Social Studies: 6th Grade Pacing Resource Document
Unit 4: Renaissance and Reformation
Essential Questions: What caused the Renaissance?
How did ‘humanism’ influence the Renaissance?
Standards:
6.1.8 Compare the diverse perspectives, ideas, interests and people that brought about the Renaissance in Europe.
6.1.12 Describe the Reformations and their effects on European and American society.
6.1.18 Create and compare timelines that identify major people, events and developments in the history of individual civilizations and/or countries that
comprise Europe and the Americas.
6.2.4 Define the term nation-state and describe the rise of nation-states headed by monarchs in Europe from 1500 to 1700.
Suggested Target Questions:
Who are some of the most influential artists and thinkers of the Renaissance? (6.1.8)
Where did the ideas and perspectives come from that influenced the Renaissance? (6.1.8)
What was Martin Luther’s role in the Protestant Reformation? (6.1.12)
What were some of the main arguments in the 95 Theses? (6.1.12)
How did the printing press promote the ideas of the Renaissance and the Protestant Reformation? (6.1.8, 6.1.12)
How did the Renaissance take shape and what were its many effects in European society? (6.1.8, 6.1.18)
Text-based Practice:
Timelinks: Europe and the Americas (Macmillan-McGraw-Hill)
World Studies: Europe and the Americas (Prentice Hall)
IDOE Resources for Course:
IDOE Home page http://www.doe.in.gov/
IDOE-Social Studies page http://www.doe.in.gov/standards/social-studies
IDOE-History/Social Studies Content Area Literacy Standards (linked through ELA page)
http://www.doe.in.gov/standards/englishlanguage-arts
IDOE Online Communities of Practice (see “6th grade”)
http://www.doe.in.gov/elearning/online-communities-practice
General Resources for Historical Thinking and Assessment
NCSS – Position Paper on Social Studies in Middle School
http://www.socialstudies.org/positions/middleschool
Developing Essential Questions for World Geography
Web-based Resources:
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http://www.mrdowling.com/704renaissance.html
http://www.pbs.org/empires/medici/renaissance/index.html
http://www.historyworld.net/wrldhis/plaintexthistories.asp?histor
yid=ac88
 https://www.khanacademy.org/partner-content/crashcourse1/crash-course-world-history/when-people-do-great-andreally-terrible-things/v/crash-course-world-history-22
 http://worldhistory.mrdonn.org/renaissance.html
 http://worldhistory.mrdonn.org/reformation.html
 http://www.eyewitnesstohistory.com/mefrm.htm
 http://www.spartanburg2.k12.sc.us/BSI/2008/Curriculum/Social%
20Studies/SocialStudiesLinks.htm
Go Social Studies Go – Choose Italian Renaissance, Renaissance Art, Niccolo
Machiavelli, Galileo on Trial, Martin Luther and the Protestant Reformation
http://www.gohistorygo.com/
Social Studies: 6th Grade Pacing Resource Document
https://www.wallingford.k12.ct.us/uploaded/Curriculum/SOCIAL_STUDIES_K-12/SS_K12_EUs_&_EQs.pdf
10 Ways to Teach Geography (NY Times Learning Network)
http://learning.blogs.nytimes.com/2012/12/04/all-over-the-map-10-ways-to-teach-aboutgeography/
Stanford History Education Group – Introduction to Historical Thinking (Lessons)
http://sheg.stanford.edu/intro-historical-thinking
Beyond the Bubble -- Integrating Historical Thinking into Classroom Assessment (assessments
available)
https://beyondthebubble.stanford.edu/
Annenberg Learner – Renaissance Interactive Reading
http://www.learner.org/interactives/renaissance/index.html
Example Unit Application
Unit Assessment Question: How did the shift in thinking from a religious-centered world to a human-mind centered world
bring about the significant changes of the Renaissance? (6.1.8, 6.1.18)
1) Use web sites below:
http://www.gohistorygo.com/ (scroll to and click “Italian Renaissance”)
http://www.learner.org/interactives/renaissance/index.html
http://www.hyperhistory.com/online_n2/History_n2/a.html (look 1500 onword)
2) Have students use a graphic organizer to read and take essential notes on each box in the interactive reading site
3) Ask students to place “Renaissance Thinking” in a circle in the middle of the organizer
4) Then ask students to connect the reading notes with circles surrounding the middle circles (boxes in reading can serve as outer circles)
Social Studies: 6th Grade Pacing Resource Document
5) Ask students to explain the connection of the out circles to inside circle
6) Raise the level of rigor by asking students to place all of the circles in a cause and effect sequence
Unit 5: Age of Enlightenment and Discovery
Essential Questions: How can contact and exchange between peoples lead to new ways of thinking?
Standards:
6.1.6 Identify trade routes and discuss their impact on the rise of cultural centers and trade cities in Europe and Mesoamerica.
6.1.9 Analyze the interconnections of people, places and events in the economic, scientific and cultural exchanges of the European Renaissance that led to the
Scientific Revolution, voyages of discovery and imperial conquest.
6.1.18 Create and compare timelines that identify major people, events and developments in the history of individual civilizations and/or countries that
comprise Europe and the Americas.
6.3.4 Describe and compare major cultural characteristics of regions in Europe and the Western Hemisphere.
6.1.9 Analyze the interconnections of people, places and events in the economic, scientific and cultural exchanges of the European Renaissance that led to the
Scientific Revolution, voyages of discovery and imperial conquest.
6.1.13 Explain the origin and spread of scientific, political, and social ideals associated with the Age of Enlightenment/Age of Reason.
6.2.7 Define and compare citizenship and the citizen’s role throughout history in Europe and the Americas.
Suggested Target Questions:
How did economic trade in Europe, especially, Italy lead to a revolution in scientific ideas? (6.1.6)
Who were important Enlightenment thinkers in Europe and what were some of their new ideas? (6.1.9, 6.1.13)
How did knowledge gained from the Renaissance and Enlightenment encourage Europeans to discover new lands? (6.1.9)
What were the economic reasons that made European nations (kings and queens) want to find and explore new lands? (6.1.9)
What were the major centers of civilization in Mesoamerica before European contact? (6.3.4)
How would you compare European society to the various cultures of Mesoamerica at this time? (6.1.18)
What were the differences and similarities in how everyday citizens lived in Europe and Mesoamerica? (6.2.7)
Who were some of the key European voyagers that explored new lands? (6.1.9)
What happened between explorers and indigenous people of the New World? (6.1.9, 6.3.4)
Text-based Practice:
Timelinks: Europe and the Americas (Macmillan-McGraw-Hill)
World Studies: Europe and the Americas (Prentice Hall)
Web-based Resources:
Social Studies: 6th Grade Pacing Resource Document
IDOE Resources for Course:
IDOE Home page http://www.doe.in.gov/
IDOE-Social Studies page http://www.doe.in.gov/standards/social-studies
IDOE-History/Social Studies Content Area Literacy Standards (linked through ELA page)
http://www.doe.in.gov/standards/englishlanguage-arts
IDOE Online Communities of Practice (see “6th grade”)
http://www.doe.in.gov/elearning/online-communities-practice
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General Resources for Historical Thinking and Assessment
NCSS – Position Paper on Social Studies in Middle School
http://www.socialstudies.org/positions/middleschool
Developing Essential Questions for World Geography
https://www.wallingford.k12.ct.us/uploaded/Curriculum/SOCIAL_STUDIES_K-12/SS_K12_EUs_&_EQs.pdf
10 Ways to Teach Geography (NY Times Learning Network)
http://learning.blogs.nytimes.com/2012/12/04/all-over-the-map-10-ways-to-teach-aboutgeography/
Stanford History Education Group – Introduction to Historical Thinking (Lessons)
http://sheg.stanford.edu/intro-historical-thinking
Beyond the Bubble -- Integrating Historical Thinking into Classroom Assessment (assessments
available)
https://beyondthebubble.stanford.edu/
Interactive Social Studies Websites
http://teaching.about.com/od/tech/tp/Interactive-Social-Studies-Websites.htm
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Discovery Education – World History Techbook – Unit 5 Chapter
18.1 through 18.2 -- Renaissance
http://app.discoveryeducation.com/
Discovery Education – World History Techbook – Unit 6 Chapter
19.1 through 19.2 – Age of Discovery
http://app.discoveryeducation.com/
Mayan, Aztec, Incan and other Mesoamerican civilizations are
covered on GoSocialStudiesGo.com
http://www.gohistorygo.com/
Kids Past.com – Read and learn about the Age of Exploration
http://www.kidspast.com/world-history/0307-trade-moredifficult.php
http://www.historyworld.net/wrldhis/plaintexthistories.asp?histor
yid=ac88
https://www.khanacademy.org/partner-content/crashcourse1/crash-course-world-history/when-people-do-great-andreally-terrible-things/v/crash-course-world-history-22
http://worldhistory.mrdonn.org/renaissance.html
http://worldhistory.mrdonn.org/reformation.html
http://www.eyewitnesstohistory.com/mefrm.htm
http://www.spartanburg2.k12.sc.us/BSI/2008/Curriculum/Social%
20Studies/SocialStudiesLinks.htm
Museum Box – digital presentation site for students to put
together projects and assessments in a museum-like display
http://museumbox.e2bn.org/
Example Unit Application
Unit Assessment Question: What were key similarities and differences between European and Mesoamerican cultures
during the Age of Discovery?
Social Studies: 6th Grade Pacing Resource Document
Anticipatory Set Visual: What does this illustration depict? Who’s culture does it seem to favor and justify?
Can you connect this image to European exploration in the New World?
Activity steps: This is an activity that allows students to make a comparison and contrast between two
Old and New World cultures of their choice. Since they can use an interactive tool like Museum Box (or
any other digital tool that is similar) they can use a wider variety of evidence and tap into some different
learning styles in the process.
1. Use the web resources and text information above to put together a multimedia presentation for a
European and Mesoamerican culture in the Museum Box display  Museum box
http://museumbox.e2bn.org/
2. Afterward, ask students to present their museum boxes and ask the class to keep a collective
comparison/contrast chart of all the cultures presented.
3. Have students write to the unit assessment question above using the materials that was researched, shared and discussed.
Unit 6: European Colonization
Essential Questions: Who benefitted most from the discovery of the New World?
Social Studies: 6th Grade Pacing Resource Document
Standards:
6.1.11 Compare and contrast Spanish, Portuguese, French, and British colonies in the Americas.
6.1.18 Create and compare timelines that identify major people, events and developments in the history of individual civilizations and/or countries that
comprise Europe and the Americas.
6.1.21 Differentiate between fact and interpretation in historical accounts and explain the meaning of historical passages by identifying who was involved, what
happened, where it happened, and relating them to outcomes that followed and gaps in the historical record.
6.3.12 Compare the distribution and evaluate the importance of natural resources such as natural gas, oil, forests, uranium, minerals, coal, seafood and water in
Europe and the Americas.
6.1.4 Identify and explain the development and organization of political, cultural, social and economic systems in Europe and the Americas.
6.1.6 Identify trade routes and discuss their impact on the rise of cultural centers and trade cities in Europe and Mesoamerica.
6.3.13 Explain the impact of humans on the physical environment in Europe and the Americas.
6.3.14 Explain and give examples of how nature has impacted the physical environment and human populations in specific areas of Europe and the Americas
Suggested Target Questions:
What is a colony? (6.1.11)
What is the main purpose in starting a colony? (6.1.11, 6.1.6, 6.3.12, 6.1.4)
Which European nations colonized parts of the New World and how did the New World peoples react to being colonized? (6.1.18, 6.1.21, 6.3.13, 6.3.14)
How did desire for trade and resources shape the way Europe viewed the New World colonies?
What goods and resources did European nations value most from the New World? (6.3.13)
What was the Columbian Exchange? (6.3.13)
What can we learn about the effects of European discovery and colonization by looking at written records of the people who lived at the time? (6.1.21)
What impact did the ideas and exchanges in colonies have on the natural environment and human populations of the New World? (6.3.12, 6.3.14)
Text-based Practice:
Timelinks: Europe and the Americas (Macmillan-McGraw-Hill)
World Studies: Europe and the Americas (Prentice Hall)
Web-based Resources:
Social Studies: 6th Grade Pacing Resource Document
IDOE Resources for Course:
IDOE Home page http://www.doe.in.gov/
IDOE-Social Studies page http://www.doe.in.gov/standards/social-studies
IDOE-History/Social Studies Content Area Literacy Standards (linked through ELA page)
http://www.doe.in.gov/standards/englishlanguage-arts
IDOE Online Communities of Practice (see “6th grade”)
http://www.doe.in.gov/elearning/online-communities-practice
General Resources for Historical Thinking and Assessment
NCSS – Position Paper on Social Studies in Middle School
http://www.socialstudies.org/positions/middleschool
Developing Essential Questions for World Geography
https://www.wallingford.k12.ct.us/uploaded/Curriculum/SOCIAL_STUDIES_K-12/SS_K12_EUs_&_EQs.pdf
10 Ways to Teach Geography (NY Times Learning Network)
http://learning.blogs.nytimes.com/2012/12/04/all-over-the-map-10-ways-to-teach-aboutgeography/
Stanford History Education Group – Introduction to Historical Thinking (Lessons)
http://sheg.stanford.edu/intro-historical-thinking
Beyond the Bubble -- Integrating Historical Thinking into Classroom Assessment (assessments
available)
https://beyondthebubble.stanford.edu/
Interactive Social Studies Websites
http://teaching.about.com/od/tech/tp/Interactive-Social-Studies-Websites.htm
Reading Question – Strategies for social Studies reading
http://www.readingquest.org/strat/
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Discovery Education – World History Techbook – Unit 6 Chapter
19.1 through 19.2 – Age of Discovery
http://app.discoveryeducation.com/
Mayan, Aztec, Incan and other Mesoamerican civilizations are
covered on GoSocialStudiesGo.com
http://www.gohistorygo.com/
Kids Past.com – Read and learn about the Age of Exploration
http://www.kidspast.com/world-history/0307-trade-moredifficult.php
http://www.historyworld.net/wrldhis/plaintexthistories.asp?histor
yid=ac88
https://www.khanacademy.org/partner-content/crashcourse1/crash-course-world-history/when-people-do-great-andreally-terrible-things/v/crash-course-world-history-22
http://worldhistory.mrdonn.org/renaissance.html
http://worldhistory.mrdonn.org/reformation.html
http://www.eyewitnesstohistory.com/mefrm.htm
http://www.spartanburg2.k12.sc.us/BSI/2008/Curriculum/Social%
20Studies/SocialStudiesLinks.htm
Museum Box – digital presentation site for students to put
together projects and assessments in a museum-like display
http://museumbox.e2bn.org/
Example Unit Application
Unit Assessment Question: Who really killed Moctezuma?
(Have students solve the mystery behind the death of the Aztec ruler, Moctezuma, by analyzing two contrasting primary texts.)
Social Studies: 6th Grade Pacing Resource Document
Anticipatory Set Visual: What do you think this illustration depict? Who is the Spanish
Conquistador, Hernan Cortez? How do you know? Who is the Aztec leader, Moctezuma?
Clues? Who is the woman in the center? What is her role in your opinion?
1. Students should visit Go Social Studies Go and scroll down to the “Fall of the Aztecs”
Fall of the Aztecs  http://www.gohistorygo.com/
2. Have students take notes on the reading which gives detailed background how the
conquistador, Hernan Cortez, took control of the Aztec city of Tenochtitlan (use Reading
Quest “history frames” as one type of organizer to keep track of information)
http://www.readingquest.org/strat/
3. Scroll down and now read the “Aztec CFI: Who really killed Moctezuma?”
4. Organize students into think pair and share groups (this is ideal for teaching gradual
release on primary sources and reliability of historical information)
5. Pass out one oversized piece of white paper (legal size or bigger) per group
6. Hand post it notes to group members
7. Ask the groups to write down the name of each author one each side a T-chart
8. Use post it notes to write up reasons why that author’s account of Moctezuma’s
death is believable or unbelievable
(Make sure the groups understand how to weigh the evidence they use for their reasons
– can it be verified by reliable historical information and context?)
9. Ask groups to finish discussion and place reasons on their sheet, circling the account they believe most
10. Hang the papers around the room and do a gallery walk
11. Have students use the information from the gallery walk to write to the assessment question above.
Social Studies: 6th Grade Pacing Resource Document