6th Grade Scope and Sequence
Approx Time
Frame
April – 3 weeks
May – 4 weeks
May and June – 3 weeks
Early China
Ancient Rome
Mesopotamia
6.6.1 Locate and describe the origins of
Chinese civilization in the Huang-He
Valley during the Shang Dynasty.
6.7.1 Identify the location and describe the rise of
the Roman Republic, including the importance of
such mythical and historical figures as Aeneas,
Romulus and Remus, Cincinnatus, Julius Caesar,
and Cicero.
6.2.1 Locate and describe the
major river systems and discuss
the physical settings that
supported permanent settlement
and early civilizations
6.7.2 Describe the government of the Roman
Republic and its significance (e.g., written
constitution and tripartite government, checks
and balances, civic duty).
6.2.2 Trace the development of
agricultural techniques that
permitted the production of
economic surplus and the
emergence of cities as centers of
culture and power.
6.6.2 Explain the geographic features
of China that made governance and
the spread of ideas and goods difficult
and served to isolate the country from
the rest of the world.
Unit Topic/Title
and Key
Components
Term 3 - Social Studies 2016-2017
6.6.3 Know about the life of Confucius
and the fundamental teachings of
Confucianism and Taoism.
6.6.4 Identify the political and cultural
problems prevalent in the time of
Confucius and how he sought to solve
them.
6.6.5 List the policies and
achievements of the emperor Shi
Huangdi in unifying northern China
under the Qin Dynasty.
6.6.6 Detail the political contributions
of the Han Dynasty to the
development of the imperial
bureaucratic state and the expansion
of the empire.
6.7. 3 Roman territories and expansion of the
empire, including how the empire fostered
economic growth through the use of currency and
trade routes.
6.7.4 Discuss the influence of Julius Caesar and
Augustus in Rome’s transition from republic to
empire.
6.7.6 Note the origins of Christianity, the life and
teachings of Jesus of Nazareth as described in the
New Testament, and the contribution of St. Paul
the Apostle to the definition and spread of
Christian beliefs (e.g., belief in the Trinity,
resurrection, salvation).
6.7.7 Describe the circumstances that led to the
spread of Christianity in Europe and other Roman
territories.
6.2.3 Trace the evolution of
language and its written forms.
6th Grade Scope and Sequence
6.6.7 Cite the significance of the transEurasian “silk roads” in the period of
the Han Dynasty and Roman Empire
and their locations.
Term 3 - Social Studies 2016-2017
6.7.8 Discuss the legacies of Roman art and
architecture, technology and science, literature,
language, and law.
6.6.8 Describe the diffusion of
Buddhism northward to China during
the Han Dynasty.
Unit Question
Significant
Concept (s)
 Does geography determine development?
 What roles do belief systems play in society?
 Why do civilizations rise and fall?
 How can power and wealth change and develop societies?
Students will understand: -how geography influences communities, regions ad settlement. -how historical events shape the present and
future. -why are and how geographic and historic study are interwoven.
Students will know: -how to connect ideas, practices and traditions. -how symbolism effect, and influence societies and what it means to
them.
Students will be able to: -be “global citizens”: to sympathies, accept and respect similarities and differences in culture and communities. Will
see the value of the environment.
Theme
Weekly Planning
Party Planners
Main Activity
Reading focus
Writing/Language Focus
April
Week 1: Students analyze the geographic features of
Early China.
Week 2: Students analyze the political and economic
systems of Early China.
Week 3: Students analyze the religious and social
structures of the early civilizations of China.
Differentiated Readings:
Geography of China
The Han Dynasty
The Shang Dynasty
Origins of the Chinese People
The Silk Roads
Confucius
Taoism
The Spread of Buddhism
-Provide written/visual
piece to show and explain
thoughts and
perspectives of
assignment.
-A&Q
6th Grade Scope and Sequence
May
Week 1: Students analyze the geographic of Ancient
Rome.
Week 2: Students analyze the political and economic
systems of Ancient Rome.
Week 3: Students analyze the religious aspects of
Rome.
Week 4: Students analyze the social structures
during the development of Rome.
May - June
Week 1: Students analyze the geographic features of
Mesopotamia.
Week 2: Students analyze the political and economic
systems of Mesopotamia.
Week 3: Students analyze the religious, and social
structures of the early civilizations of Mesopotamia.
Vocabulary
(Unit and RIT)
SCF
Differentiated Readings:
Geography of Ancient Rome
Government of the Roman Republic
From Republic to Empire
The Spread of Christianity
The Legacy of Roman Culture
Term 3 - Social Studies 2016-2017
-Provide written/visual
piece to show and explain
thoughts and
perspectives of
assignment.
-A&Q
Differentiated Readings:
-Provide written/visual
All About Mesopotamia
piece to show and explain
Geography of Mesopotamia
thoughts and
Political, Social Class, and Religion of
perspectives of
Mesopotamia
assignment.
Trade in Mesopotamia
-A&Q
Written Language – Cuneiform
Hammurabi’s Code
Locate, civilization, valley, dynasty, isolate, policies, emperor, unify, republic, mythical, expansion, trade route, influence, religion,
territories, agriculture.
Creativity
Self-confidence
Self-motivation
Create- Put together
Possible
Assessment
Tasks and
Bloom’s Level
Generate-hypothesizing, coming up with theories or statements based on criteria  Example: Generate alternative hypotheses
for the failure to pass the Equal Rights amendment (ERA).  Example: Generate alternative hypotheses for the national economic
recession of 2009.
Plan-designing a procedure or something to get a task done  Example: Plan a research paper on an approved historical topic. 
Example: Design a new alternative system of transportation between urban, suburban and rural communities.
Produce-constructing or inventing a new product  Example: Build a model of how you envision a green community 30 years
into the future.
6th Grade Scope and Sequence
Term 3 - Social Studies 2016-2017
Evaluate – Judge
Check-testing, coordinating, monitoring, detecting inconsistencies in processes, products or information  Example: Determine if
Upton Sinclair’s conclusion about the meat packing industry follow from observable data.
Critique-judging, rating, assessing inconsistencies between criteria, situations, events, products  Example: Judge which of the
two Doctrines was most effective in achieving the desired outcomes outlined by the U.S.
Analyze – Take part
Differentiate-discriminating, distinguishing or selecting relevant from irrelevant parts or important from unimportant parts 
Example: Distinguish between the procedures of civil and criminal cases.
Organize-outlining, structuring, finding coherence in determining how parts/pieces fit or function as a whole or within a structure
 Example: Outline the immediate causes of the Civil War.  Example: Outline the process of a bill becoming a law.
Attribute-deconstructing, giving criteria to  Example: Determine the author’s theme(s) about nature in The Last of the
Mohicans.
Apply –Use it
Execute-carrying out procedures, methods of doing things or practices  Example: Divide the percent change in quantity
demanded by the percent change in price to find the price elasticity of demand.
Implement-using procedures or methods to do something  Example: Use “glittering generalities” in a given situation seeking to
influence the opinions of the masses
Understand – Explain
Interpret- clarifying, paraphrasing, representing, and translating information  Example: Paraphrase important speeches and
documents.
Exemplify-Illustrating, providing examples of concepts or information  Example: Give examples of a concept or principle. 
Example: Give examples of various types of civil court cases.
Classify-putting information in categories or subsets  Example: Classify observed or described cases of mental disorders.
6th Grade Scope and Sequence
Term 3 - Social Studies 2016-2017
Summarize-generalizing or summarizing information obtained from a source  Example: Writer a summary of the event
portrayed on a videotape.
Infer-concluding, extrapolating, predicting outcomes based on information presented  Example: Draw a logical conclusion from
the information printed in the newspaper headline article in the New York Times on December 8, 1941.
Compare-contrasting, mapping, matching two or more pieces of information, ideas, etc.  Example: Compare historical events to
contemporary situations.
Explain-constructing cause and effect models  Example: Explain the causes of important 18th Century events in France
Remember - Facts
Recognize-the person is identifying information  Example: Recognize the dates of important events in U.S. History.  Example:
Identify places on a map.
Recall-the person would be retrieving information  Example: Recall the dates of important events in U.S. History.
Students to gather, use, and interpret evidence.
- Develops questions to help identify evidence about topics related to the historical events occurring in the Western Hemisphere that can be
answered by gathering, using, and interpreting evidence.
Students knows to reason chronological cause.
Assessment
Criteria
- Identifies causes and effects using examples from current events or grade-level content and historical events.
Students can reason geographic representations.
- Uses location terms and uses geographic representations such as maps, photographs, satellite images, and models to describe where places
in the Western Hemisphere are in relation to each other, can also describe connections among places, and to evaluate the benefits of
particular places for purposeful activities.
Students participate civically
- Demonstrates respect for the rights of others in discussion and classroom debates regardless of whether one agrees with the other
viewpoint. Considers alternate views in discussion with teacher support.
6th Grade Scope and Sequence
-Scholastic Learning for choice of books
Possible
Resources
-Ancient Civilizations -Differentiated passages.
-TeacherTube
-Achieve300.come
Term 3 - Social Studies 2016-2017