EPPING MIDDLE SCHOOL
COURSE SYLLABUS
Course Title:
Course
Description
District
Competencies
in Content Area
6th Grade American History
Social Studies standards in sixth grade focus on government, religion, arts,
architecture, lasting contributions, and lifestyles.
Students study the early Western Hemisphere civilizations and describe the impact
each had on the development of society. Sixth graders are expected to explain the
evolutions of economics, trade, technology, cultural exchange, education, religion,
and travel. Students will appreciate the different advances and missteps mankind
has made throughout the centuries.
Students and teachers will collaborate on students learning to:
 Citizenship: Students will understand the role of citizens as
members of political and global communities and the
responsibilities of individuals as members of a group.
 Conflict and Cooperation: Students will understand that
conflict
and cooperation together shape the development of society.
 People, Places, Environment: Students will understand that
individuals, groups and societies interact with each other, their social and
physical environments such that cultures evolve over time.

District
Competencies
in and across
Content Areas
School Based
Course
Global Connections: understand that society is impacted by its history,
the arts, literature, language and technological advances
Students and teachers will collaborate on students becoming a:
Learner – Demonstrate flexibility, adaptability, and accountability throughout the
learning process.
Communicator – Communicate clearly using the most appropriate and effective
means.
Thinker – Think critically, creatively, and systemically to define and solve problems.
Collaborator – Demonstrate respect, collaboration, and leadership in working with
others.
Contributor – Demonstrate global pride through community service, acceptance
and tolerance of diverse people, and responsibility for the environment.
Technology User – Use technology respectfully and apply it effectively.
Evaluator – Access, evaluate, use, and manage information.
Producer – Manage projects, produce results, and create media products.
Students will understand that:
1. Early people adapted to their surroundings. (People, Places, and Environment)
2. The beginning of civilizations enable specialization, government, and
The Epping Middle School community educates and empowers students within a safe environment to
become respectful, involved, and knowledgeable 21st century learners and citizens.
EPPING MIDDLE SCHOOL
COURSE SYLLABUS
Competency
Statements
(Need to be
assessed using
NHDOE
validation
rubric)
3.
4.
5.
(* no more than 6.
8)
7.
8.
Course Units
1.
2.
(Teacher/course 3.
specific)
4.
5.
6.
7.
trade.(People, Places, and Environment and Conflict and Cooperation)
Egypt’s geography enabled it to develop into a strong civilization. (People, Places,
and Environment, and Conflict and Cooperation)
Greece developed mythology, art, architecture, and democracy
(Athens)becoming a center for learning.(Global Communication, Citizenship
People, Places ,and Environment)
Rome experienced many types of government and also expanded it’s holdings to
become a major Empire.( Citizenship, Conflict and Cooperation, Global
Communication, People, Places, and Environment)
After the Fall of Rome, feudalism took the place of government during the
medieval period. (Citizenship, Conflict and Cooperation, People, Places, and
Environment)
Education, the arts, and science had a renewed interest during the
Renaissance.(Global Communication; People, Places, and Environment, Conflict
and Cooperation)
With the advent of machinery, the way of life for many countries changed
dramatically. ( Conflict and Cooperation, People, Places, Environments)
Early Man
Sumer
Egypt
Greece
Rome
Medieval
Renaissance
Students will be able to:
Course Unit
Content and
Skills
(Align
competencies
to units)
1.Early Man
A. Explain how geography affects human life by resources, cultures, and
history.
B. Explain how prehistoric people adapted to their surroundings, learned to
make fire, simple weapons, and communicate.
2. Sumer
A. Explain how the development of farming allowed people to settle in one
place, allowed for surplus of crops which encouraged specialization, and
culture.
B. Explain how settling enabled the beginning of government and laws.
3. Egypt
A. Explain that the Nile River valley, fertile soil, and natural barriers allowed
The Epping Middle School community educates and empowers students within a safe environment to
become respectful, involved, and knowledgeable 21st century learners and citizens.
EPPING MIDDLE SCHOOL
COURSE SYLLABUS
Egypt to become a powerful civilization.
B. Explain the lasting accomplishments of Egypt including: temples, tombs,
Art.
4. Greece
A. Explain that the geography of Greece determined its development of
separate city-states.
B. Explain that Athens developed the first democracy and its application to us.
C. Explain the diverse role of Greek mythology, art, and architecture in
today’s world.
5. Rome
A. Understand how Rome’s location assisted in it become a major power.
B. Explain that Rome’s government and its written laws helped create a stable
government allowing for Rome’s expansion
C. When Rome changed from a republic to an empire it further expanded the
empire and created a society which influenced future civilizations.
D. Influences inside and outside of the Empire contributed to its
demise in the west creating no main authority to keep order.
6. Medieval
A. Understand that due to invasions Europe was a dangerous place after the
fall of Rome.
B. Understand that feudalism was an intricate arrangement of duties and
obligations between people during this time.
C. Explain the role of religion in society
D. Understand the impact of both the Crusades and the Black Death on feudal
society
7.Renaissance
A. Explain that the growth of trade with Asia brought changes to Italian
trading centers leading to the Renaissance.
B. Understand that the printing press provided inexpensive books and a
renewed interest in learning.
C. Explain that the Renaissance spread advances in science and education
beyond Italy.
Instructional
Strategies
This course will utilize a number of strategies including: presentations, artifacts, art
projects from different eras, map making, video clips, group work, projects,
research, role playing, primary source documents, literature from different eras,
music, art, plays, direct instruction, outlining, student teaching segments, guest
speakers, comparing and contrasting, cause and effect, and sequencing.
The Epping Middle School community educates and empowers students within a safe environment to
become respectful, involved, and knowledgeable 21st century learners and citizens.
EPPING MIDDLE SCHOOL
COURSE SYLLABUS
Assessment
Strategies
(Clear
articulation of
assessment
strategies)
Approved
Revised
Early Man:
 Vocabulary assessment
 Writing letters to modern archeologists, or online research by
modern archeologists
 tests
Sumerians
 Trade activity with students representing an occupation attempt to
trade for their needs
 Vocabulary assessment
 Tests
Egypt
 Map project
 Tomb painting
 Vocabulary assessment
 Tests
Greece
 Aesop’s fable presentation
 Greek pottery assessment
 Vocabulary assessment
 Tests
Rome
 Timeline
 Vocabulary Assessment
 ABC children’s book
 Tests
Medieval
 Dioramas
 Vocabulary assessment
 Tests
Renaissance
 Vocabulary assessment
 Famous Person study
 Test
June 2012
June 2013
The Epping Middle School community educates and empowers students within a safe environment to
become respectful, involved, and knowledgeable 21st century learners and citizens.