
place, environment and
society, and spatial dynamics
and connections.
3.04 Describe how physical
processes such as erosion,
earthquakes, and volcanoes
have resulted in physical
patterns on the earth’s surface
and analyze their effects on
human activities.
to explain particular
events or issues over
time.
6.G.2.2
Construct maps, chars
and graphs to explain
data about geographic
phenomena (e.g.
migration patterns and
population and resource
distribution patterns).
6.G.1.1 Explain how the
physical features and
human characteristics of
a place influence the
development of
civilizations, societies and
regions (e.g. location near
rivers and natural
barriers, trading
practices and spread of
culture.
Document Analysis
Debates
Speeches (assignment &
presentation rubrics)
Research Assignments (specific
guidelines)
Laptop/Computer
Student Journals
Cornell-Notes
AVID Strategies
Instructional Coach
Page 3
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
8.01 Describe the role of key
historical figures and evaluate
their impact on past and
present societies in South
America and Europe.
6.H.2.4 Explain the role
that key historical figures
and cultural groups had
in transforming society
(e.g. Mansa Musa,
Confucius, Charlemagne
and Qin Shi Huangdi).
9 Days Overview of the World’s
People including:
Population, culture,
government, and economy
I Can:
3.04 Describe how physical
processes such as erosion,
earthquakes, and volcanoes
have resulted in physical
patterns on the earth’s surface
and analyze their effects on
human activities.
I Can:
6.G.1.1 Explain how the
physical features and
human characteristics of
a place influenced the
development of
civilizations, societies and
regions (e.g. location near
rivers and natural
barriers, trading
practices and spread of
culture).
Introduce Vocabulary
for Section being
taught
Discuss the Unit Big Question
Write about the Big Question
Essential Question
Write about the Essential
Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Pre-Reading Strategies
During Reading Strategies
After Reading Strategies
Vocabulary Strategies
Document Analysis
Debates
Speeches (assignment &
presentation rubrics)
Research Assignments (specific
guidelines)
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-ups
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell-Notes
AVID Strategies
Project Rubric
Instructional Coach
Daily Formative
Assessments
Section Assessments
Unit Assessment
Page 4
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
5.03 Explain how the
allocation of scarce resources
requires economic systems to
make basic decisions
regarding the production and
distribution of goods and
services, and evaluate the
impact on the standard of
living in selected societies and
regions of South America and
Europe.
6.E.1.2
Explain how quality of
life is impacted by
economic choices of
civilizations, societies and
regions.
The Five Themes of
Geography
1. Definitions
2. Examples and
Applications
How can you use the 5 themes
of geography to organize
information and address
questions about places in the
world?
How can you use geographers’
tools to pose and answer
questions about the world?
In what ways might geography
tools be used to identify
climate and population
patterns within South America
and Europe?
10 Days I Can:
Early History of Europe
including:
Ancient Greece, Ancient
Rome, and the Middle Ages
10.02 Identify various sources
of citizens’ rights and
I Can:
6.C&G.1.3
Compare the
Introduce Vocabulary
for Section being
taught
Discuss the Unit Big Question
Write about the Big Question
Essential Question
Write about the Essential
Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-ups
Lesson Plans
Graphic Organizers
Daily Formative
Assessments
Section Assessments
Unit Assessment
Page 5
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
responsibilities, such as
constitutions, traditions, and
religious law, and analyze how
they are incorporated into
different government
structures.
12.02 Describe the relationship
between cultural values of
selected societies of South
America and Europe and their
art, architecture, music and
literature, and assess their
significance in contemporary
culture.
requirements for (e.g.
age, gender, and status)
and responsibilities of
(e.g. paying taxes and
military service)
citizenship under various
governments.
6.C.1.1 Analyze how
cultural expressions
reflected the values of
civilizations, societies and
regions (e.g. oral
traditions, art, dance,
music, literature, and
architecture).
Pre-Reading Strategies
During Reading Strategies
After Reading Strategies
Vocabulary Strategies
Document Analysis
Debates
Speeches (assignment &
presentation rubrics)
Research Assignments (specific
guidelines)
CULMINATING PROJECT
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell-Notes
AVID Strategies
Project Rubric
Instructional Coach
Page 6
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
2nd Six Weeks
6th Grade Social Studies
Big Question: Is conflict always bad?
Days NCSCoS Unit
Objectives/Goals
CCSS Skill/Vocabulary
Terms
Instructional Strategies
&
Instructional Activities
Recommended
Resources/Materials
Recommended Assessments
Page 7
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
10 Days History of Early Modern
Europe including:
Renaissance and
Reformation, Exploration,
Enlightenment, and the
Industrial Revolution
I Can:
3.03 Examine the
development and use of
tools and technologies and
assess their influence on the
human ability to use,
modify, or adapt to their
environment.
4.03 Examine key ethical
ideas and values deriving
from religious, artistic,
political, economic, and
educational traditions, as
well as their diffusion over
time, and assess their
I Can:
6.G.1.4 Explain how and
why civilizations, societies
and regions have used,
modified and adapted to
their environments (e.g.
invention of tools,
domestication of plants
and animals, farming
technique and creation of
dwellings).
6.C.1.1 Analyze how
cultural expressions
reflecte4d the values of
civilizations, societies and
regions (e.g. oral
traditions, art, dance,
music, literature, and
Introduce
Vocabulary for
Section being taught
Discuss the Unit Big Question
Write about the Big Question
Essential Question
Write about the Essential
Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Pre-Reading Strategies
During Reading Strategies
After Reading Strategies
Vocabulary Strategies
Document Analysis
Debates
Speeches (assignment &
presentation rubrics)
Research Assignments
(specific guidelines)
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-ups
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell-Notes
AVID Strategies
Project Rubric
Instructional Coach
Daily Formative Assessments
Section Assessments
Unit Assessment
Page 8
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
influence on the
development of selected
societies and regions in
South America and Europe.
a6.02 Examine the influence
of education and technology
on productivity and
economic development in
selected nations and regions
of South America and
Europe.
8.03 Identify major
discoveries, innovations,
and inventions, and assess
their influence on societies
past and present.
architecture).
6.H.2.3 Explain how
innovation and/or
technology transformed
civilizations, societies and
regions over time (e.g.
agricultural technology,
weaponry, transportation
and communication.
6.H.2.3 Explain how
innovation and/or
technology transformed
civilizations, societies and
regions over time (e.g.
agricultural technology,
weaponry, transportation
and communication.
Page 9
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
10 Days Modern European History
World War I, World War
II, The Holocaust, The Cold
War, and Europe since
1945
I Can:
8.01 Describe the role of
key historical figures and
evaluate their impact on
past and present societies in
South America and Europe.
I Can:
6.H.2.4 Explain the role
that key historical figures
and cultural groups had in
transforming society (e.g.
Mansa Musa, Confucius,
Charlemagne and Qin Shi
Huangdi).
Introduce
Vocabulary for
Section being taught
Discuss the Unit Big Question
Write about the Big Question
Essential Question
Write about the Essential
Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Pre-Reading Strategies
During Reading Strategies
After Reading Strategies
Vocabulary Strategies
Document Analysis
Debates
Speeches (assignment &
presentation rubrics)
Research Assignments
(specific guidelines)
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-ups
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell-Notes
AVID Strategies
Project Rubric
Instructional Coach
Daily Formative Assessments
Section Assessments
Unit Assessment
10 Days Southern Europe and the
countries of Greece, Italy,
Spain, and Portugal
I Can:
1.03 Use tools such as maps,
globes, graphs, charts,
databases, models, and
I Can:
6.G.2.1 Use maps, charts,
graphs, geographic data
and available technology
tools to draw conclusions
Introduce
Vocabulary for
Section being taught
Discuss the Unit Big Question
Write about the Big Question
Essential Question
Write about the Essential
Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-ups
Lesson Plans
Daily Formative Assessments
Section Assessments
Unit Assessment
Page 10
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
artifacts to compare data
on different countries of
South America and Europe
and to identify patterns as
well as similarities and
differences among them.
about the emergence,
expansion and decline of
civilizations, societies and
regions.
Pre-Reading Strategies
During Reading Strategies
After Reading Strategies
Vocabulary Strategies
Document Analysis
Debates
Speeches (assignment &
presentation rubrics)
Research Assignments
(specific guidelines)
CULMINATING PROJECT
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell-Notes
AVID Strategies
Project Rubric
Instructional Coach
Page 11
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
2.01 Identify key physical
characteristics such as
landforms, water forms,
and climate, and evaluate
their influence on the
development of cultures in
selected South America and
European regions.
3.01 Identify ways in which
people of selected areas in
South America and Europe
have used, altered, and
adapted to their
environments in order to
meet their needs, and
evaluate the impact to their
actions on the development
of cultures and regions.
5.01 Describe the
relationship between the
location of natural
resources and economic
development, and assess the
6.G.1.1 Explain how the
physical features and
human characteristics of a
place influenced the
development of
civilizations, societies and
regions 9e.g. location near
rivers and natural
barriers, trading practices
and spread of culture).
6.G.1.4 Explain how and
why civilizations, societies
and regions have used,
modified and adapted to
their environments (e.g.
invention of tools,
domestication of plants
and animals, farming
techniques and creation of
dwellings).
6.E.1.1
Explain how conflict,
compromise, and
negotiation over the
availability of resources
Page 12
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
impact on selected cultures,
countries, and regions in
South America and Europe.
(natural, human and
capital) impacted the
economic development of
various civilizations,
societies and regions (e.g.
competition for scarce
resources, unequal
distribution of wealth and
the emergence of powerful
trading networks).
Page 13
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
3rd Six Weeks
6th Grade Social Studies
Big Question: What is important to know?
Days NCSCoS Unit
Objectives/Goals
CCSS Skill/Vocabulary Terms Instructional Strategies
&
Instructional Activities
Recommended
Resources/Materials
Recommended Assessments
7 Days West/Central Europe
including France and the
Benelux Countries,
Germany and the Alpine
Countries
I Can:
3.01 Identify ways in which
people of selected areas in
South America and Europe
have used, altered, and
adapted to their
environments in order to
meet their needs, and
evaluate the impact to
their actions on the
development of cultures
and regions.
11.03 Compare
characteristics of political,
economic, religious, and
I Can:
6.G.1.4 Explain how
and why civilizations,
societies and regions
have used, modified and
adapted to their
environments (e.g.
invention of tools,
domestication of plants
and animals, farming
techniques and creation
of dwellings).
6.G.1.3 Compare
distinguishing
characteristics of
Introduce Vocabulary
for Section being taught
Discuss the Unit Big Question
Write about the Big Question
Essential Question
Write about the Essential
Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Pre-Reading Strategies
During Reading Strategies
After Reading Strategies
Vocabulary Strategies
Document Analysis
Debates
Speeches (assignment &
presentation rubrics)
Research Assignments
(specific guidelines)
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-ups
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell-Notes
AVID Strategies
Project Rubric
Instructional Coach
Daily Formative Assessments
Section Assessments
Unit Assessment
Page 14
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
social institutions of
selected cultures, and
evaluate their similarities
and differences.
11.04 Identify examples of
economic, political, and
social changes, such as
agrarian to industrial
economies, monarchical to
democratic governments,
and the roles of women
and minorities, and
analyze their impact on
culture.
various world regions
(e.g. physical features,
culture, political
organization and ethnic
make-up).
6.H.2.1 Explain how
invasions, conquests,
and migrations affected
various civilizations,
societies and regions
(e.g. Mongol invasion,
The Crusades, the
Peopling of the
Americas and
Alexander the Great).
8 Days Northern Europe and the
areas of the British Isles
and Scandinavia
1.03 Use tools such as
maps, globes, graphs,
charts, databases, models,
and artifacts to compare
data on different countries
of South America and
Europe and to identify
6.G.2.1 Use maps,
charts, graphs,
geographic data and
available technology
tools to draw
conclusions about the
emergence, expansion
Introduce Vocabulary
for Section being taught
Discuss the Unit Big Question
Write about the Big Question
Essential Question
Write about the Essential
Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Pre-Reading Strategies
During Reading Strategies
After Reading Strategies
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-ups
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Daily Formative Assessments
Section Assessments
Unit Assessment
Page 15
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
patterns as well as
similarities and differences
among them.
2.01 Identify key physical
characteristics such as
landforms, water forms,
and climate, and evaluate
their influence on the
development of cultures in
selected South American
and European regions.
11.03 Compare
characteristics of political,
economic, religious, and
social institutions of
selected cultures, and
evaluate their similarities
and differences.
and decline of
civilizations, societies
and regions.
6.G.1.1 Explain how the
physical features and
human characteristics
of a place influenced the
development of
civilizations, societies
and regions (e.g.
location near rivers and
natural barriers,
trading practices and
spread of culture).
6.G.1.3 Compare
distinguishing
characteristics of
various world regions
(e.g. physical features,
culture, political
organization and ethnic
make-up).
Vocabulary Strategies
Document Analysis
Debates
Speeches (assignment &
presentation rubrics)
Research Assignments
(specific guidelines)
Student Journals
Cornell-Notes
AVID Strategies
Project Rubric
Instructional Coach
Page 16
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
12.03 Identify examples of
cultural borrowing, such
as language, traditions,
and technology, and
evaluate their importance
in the development of
selected societies in South
America and Europe.
6.C.1.1Analyze how
cultural expressions
reflected the values of
civilizations, societies
and regions (e.g. oral
traditions, art, dance,
music, literature, and
architectural).
Page 17
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
7 Days Eastern Europe including
Poland, the Baltic
Republics, Inland Eastern
Europe, and the Balkan
Countries
2.01 Identify key physical
characteristics such as
landforms, water forms,
and climate, and evaluate
their influence on the
development of cultures in
selected South American
and European regions.
10.03 Describe rights and
responsibilities, such as
constitutions, traditions,
and religious law, and
analyze how they are
incorporated into different
government situations.
6.G.1.1 Explain how the
physical features and
human characteristics
of a place influenced the
development of
civilizations, societies
and regions (e.g.
location near rivers and
natural barriers,
trading practices and
spread of culture).
6.C&G.1.3 Compare
the requirements for
9e.g. age, gender and
status) and
responsibilities of 9e.g.
paying taxes and
military service)
citizenship under
Introduce Vocabulary
for Section being taught
Discuss the Unit Big Question
Write about the Big Question
Essential Question
Write about the Essential
Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Pre-Reading Strategies
During Reading Strategies
After Reading Strategies
Vocabulary Strategies
Document Analysis
Debates
Speeches (assignment &
presentation rubrics)
Research Assignments
(specific guidelines)
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-ups
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell-Notes
AVID Strategies
Project Rubric
Instructional Coach
Daily Formative Assessments
Section Assessments
Unit Assessment
Page 18
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
11.03 Compare
characteristics of political,
economic, religious, and
social institutions of
selected cultures, and
evaluate their similarities
and differences.
12.03 Analyze how cultural
expressions reflected the
values of civilizations,
societies and regions (e.g.
oral traditions, art, dance,
music, literature, and
architecture).
various governments.
6.G.1.3 Compare
distinguishing
characteristics of
various world regions
(e.g. physical features,
culture, political
organization and ethnic
make-up).
6.C.1.1 Analyze how
cultural expressions
reflected the values of
civilizations, societies
and regions (e.g. oral
traditions, art, dance,
music, literature, and
architecture).
8 Days Russia and the Caucasus
including history and
culture of Russia, modern
Russia and the Caucasus
countries
I Can:
1.03 Use tools such as
I Can:
6.G.2.1 Use maps,
Introduce Vocabulary
for Section being taught
Discuss the Unit Big Question
Write about the Big Question
Essential Question
Write about the Essential
Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-ups
Lesson Plans
Graphic Organizers
Daily Formative Assessments
Section Assessments
Unit Assessment
Page 19
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
maps, globes, graphs,
charts, databases, models,
and artifacts to compare
data on different countries
of South America and
Europe and to identify
patterns as well as
similarities and differences
among them.
2.01 Identify key physical
characteristics such as
landforms, water forms,
and climate, and evaluate
their influence on the
development of cultures in
selected South American
and European regions.
9.02 Describe how
different types of
governments such as
democracies, dictatorships,
charts, graphs,
geographic data and
available technology
tools to draw
conclusions about the
emergence, expansion
and decline of
civilizations, societies
and regions.
6.G.1.1 Explain how the
physical features and
human characteristics
of a place influenced the
development of
civilizations, societies
and regions (e.g.
location near rivers and
natural barriers,
trading practices and
spread of culture).
6.C&G.1.1 Explain the
origins and structures
of various
governmental systems
(e.g. democracy,
Pre-Reading Strategies
During Reading Strategies
After Reading Strategies
Vocabulary Strategies
Document Analysis
Debates
Speeches (assignment &
presentation rubrics)
Research Assignments
(specific guidelines)
CULMINATING PROJECT
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell-Notes
AVID Strategies
Project Rubric
Instructional Coach
Page 20
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
monarchies and oligarchies
in selected areas of South
America and Europe carry
out legislative, executive,
and judicial functions, and
evaluate the effectiveness
of each.
absolute monarchy and
constitutional
monarchy).
Page 21
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
4th Six Weeks
6th Grade Social Studies
Big Question: Do we need words to communicate well?
Days NCSCoS Unit
Objectives/Goals
CCSS Skill/Vocabulary
Terms
Instructional Strategies
&
Instructional Activities
Recommended
Resources/Materials
Recommended Assessments
8 Days Early History of the Americas
focusing on the Mayans,
Aztecs, and Incas
I Can:
4.02 Identify the main
commodities of trade over time
in selected areas of South
America and Europe, and
evaluate their significance for
the economic, political and
social development of cultures
and regions.
7.01 Identify historical events
such as invasions, conquests,
and migrations and evaluate
their relationship to current
issues.
I Can:
6.G.1.2 Explain the
factors that influenced
the movement of people,
goods, and ideas and the
effects of that movement
on societies and regions
over time (e.g. scarcity of
resources, conquests,
desire for wealth, disease
and trade).
6.H.2.1 Explain how
invasions, conquests, and
migrations affected
various civilizations,
societies and regions (e.g.
Mongol invasion, The
Introduce Vocabulary
for Section being
taught
Discuss the Unit Big Question
Write about the Big Question
Essential Question
Write about the Essential
Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Pre-Reading Strategies
During Reading Strategies
After Reading Strategies
Vocabulary Strategies
Document Analysis
Debates
Speeches (assignment &
presentation rubrics)
Research Assignments (specific
guidelines)
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-ups
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell-Notes
AVID Strategies
Project Rubric
Instructional Coach
Daily Formative
Assessments
Section Assessments
Unit Assessment
Page 22
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
8.01 Describe the role of key
historical figures and evaluate
their impact on past and
present societies in South
America and Europe.
Crusades, the People of
the Americas and
Alexander the Great).
6.H.2.4 Explain the role
that key historical figures
and cultural groups had
in transforming society
(e.g. Mansa Musa,
Confucius, Charlemagne
and Qin Shi Huangdi).
7 Central America and the
Caribbean
I Can:
7.01 Identify historical events
such as invasions, conquests,
and migrations and evaluate
their relationship to current
issues.
11.01 Identify the concepts
associated with culture such as
I Can:
6.H.2.1 Explain how
invasions, conquests, and
migrations affected
various civilizations,
societies and regions (e.g.
Mongol invasion, The
Crusades, the People of
the Americas and
Alexander the Great).
6.C.1.1 Analyze how
cultural expressions
Introduce Vocabulary
for Section being
taught
Discuss the Unit Big Question
Write about the Big Question
Essential Question
Write about the Essential
Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Pre-Reading Strategies
During Reading Strategies
After Reading Strategies
Vocabulary Strategies
Document Analysis
Debates
Speeches (assignment &
presentation rubrics)
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-ups
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell-Notes
AVID Strategies
Project Rubric
Instructional Coach
Daily Formative
Assessments
Section Assessments
Unit Assessment
Page 23
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
language, religion, family, and
ethnic identify, and analyze
how they both link and
separate societies.
reflected the values of
civilizations, societies and
regions (e.g. oral
traditions, art, dance,
music, literature, and
architecture).
Research Assignments (specific
guidelines)
8 Days Caribbean South America and
the countries of Colombia,
Venezuela, and the Guiana’s
I Can:
1.03 Use tools such as maps,
globes, graphs, charts,
databases, models, and
artifacts to compare data on
different countries of South
America and Europe and to
identify patterns as well as
similarities and differences
among them.
8.02 Describe the role of key
groups and evaluate their
impact on historical and
contemporary societies of
South America and Europe.
I Can:
6.G.2.1 Use maps, charts,
graphs, geographic data
and available technology
tools to draw conclusions
about the emergence,
expansion and decline of
civilizations, societies and
regions.
6.H.2.4 Explain the role
that key historical figures
and cultural groups had
in transforming society
(e.g. Mansa Musa,
Confucius, Charlemagne
and Qin Shi Huangdi).
Introduce Vocabulary
for Section being
taught
Discuss the Unit Big Question
Write about the Big Question
Essential Question
Write about the Essential
Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Pre-Reading Strategies
During Reading Strategies
After Reading Strategies
Vocabulary Strategies
Document Analysis
Debates
Speeches (assignment &
presentation rubrics)
Research Assignments (specific
guidelines)
CULMINATING PROJECT
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-ups
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell-Notes
AVID Strategies
Project Rubric
Instructional Coach
Daily Formative
Assessments
Section Assessments
Unit Assessment
Page 24
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
9.03 Identify the ways in which
governments in selected areas
of South America and Europe
deal with issues of justice and
injustice, and assess the
influence of cultural values on
their practices and
expectations.
6.C&G.1.4 Compare the
role (e.g. maintains order
and enforces societal
values and beliefs) and
evolution of laws and
legal systems (e.g. need
for and changing nature
of codified system of laws
and punishment) in
various civilizations,
societies and regions.
Page 25
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
5th Six Weeks
6th Grade Social Studies
Big Question: How do we decide who we are?
Days
NCSCoS Unit
Objectives/Goals
NCCS Skill/Vocabulary
Terms
Instructional Strategies
&
Instructional Activities
Recommended
Resources/Materials
Recommended Assessments
10 Atlantic South America
including Brazil, Argentina,
Uruguay, and Paraguay
I Can:
2.03 Examine factors such as
climate change, location of
resources, and environmental
challenges that influence
human migration and assess
their significance in the
development of selected
cultures in South America and
Europe.
4.01 Describe patterns of and
motives for the migrations of
people, and evaluate their
impact on the political,
economic, and social
I Can:
6.G.1.2 Explain the
factors that influenced
the movement of people,
goods, and ideas and the
effects of the movement
on societies and regions
over time (e.g. scarcity of
resources, conquests,
desire for wealth, disease
and trade).
6.G.1.2 Explain the
factors that influenced
the movement of people,
goods, and ideas and the
effects of that movement
Introduce Vocabulary
for Section being
taught
Discuss the Unit Big Question
Write about the Big Question
Essential Question
Write about the Essential
Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Pre-Reading Strategies
During Reading Strategies
After Reading Strategies
Vocabulary Strategies
Document Analysis
Debates
Speeches (assignment &
presentation rubrics)
Research Assignments (specific
guidelines)
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-ups
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell-Notes
AVID Strategies
Project Rubric
Instructional Coach
Daily Formative
Assessments
Section Assessments
Unit Assessment
Page 26
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
development of selected
societies and regions.
9.02 Describe how different
types of governments such as
democracies, dictatorships,
monarchies and oligarchies in
selected areas of South
America and Europe carry out
legislative, executive, and
judicial functions, and
evaluate the effectiveness of
each.
on societies and regions
over time (e.g. scarcity of
resource, conquests,
desire for wealth, disease
and trade).
6.C&G.1.1 Explain the
origins and structures of
various governmental
systems (e.g. democracy,
absolute monarchy and
constitutional monarchy).
10 Days Pacific South America
including Bolivia, Chile,
Ecuador, Peru and the history
and current state of this region
Introduce Vocabulary
for Section being
taught
Discuss the Unit Big Question
Write about the Big Question
Essential Question
Write about the Essential
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Daily Formative
Assessments
Section Assessments
Unit Assessment
Page 27
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
I Can:
1.01 Create maps, charts,
graphs, databases, and models
as tools to illustrate
information about different
people, places and regions in
South America and Europe.
3.01 Identify ways in which
people of selected areas in
South America and Europe
have used, altered, and
adapted to their environments
in order to meet their needs,
and evaluate the impact to
their actions on the
development of cultures and
regions.
10.01 Trace the development
of relationships between
individuals and their
governments in selected
cultures of South America and
Europe, and evaluate the
I Can:
6.H.1.1 Construct charts,
graphs, and historical
narratives to explain
particular events or
issues over time.
6.G.1.4 Explain how and
why civilizations,
societies and regions have
used, modified and
adapted to their
environments (e.g.
invention of tools,
domestication of plants
and animals, farming
techniques and creation
of dwellings).
6.C&G.1.3 Compare the
requirements for (e.g.
age, gender and status)
and responsibilities of
(e.g. paying taxes and
military service)
Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Pre-Reading Strategies
During Reading Strategies
After Reading Strategies
Vocabulary Strategies
Document Analysis
Debates
Speeches (assignment &
presentation rubrics)
Research Assignments (specific
guidelines)
Vocabulary and Reading
Warm-ups
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell-Notes
AVID Strategies
Project Rubric
Instructional Coach
Page 28
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
changes that have evolved over
time.
citizenship under various
governments.
10 Days Pacific South America
including Bolivia, Chile,
Ecuador, Peru and the history
and current state of this region
(continued)
I Can:
3.01 Identify ways in which
people of selected areas in
South America and Europe
have used, altered, and
adapted to their environments
in order to meet their needs,
and evaluate the impact to
their actions on the
development of cultures and
regions.
I Can:
6.G.1.4 Explain how and
why civilizations,
societies and regions have
used, modified and
adapted to their
environments (e.g.
invention of tools,
domestication of plants
and animals, farming
techniques and creation
of dwellings).
Introduce Vocabulary
for Section being
taught
Discuss the Unit Big Question
Write about the Big Question
Essential Question
Write about the Essential
Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Pre-Reading Strategies
During Reading Strategies
After Reading Strategies
Vocabulary Strategies
Document Analysis
Debates
Speeches (assignment &
presentation rubrics)
Research Assignments (specific
guidelines)
CULMINATING PROJECT
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Vocabulary and Reading
Warm-ups
Lesson Plans
Graphic Organizers
Dictionary
SmartBoard
Laptop/Computer
Student Journals
Cornell-Notes
AVID Strategies
Project Rubric
Instructional Coach
Daily Formative
Assessments
Section Assessments
Unit Assessment
Page 29
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
10.01 Trace the development
of relationships between
individuals and their
governments in selected
cultures of South America and
Europe, and evaluate the
changes that have evolved over
time.
6.C&G.1.3 Compare the
requirements for (e.g.
age, gender and status)
and responsibilities of
(e.g. paying taxes and
military service)
citizenship under various
governments.
Page 30
Halifax County Public Schools Grade 6
Curriculum Pacing Guide
2011-2012
H- History
G- Geography and Environmental Literacy
E- Economics Financial Literacy
C&G- Civics and Government
C- Culture
Helpful Websites
http://www.suhsd.k12.ca.us/suh/---suhionline/SDAIE/glossary.html
http://www.archives.gov/education/lessons/worksheets/
www.edsitement.com
www.edhelper.com
www.unitedstreaming.com
http://www2.scholastic.com/browse/learn.jsp
http://www.nationalgeographic.com/education/
http://kids.nationalgeographic.com/
http://www.libertyskids.com/pt_guide_adult_background.html
http://www.dpi.state.nc.us/curriculum/socialstudies/
www.socialstudiesforkids.com
www.socialstudieswebsite.com
6th Six Weeks
6th Grade Social Studies
Big Question: How much do our communities shape us?
Days NCSCoS Unit
Objectives/Goals
CCSS Skill/Vocabulary Terms Instructional Strategies
&
Instructional Activities
Recommended
Resources/Materials
Recommended Assessments
10 End of Year Project Project Rubric
10 Social Studies Review
Study Activities for Exam
General Overview
10 Follow EOG & Exam
Schedule
EOG & Social Studies Exams