2016-2017 Social Studies Syllabus
Mrs. Karah Loveland
[email protected] 539-7732
Course Outcome
Sixth grade students will study the beginning of early civilizations through the fall of the Roman Empire. Students will study the
geographical, social, economic, and political foundations for early civilizations progressing through the Roman Empire. They
will analyze the shift from nomadic societies to agricultural societies. Students will study the development of civilizations,
including the areas of Mesopotamia, Egypt, India, China, Ancient Israel, Greece, and Rome. The study of these civilizations will
include the impact of geography, early history, cultural development, and economic change. The geographic focus will include
the study of physical and political features, economic development and resources, and migration patterns. The sixth grade will
conclude with the decline and fall of the Roman Empire. This course will be the first concentrated study of world history and
geography and will utilize appropriate informational texts and primary sources.
Link to 6th Grade Social Studies Curriculum:
http://www.tennessee.gov/education/standards/social_studies/SS_Sixth_Grade.pdf
Instruction
Modules Covered and Pacing:
1. Module 1: Human Origins in Africa
through the Neolithic Age- 18 days
2. Module 2: Mesopotamia- 18 days
3. Module 3: Ancient Egypt- 18 days
4. Module 4: Ancient Israel- 14 days
5. Module 5: Ancient India- 16 days
6. Module 6: Ancient China- 19 days
7. Module 7: Ancient Greece- 26 days
8. Module 8: Ancient Rome- 26 days
Materials: Students will be expected to maintain an organized notebook. Students are also expected to come to
class prepared everyday with the following items:
1. One the 2 inch binders with 4 of the
3. #2 pencils
dividers
4. colored pencils
2. Single subject 70 page spiral
5. Free Read Material (student choice)
notebook
6. any materials given out for class
Resources:
School-based: myWorld History and Geography textbook will be used in this course. Various internet
websites and instructional video pertaining to relevant curriculum will also be used.
List of videos available from the library.
Movie List- All or parts of the listed videos may be shown in social studies as part of the study units. There
will also be Discovery Ed, You Tube, and Brain Pop videos that are approved by Knox County Schools and
have been preview by the teacher.
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History of the World: Turks, Africa, South
America, and Europe
Alexander the Great: Ruler of the World
Great Geography
History of Roman Civilization (3 parts)
Early Civilizations
Kid’s Animated History with Pipo Series
Egypt and Mesopotamia
History Alive for Students: Living in the
Roman Empire
History Alive for Students: Living in Ancient
Greece
Egypt: Gift of the Nile
Ancient Civilizations for Children: Ancient
Mesopotamia
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Ancient Civilizations: The Land of the
Pharaohs
Ancient Civilizations: Athens and Ancient
Greece
Ancient Civilizations: Rome and Pompeii
Understanding the World’s Religions:
Hinduism
Understanding the World’s Religions:
Buddhism
Understanding the World’s Religions:
Judaism
Understanding the World’s Religions:
Christianity
What is an Archaeologist?
Artifacts
*If you do not approve of a specific resource listed in this syllabus, please make your request to me in writing and an alternative
assignment and/or materials will be provided. The request should include your name, the child’s name, the specific
activity/materials in which you do not want your child to participate or to which you do not want them exposed, and the nature of
your objection.
Safety: Plans for evacuation of the room and securing the room for a variety of reasons will be discussed in each
class. There will also be a map of the routes and specific instructions posted by the door.
Assessment
Skills: Students will be expected to comprehend data analysis, map skills, fact/opinion, predicting,
compare/contrast, primary/secondary sources, summarizing, sequencing, and similarities/differences. There will be a
variety of note taking skills, as well as writing skills in this course.
Grades: You will be graded based on a variety of assignments, including quizzes, tests, weekly assignments, and
classroom projects, assignments, and participation. The number of points will be different according to how
important the assignment is. All unit tests will count once at 100 points each. Your final grade will be determined
based on the total number of points you have earned on all assignments divided by the total number of points
possible. Honors: Students in Honors will be given a district created midterm this year. This will count 10% of your
1st semester grade.
Grades will be determined according to the Knox County Schools Grading Scale.
A 93%-100%
C 75%-84%
B 85%-92%
D 70%-74%
F 0%- 69%
Assignments & Projects: All assignments and projects will be clearly described and given specific due dates. All
projects will have rubrics and students should reference these rubrics while completing the project. Due dates will be
on the ASPEN webpage for additional reminders. Writing will be increased in all classes due to the implementation
of Common Core Standards. Writing will take many forms in Social Studies; students could write papers but will
more likely create projects that showcase their writing skills.
Make-Up Procedures: Remember, it is your responsibility to get any assignments you may have missed! Please
reference the agenda on the board, get notes or materials from a classmate or the teacher, and turn late work in to
your class period tray for credit. If a student is absent, it is their responsibility to find out what he/she missed in
class. Students may easily obtain their assignments through the “KEEPING UP” area in the classroom. This area
includes a calendar with daily assignments listed, a crate with folders containing items given out in class, and other
materials for student use. Students can also find assignments and what we did each day on the classroom webpage.
Most assignments can be emailed to the student or parent for downloading and printing at home. Students have 3
days to make up their work. However, if an assignment was due the day a student was absent, it is due upon their
return. Any missing work must be turned in by the 4 ½ week mark of each grading period. Any work not turned in
by that time will remain a zero.
Email & ASPEN Website: One way in which the teacher is able to communicate with the student and parent is
through email. I can respond quickly to emails during the day. If you would like a phone conversation, please email
me and I’ll be happy to call you back. In order to give timely feedback, grades will be updated at least once per
week, usually by the end of the day on Friday. If you should have any questions or concerns, please feel free to
email me as this is the easiest way to contact me. This website is a very important communication tool, please check
it often. I often make announcements about upcoming assignments and post any work that we do on the website.
General Expectations
Students:
Attendance: As there is a direct correlation between a student’s grade and attendance, it is imperative that
you are in class. The majority of the lessons are based off of work we do in class. If you aren’t here you
will miss valuable instruction and discussion. Students are expected to be in class daily. Please try to rotate
appointments so that your child doesn’t always miss the same class.
Class Expectations: Your participation in class discussions and projects is a vital part of making this class
a success. Students are expected to be on time to class, have all class related materials with them, be
respectful of others, and be willing to learn each day.
Teacher:
Communication Strategy:
Contact: You can reach me by email at [email protected] or by phone at 5397732 from 11:45-12:45. Email is the best and quickest way to reach me.
ASPEN webpage: I commit to maintain and update the Fusion page to keep up to date on the
happenings of the class. This is a valuable source of information and a great way to have an open
means of communication.
Intervention Strategy: I am available during homeroom for any student who needs clarification on any
assignments or test. Any student that makes that they aren’t happy with on any quiz, chapter, or module test
in this course may retake the test before or after school (8-830). Students will also be able to make-up
assignments or retake tests during homeroom time.
Retake Policy: You may retake ALL module tests and MOST quizzes. In order to retake a test/quiz you
must write Mrs. Loveland a letter that contains the following:
• Dear Mrs. Loveland,
• Date
• What you had trouble with on the test/quiz. (Examples: multiple choice, short answer,
content vocabulary, subject specific questions)
• What you are going to do in order to make a better grade (Examples: flashcards, study
with peer, study with parent, use Quizlet, review notes, go to tutoring, talk with Mrs.
Loveland)
• Date you are going to retake the test/quiz. Include morning/afternoon (check with Mrs.
Loveland to make sure she can be there on that day/time)
• Include your signature with a closing (Example: sincerely or your student)
***It is your responsibility to take advantage of retakes***
• Mrs. Loveland will not hunt you down to retake a test or quiz.
• YOU are responsible for scheduling and keeping up with which day and time
you are retaking a test/ quiz.
• A parent will also be notified of your retake decision by email or phone call.
Helpful Websites:
State and Knox County Curriculum Standards: 6th Grade SS standard for the state and the county can be
viewed at the following website.
http://www.tennessee.gov/education/standards/social_studies/SS_Sixth_Grade.pdf
myWorld History and Geography Textbook: One of the great features with our new books is that we can
access them online. Here is the website for the book: https://www.pearsonsuccessnet.com
See below for specific book information.
Knox County Schools: This site provides county information.
http://www.knoxschools.org/
Karns Middle School: This is the website for our school. http://knoxschools.org/karnsms
Plagiarism:
According to Harbrace Handbook, 15th edition:
“Plagiarism is defined as presenting someone else’s ideas, research, or opinion as your own without proper
documentation, even if it has been rephrased. It includes, but is not limited to the following:
1. Copying verbatim all or part of another’s written work;
2. Using phrases, figures, or illustrations without citing the source;
3. Paraphrasing ideas, conclusions, or research without citing the source;
4. Using all or part of a literary plot, poem, or film without attributing the work to its creator.”
Consequences of Plagiarism
Plagiarism is a form of stealing and academic fraud. Students who are found guilty of plagiarism will
have the option of either redoing the assignment within a specified time period and accepting a grade
letter drop or taking a zero on the assignment. Parents should be involved in making the decision.
Textbook and Internet Information:
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Textbook: myWorld History & Geography
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Website: https://www.pearsonsuccessnet.com
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Username: karns2016
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Password: beavers1
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There are ONLY a classroom set of our social studies textbooks. Textbooks will not be allowed
to leave my classroom. The good news is the textbook comes with other at home options.
Students and parents will have access to this book as an app on an iPad, iPhone/smartphone, or
Android tablets, through the website.
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Ways to view/read copies of the book:
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If you don’t have internet access at home, your student may check out a paper copy of the
chapters we are studying for that module. These must be returned at the end of the
module.
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PDF copies of the chapters can also be found in the resource files on my academic page
in ASPEN.
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There is also an app for this book. The download directions can be found on the Pearson
website.
The Tennessee sixth grade Social Studies curriculum covers the following religions during these
standards:
1.
2.
3.
4.
5.
6.
7.
Module 1: Human Origins in Africa through the Neolithic Age
a. 6.6 Identify and explain the importance of the characteristics of civilizations, including: developed systems
of religion, learning, art, and architecture.
Module 2: Mesopotamia
a. 6.11 Explain the significance of polytheism (the belief that there are many gods) as the religious belief of
the people in Mesopotamian civilizations.
Module 3: Ancient Egypt
a. 6.18 Cite evidence from informational texts to explain the polytheistic religion of ancient Egypt with
respect to beliefs about death, the afterlife, mummification, and the roles of different deities.
b. Primary Documents and Supporting Texts to Read: Digital collections of Egyptian Pyramids, including the
Pyramids and Sphinx at Giza; digital collections of the Pyramid
Module 4: Ancient India
a. 6.25 Explain how the major beliefs and practices of Brahmanism in India evolved into early Hinduism.
b. 6.27 Write a narrative text describing how Siddhartha Gautama’s (Buddha) life experiences influenced his
moral teachings and how those teachings became a new religion that spread throughout India and Central
Asia as a new religion.
c. Primary Documents and Supporting Texts to Read: excerpts from the epic Hindu literature Bhagavad
Gita; excerpts from Ramayana; excerpts from Mahabharata
d. Primary Documents and Supporting Texts to Read: excerpts from Hindu Search for Divine Reality: The
Upanishads; excerpts from the Buddha’s Two Lessons
Module 5: Ancient China
a. 6.33 Analyze the structure of the Zhou Dynasty and the emergence of Taoism, Confucianism, and Legalism.
b. 6.34 Identify the political and cultural problems prevalent in the time of Confucius and how he sought to
solve them.
c. 6.38 Describe the diffusion of Buddhism northward to China during the Han Dynasty.
d. Primary Documents and Supporting Texts to Read: excerpts from The Mandate of Heaven: The Classic of
History; excerpts from Confucius’ The Analects, excerpts from The Lament of the Nomad Flute by Lady
Wenji
Module 6: Ancient Israel
a. 6.41 Describe the monotheistic religion of the Israelites, including: (C, H)
i. the belief in one God (monotheism)
ii. the Ten Commandments
iii. the emphasis on individual worth and personal responsibility
iv. the belief that all people must adhere to the same moral obligations, whether ruler or ruled
v. the Torah and the Hebrew Bible as part of the history of early Israel
b. 6.45 Explain how Judaism survived the expulsion/dispersion of the Jews to other lands (the Diaspora) after
the destruction of the second temple in Jerusalem in 70 AD/CE, and the renaming of the country by the
Romans.
c. Primary Documents and Supporting Texts to Read: excerpts from the Tanakh, Hebrew Bible, the Torah,
and the Dead Sea Scrolls
Module 7: Ancient Greece
a. 6.56 Describe the myths and stories of classical Greece; give examples of Greek gods, goddesses, and
heroes (Zeus, Hermes, Aphrodite, Athena, Poseidon, Artemis, Hades, Athena), and events, and where and
how we see their names used today.
b. 6.57 Compare and contrast the Titans with the Olympian gods and explain the surrounding Greek
mythology.
c. Primary Documents and Supporting Texts to Read: excerpts from Homer’s Iliad and the Odyssey; excerpts
from Pericles’ Funeral Oration; excerpts from Alexander by Plutarch; excerpts from Aesop’s Fables (or the
Aesopica); excerpts from Aristotle’s The Athenian Constitution; excerpts from The Battle of Marathon;
excerpts from Everyday Life in Ancient Greece (4th Century BC)
8.
Module 8: Ancient Rome
a. 6.68 Describe the origins and central features of Christianity.
i. Monotheism
ii. the belief in Jesus as the Messiah and God’s Son
iii. the concept of resurrection
iv. the concept of salvation
v. belief in the Old and New Testaments
vi. the lives, teachings and contributions of Jesus and Paul
vii. the relationship of early Christians to officials of the Roman Empire
b. 6.72 Compare and contrast the Roman gods and goddesses to the Greek gods and goddesses, including
Jupiter, Mercury, Venus, Mars, Neptune, Saturn, Pluto, and Hera and their inclusion in modern society.
c. Primary Documents and Supporting Texts to Read: excerpts from Roman Literature, including Ovid’s
Metamorphoses, excerpts from the Dead Sea Scrolls, The Essenes' Manual of Discipline, excerpts from
Plutarch’s The Assassination of Julius Caesar, (44 BC), excerpts from Plutarch’s writings on Spartacus and
Seneca’s descriptions of gladiators; excerpts from the New Testament; Items to view: art sculptures
depicting Romulus and Remus, Ancient bust of Julius Caesar, discovered by French archaeologist divers
scouring the bottom of the Rhône in the southern town of Arles, which Caesar founded in 46 B.C., digital
collections of authentic ancient Roman Art and Architecture, including: the Colosseum, arches, arenas,
aqueducts, baths, and bridges
Per Tennessee State Board of Education Policy, the following MUST be posted on each syllabus:
Board Policy I-431 Issued: 7/95 Revised 6/08
The Board affirms that it is essential that the teaching about religion—and not of a religion be conducted in a
factual, objective, and respectful manner in accordance with the following: Music, art, literature, or drama with a
religious theme or basis are permitted as part of the curriculum for school-sponsored activities and programs,
provided it is essential to the learning experience in the various fields of study and is presented objectively; The
emphasis on religious themes in the arts, literature, and history shall be only as extensive as necessary for a balanced
and comprehensive study of these areas. Such studies shall never foster any particular religious tenets or demean any
religious beliefs; and Student-initiated expressions to questions or assignments which reflect their beliefs or nonbeliefs about a religious theme shall be accommodated. For example, students are free to express religious belief or
non-belief in compositions, art forms, music, speech, and debate.
• Additionally, if a course features religion within the curriculum and instructional materials, this information must
be included within the syllabus, and the syllabus must be publically posted. Within the syllabus, teachers must
include specific religion-aligned selections that will be used throughout the year or semester.