This document outlines the curriculum map and pacing guide for 6th grade social studies for the 2009-2010 school year. It includes the standards, student outcomes, resources, and assessments that will be addressed each quarter. In quarter 1, students will focus on constructing charts, graphs, and timelines using historical data; interpreting maps and geographic information; and identifying how geography influenced human settlement patterns in different time periods and regions. The standards and outcomes will be addressed throughout the year using supplemental resources and assessments.

1. 6th Grade Social Studies: Curriculum Map and Pacing Guide 2009‐2010
Quarter 1
These standards will be addressed throughout all four quarters.
Performance Objective Student Outcomes Core Resource Assessment
SS06‐S2C1‐01 Construct charts, graphs, and narratives using I can construct charts, graphs, and narratives using historical data. Supplemental resource
historical data. needed
SS06‐S2C1‐02 Interpret historical data displayed in graphs, I can interpret historical data displayed in graphs, tables, and charts. reference pages xxiv‐xxv
tables, and charts. Throughout text
SS06‐S2C1‐03 Construct timelines of the historical era being I can construct timelines of the historical era being studied. Supplemental resource
studied (e.g., presidents/world leaders, key events, people). needed
SS06‐S4C1‐01 Construct maps, charts, and graphs to display I can construct maps, charts, and graphs to display geographic Supplemental resource
geographic information. information. needed
SS06‐S4C1‐02 Identify purposes of, and differences among, I can identify purposes of, and differences among, maps, globes, These standards will be
maps, globes, aerial photographs, charts, and satellite images. aerial photographs, charts, and satellite images. addressed throughout the
American History textbook
according to the era and/or
SS06‐S4C1‐03 Interpret maps, charts, and geographic databases I can interpret maps, charts, and geographic databases using geographic region being
using geographic information. geographic information. studied.
SS06‐S4C1‐04 Locate physical and human features (e.g., I can locate physical and human features in the United States and in
significant waterways, mountain ranges, cities, countries) in regions of the world on a map.
the United States and in regions of the world on a map.
SS06‐S4C1‐05 Interpret thematic maps, graphs, charts, and I can interpret thematic maps, graphs, charts, and databases
databases depicting various aspects of world regions. (Apply to depicting various aspects of world regions.
regions studied).
SS06‐S4C2‐01 Identify regions studied in Strand 2 using a I can identify regions studied in Strand 2 using a variety of criteria.
variety of criteria (e.g., climate, landforms, culture,
vegetation).
SS06‐S4C3‐01 Identify the physical processes that influence the I can identify the physical processes that influence the formation Ch.4, Sect. 1 p. 82
formation and location of resources such as oil, coal, diamonds, and location of resources such as oil, coal, diamonds, and copper. I Ch. 20, Sect. 1 pp. S90‐S91,
and copper. can evaluate the effects of and describe how people plan for and A9 (Geography Handbook)
respond to natural disasters. I can describe how sunlight, water Supplemental resource are
quality climate, pollution density and pollution affect quality of life. also needed.
SS06‐S5C1‐05 Explain how trade promoted economic growth I can explain how trade promoted economic growth throughout Ch. 20, Sect. 3 pp. 607‐610,
throughout world regions. world regions. A9 (Geography Handbook)
SS06‐S1C1‐01 Construct charts, graphs, and narratives using I can construct charts, graphs, and narratives using historical data. Supplemental resource
historical data. needed
Isaac School District 1 2009

2. 6th Grade Social Studies: Curriculum Map and Pacing Guide 2009‐2010
Quarter 1
SS06‐S2C9‐01 Describe current events using information from I can describe current events using information from class Supplemental resource
class discussions and various resources (e.g., newspapers, discussions and various resources needed
magazines, television, Internet, books, maps).
These standards will be addressed throughout all four quarters.
Performance Objective Student Outcomes Core Resource Assessment
SS06‐S1C10‐02 Identify the connection between current and I can identify the connection between current and historical events Supplemental resource
historical events and issues studied at this grade level using and issues using information from class discussions and various needed
information from class discussions and various resources (e.g., resources.
newspapers, magazines, television, Internet, books, maps).
SS06‐S2C9‐02 Identify the connection between current and
historical events and issues using information from class
discussions and various resources (e.g., newspapers, magazines,
television, Internet, books, maps).
SS06‐S4C4‐02 Describe the environmental, economic, cultural, I can describe the environmental, economic, cultural, and political A 16‐A17 (Geography
and political effects of human migrations and cultural diffusion effects of human migrations and cultural diffusion on places and Handbook)
on places and regions. regions. Ch. 1, Sect. 1 pp. 4‐5
Ch. 5, Sect. 2 pp. 122‐123
Ch. 12, Sect. 1 pp. 339
Ch. 16, Sect. 3 p. 482
SS06‐S4C4‐03 Analyze the causes and effects of settlement I can analyze the causes and effects of settlement patterns. Ch 1, Sect. 1 pp. 10‐11
patterns. Ch. 5, Sect. 2 pp. 15‐21
Ch. 2, Sect. 2 pp. 33‐37
Ch 2, Sect. 3 pp. 43‐45
Ch. 6, Sect. 1 pp. 147‐148
Ch. 6, Sect. 3 p. 163
Ch. 13, Sect. 1 p. 366
Ch. 13, Sect. 2 pp. 369‐372,
374
Ch. 13, Sect. 3 pp. 379‐383
SS06‐S4C4‐04 Identify how factors such as river/coastal I can identify how factors such as river/coastal civilizations and Ch. 3, Sect. 3 p. 68
civilizations and trade influenced the location, distribution, and trade influenced the location, distribution, and interrelationships of Ch. 14, Sect. 2 p. 403
interrelationships of economic activities over time and in economic activities over time and in different regions. Ch. 18, Sect. 3 p. 556‐557
different regions Ch. 20, Sect. 2 p.594
Ch. 22, Sect. 3 p. 671, 676
Ch. 22, Sect. 4 pp. 680‐681
SS06‐S4C4‐05 Identify cultural norms that influence different I can identify cultural norms that influence different social, political, Supplemental resource
social, political, and economic activities of men and women. and economic activities of men and women. needed
SS06‐S4C5‐01 Describe ways that human dependence on I can describe ways that human dependence on natural resources Supplemental resource
natural resources influences economic development, influences economic development, settlement, trade, and needed
settlement, trade, and migration. migration.
Isaac School District 2 2009

3. 6th Grade Social Studies: Curriculum Map and Pacing Guide 2009‐2010
Quarter 1
These standards will be addressed throughout all four quarters.
Performance Objective Student Outcomes Core Resource Assessment
SS06‐S4C5‐02 Describe the intended and unintended I can describe the intended and unintended consequences of A3 (Geography Handbook)
consequences of human modification (e.g., irrigation, human modification on the environment. Ch. 2, Sect. 1 pp. 28‐31
aqueducts, canals) on the environment. Ch.4, Sect. 1 pp. 79‐83
Ch. 5, Sect. 1 pp. 114‐116
Ch. 6, Sect. 3 p. 160
Ch. 6, Sect. 4 p. 165‐168
SS06‐S4C5‐03 Explain how changes in the natural environment I can explain how changes in the natural environment can increase Ch. 2 , Sect. 1 p. 28
(e.g., flooding of the Nile) can increase or diminish its capacity or diminish its capacity to support human activities. Ch. 4, Sect. 1 pp. 79‐80
to support human activities. Ch. 5, Sect. 1 p 114
Ch. 6, Sect. 1 p. 148
SS06‐S4C5‐04 Identify the way humans respond to/ prepare for I can identify the way humans respond to/ prepare for natural Supplemental resource
natural hazards (i.e., lightning, flash floods, dust storms, hazards in order to remain safe. needed
tornadoes, hurricanes, floods, earthquakes) in order to remain
safe.
SS06‐S4C6‐01 Describe ways geographic features and I can describe ways geographic features and conditions influenced Ch. 2, Sect. 1 pp. 28‐31
conditions influenced settlement in various locations (e.g., settlement in various locations (e.g., near waterways, on high Ch. 4, Sect. 1 pp. 79‐85
near waterways, on high terrain, with adequate fresh water, terrain, with adequate fresh water, on good land for farming, in Ch. 5, Sect. 1 pp. 110‐114
on good land for farming, in temperate climates) throughout temperate climates) throughout different periods of time, places, Ch. 6, Sect. 1 pp. 144‐148
different periods of time, places, and regions. and regions.
SS06‐S4C6‐02 Use geographic knowledge and skills (e.g., I can use geographic knowledge and skills (e.g., recognizing Supplemental resource
recognizing patterns, mapping, graphing) when discussing patterns, mapping, graphing) when discussing current events. needed
current events.
SS06‐S1C1‐04 Formulate questions that can be answered by I can formulate questions that can be answered by historical study Supplemental resource
historical study and research. and research. needed
SS06‐S1C1‐05 Describe the difference between primary and I can describe the difference between primary and secondary Ch. 1, Sect. 1 p. 8
secondary sources. sources.
SS06‐S1C1‐06 Determine the credibility and bias of primary and I can determine the credibility and bias of primary and secondary Supplemental resource
secondary sources. sources. needed
SS06‐S1C1‐07 Analyze cause and effect relationships between I can analyze cause and effect relationships between and among Supplemental resource
and among individuals and/or historical events. individuals and/or historical events. needed
SS06‐S4C2‐02 Describe the factors that cause regions and I can describe the factors that cause regions and places to change. Supplemental resource
places to change. needed
SS06‐S4C2‐03 Describe the interactions of people in different I can describe the interactions of people in different places and Supplemental resource
places and regions. regions. needed
SS06‐S4C2‐04 Explain why places and regions serve as cultural I can explain why places and regions serve as cultural symbols such Supplemental resource
symbols such as Jerusalem being a sacred place for Jews, as Jerusalem being a sacred place for Jews, Christians, and Muslims. needed
Christians, and Muslims.
Isaac School District 3 2009

4. 6th Grade Social Studies: Curriculum Map and Pacing Guide 2009‐2010
Quarter 1
August
Performance Objective Student Outcomes Core Resource Assessment
SS06‐S1C1‐08 Describe how archaeological research adds to I can describe how archaeological research adds to our Ch. 1 pp. 18‐19 and
our understanding of the past. understanding of the past. supplemental
SS06‐S1C2‐01 Describe the characteristics of hunting and I can describe the characteristics of hunting and gathering societies Ch. 1 pp. 6, 9‐10, 381
gathering societies in the Americas. in the Americas.
SS06‐S1C2‐02 Describe how farming methods and I can describe how farming methods and domestication of animals Ch. 1 pp. 11‐17
domestication of animals led to the development of cultures led to the development of cultures and civilizations from hunting
and civilizations from hunting and gathering societies. and gathering societies.
SS06‐S2C2‐01 Describe the lifestyles of humans in the I can describe the lifestyles of humans in the Paleolithic and Supplemental resource
Paleolithic and Neolithic Ages. Neolithic Ages. needed
SS06‐S5C1‐03 Explain why specialization improves standards of I can explain why specialization improves standards of living. Ch. 1 pp. 16‐17
living. Ch.2 p. 34
Ch. 4 pp. 84‐87
SS06‐S2C2‐02 Determine how the following factors influenced I can determine how the following factors influenced groups of Ch. 2
groups of people to develop into civilizations in Egypt, India, people to develop into civilizations in Mesopotamia:
Mesopotamia, and China: a. farming methods
a. farming methods b. domestication of animals
b. domestication of animals c. division of labor
c. division of labor d. geographic factors
d. geographic factors
SS06‐S2C2‐03 Describe the importance of the following river I can describe the importance of river valleys in the development of Ch. 2 pp. 24‐29
valleys in the development of ancient civilizations: the ancient civilizations of Tigris and Euphrates‐Mesopotamia.
a. Tigris and Euphrates ‐ Mesopotamia
b. Nile ‐ Egypt
c. Huang He ‐ China
d. Indus‐ India
SS06‐S2C2‐04 Compare the forms of government of the I can compare the forms of government of the following ancient Ch. 2 pp. 35‐38
following ancient civilizations: civilizations: (Mesopotamia)
a. Mesopotamia – laws of Hammurabi a. Mesopotamia – laws of Hammurabi
b. Egypt – theocracy b. Egypt – theocracy
c. China – dynasty c. China – dynasty
SS06‐S3C3‐01 Describe the impact of the laws of Hammurabi I can describe the impact of the laws of Hammurabi on the lives of pp. 35‐38 and supplemental
on the lives of ancient people and how it relates to current ancient people and how it relates to current laws.
laws.
SS06‐S2C2‐05 Describe the religious traditions that helped I can describe the religious traditions that helped shape the culture Ch. 2 pp. 36‐37
shape the culture of the following ancient civilizations: of Sumeria, India (polytheism). Ch. 5
a. Sumeria, India (i.e., polytheism) Ch. 6
b. Egypt (i.e., belief in an afterlife)
c. China (i.e., ancestor worship)
d. Middle East (i.e., monotheism)
Isaac School District 4 2009

5. 6th Grade Social Studies: Curriculum Map and Pacing Guide 2009‐2010
Quarter 1
SS06‐S2C2‐06 Analyze the impact of cultural and scientific I can analyze the impact of cultural and scientific contributions of Ch. 2 pp. 35‐38
contributions of ancient civilizations on later civilizations: ancient civilizations on later civilizations, such as, Mesopotamia (i.e.,
a. Mesopotamia (i.e., laws of Hammurabi) laws of Hammurabi)
b. Egypt (i.e., mummification, hieroglyphs, papyrus)
c. China (i.e., silk, gun powder/fireworks, compass)
September
Performance Objective Student Outcomes Core Resource Assessment
SS06‐S2C2‐02 Determine how the following factors influenced I can determine how the following factors influenced groups of Ch. 4
groups of people to develop into civilizations in Egypt, India, people to develop into civilizations in Egypt.
Mesopotamia, and China:
a. farming methods
b. domestication of animals
c. division of labor
d. geographic factors
SS06‐S2C2‐03 Describe the importance of the following river I can describe the importance of river valleys in the development of Ch. 4 pp. 76‐85
valleys in the development of ancient civilizations: the ancient civilizations of Egypt.
a. Tigris and Euphrates ‐ Mesopotamia
b. Nile ‐ Egypt
c. Huang He ‐ China
d. Indus‐ India
SS06‐S2C2‐04 Compare the forms of government of the I can compare the forms of government of the following ancient Ch. 4 pp. 88‐104
following ancient civilizations: civilizations: (Egypt)
a. Mesopotamia – laws of Hammurabi a. Mesopotamia – laws of Hammurabi
b. Egypt – theocracy b. Egypt – theocracy
c. China – dynasty c. China – dynasty
SS06‐S2C2‐05 Describe the religious traditions that helped I can describe the religious traditions that helped shape the culture Ch. 4 pp. 76‐101
shape the culture of the following ancient civilizations: of Egypt (i.e., belief in an afterlife).
a. Sumeria, India (i.e., polytheism)
b. Egypt (i.e., belief in an afterlife)
c. China (i.e., ancestor worship)
d. Middle East (i.e., monotheism)
SS06‐S2C2‐06 Analyze the impact of cultural and scientific I can analyze the impact of cultural and scientific contributions of Ch. 4
contributions of ancient civilizations on later civilizations: ancient civilizations on later civilizations, such as Egypt (i.e.,
a. Mesopotamia (i.e., laws of Hammurabi) mummification, hieroglyphs, papyrus)
b. Egypt (i.e., mummification, hieroglyphs, papyrus)
c. China (i.e., silk, gun powder/fireworks, compass)
Isaac School District 5 2009

6. 6th Grade Social Studies: Curriculum Map and Pacing Guide 2008‐09
Quarter 2
October
Performance Objective Student Outcomes Core Resource Assessment
SS06‐S2C2‐02 Determine how the following factors influenced I can determine how the following factors influenced groups of Ch. 5, Sect. 4 pp. 144‐148
groups of people to develop into civilizations in Egypt, India, people to develop into civilizations in India.
Mesopotamia, and China:
a. farming methods
b. domestication of animals
c. division of labor
d. geographic factors
SS06‐S2C2‐03 Describe the importance of the following river I can describe the importance of the Indus river valley in the Ch. 5, Sect. 1 pp. 110‐116
valleys in the development of ancient civilizations: development of ancient civilization in India. Ch. 5, Sect. 1 pp. 118‐119
a. Tigris and Euphrates ‐ Mesopotamia
b. Nile ‐ Egypt
c. Huang He ‐ China
d. Indus‐ India
SS06‐S2C2‐05 Describe the religious traditions that helped I can describe the religious traditions that helped shape the culture Ch. 5, Sect. 3 pp. 121‐130
shape the culture of the following ancient civilizations: of Sumeria, India. Ch. 5 Sect. 4 pp. 134‐136
a. Sumeria, India (i.e., polytheism)
b. Egypt (i.e., belief in an afterlife)
c. China (i.e., ancestor worship)
d. Middle East (i.e., monotheism)
SS06‐S1C2‐03 Describe the cultures of the Mogollon, Ancestral I can describe the cultures of Mogollon, Ancestral Pueblans, and Ch. 13, Sect. 3 pp. 378‐379
Puebloans (Anasazi), and Hohokam: Hohokams.
a. location, agriculture, housing, arts, and trade networks
b. how these cultures adapted to and altered their environment.
SS06‐S1C2‐04 Describe the Adena, Hopewell, and Mississippian I can describe the Adena, Hopewell, and Mississippian mound‐ Ch. 13, Sect. 3 p. 380
mound‐building cultures: building cultures.
a. location, agriculture, housing, arts, and trade networks
b. how these cultures adapted to and altered their environment
SS06‐S1C2‐05 Describe the Mayan, Aztec, and Incan/Inkan I can describe the Mayan, Aztec, and Incan civilizations. Ch. 13, Sect. 1 pp. 362‐367
civilizations: Ch. 13, Sect. 2 pp. 368‐377
a. location, agriculture, housing, and trade networks
b. achievements (e.g., mathematics, astronomy, architecture,
government, social structure, arts and crafts)
c. how these cultures adapted to and altered their
environment
November
Performance Objective Student Outcomes Core Resource Assessment
SS06‐S2C2‐02 Determine how the following factors influenced I can determine how farming methods, domestication of animals, Ch. 6, Sect. 3 p. 161
groups of people to develop into civilizations in Egypt, India, division of labor and geographic factors influenced groups of people Ch. 6, Sect. 3 p. 166
Mesopotamia, and China: to develop civilizations in ancient China.
a. farming methods
Isaac School District 6 2009

7. b. domestication of animals
c. division of labor
d. geographic factors
SS06‐S2C2‐03 Describe the importance of the following river I can describe the importance of the Huang He River Valley in the Ch. 6, Sect. 1 pp. 144‐148
valleys in the development of ancient civilizations: development of an ancient civilization in China.
a. Tigris and Euphrates ‐ Mesopotamia
b. Nile ‐ Egypt
c. Huang He ‐ China
d. Indus‐ India
SS06‐S2C2‐04 Compare the forms of government of the I can compare the forms of government of ancient civilizations in Ch. 6, Sect. 1 pp. 149‐154
following ancient civilizations: China (dynasty). Ch. 6, Sect 3 pp. 158‐162
a. Mesopotamia – laws of Hammurabi
b. Egypt – theocracy
c. China – dynasty
SS06‐S2C2‐05 Describe the religious traditions that helped I can describe the religious traditions that helped shape the culture Ch. 6, Sect. 1 pp. 149‐150
shape the culture of the following ancient civilizations: of China. Ch. 6, Sect. 2 pp. 154‐157
a. Sumeria, India (i.e., polytheism)
b. Egypt (i.e., belief in an afterlife)
c. China (i.e., ancestor worship)
d. Middle East (i.e., monotheism)
SS06‐S2C2‐06 Analyze the impact of cultural and scientific I can analyze the impact of cultural and scientific contributions of Ch. 6, Sect. 4 pp. 165‐169
contributions of ancient civilizations on later civilizations: ancient China on later civilizations.
a. Mesopotamia (i.e., laws of Hammurabi)
b. Egypt (i.e., mummification, hieroglyphs, papyrus)
c. China (i.e., silk, gun powder/fireworks, compass)
SS06‐S2C2‐09 Identify the roles and contributions of individuals I can identify roles an contributions of individuals in ancient China. Ch. 6, Sect. 2 and 3, pp. 154‐
in the following ancient civilizations: 162
a. Greece and Greek empires ( i.e., Socrates, Plato, Aristotle,
Sophocles, Euripides, Pericles, Homer, Alexander the Great)
b. Rome (i.e., Julius Caesar, Augustus)
c. China (i.e., Qin Shi Huan Di, Confucius)
d. Egypt (i.e., Hatshepsut, Ramses, Cleopatra)
SS06‐S2C2‐07 Describe the development of the following types I can describe the development of democracy as a type of Ch. 7 and Ch. 8 pp. 188, 190‐
of government and citizenship in ancient Greece and Rome: government and citizenship in ancient Greece. 195, 199, 208‐210, 226
a. democracy
b. republics/ empires
SS06‐S3C3‐02 Describe the impact of the Greek democracy on I can describe the impact of the Greek democracy on ancient Greeks p. 44 and supplemental
ancient Greeks and how it relates to current forms of and how it relates to current forms of government. resources on current
government. government
December
Performance Objective Student Outcomes Core Resource Assessment
SS06‐S3C4‐03 Describe the importance of citizens being actively I can describe the importance of citizens being actively involved in Supplemental resource
involved in the democratic process (e.g., voting, student the democratic process. needed
government, involvement in political decision making, analyzing
Isaac School District 7 2009

8. issues, petitioning public officials).
SS06‐S3C5‐01Describe the structure of the following I can describe the structure of a democracy. Ch. 7, Ch. 8 and
governments: Supplemental resource
a. theocracy needed for current
b. dictatorship government
c. republic
d. monarchy e. democracy
f. anarchy
SS06‐S2C2‐08 Describe scientific and cultural advancements I can describe scientific and cultural advancements in ancient Ch. 8 pp. 222‐231
(e.g., networks of roads, aqueducts, art and architecture, Greece.
literature and theatre, mathematics, philosophy) in ancient
civilizations.
SS06‐S2C2‐09 Identify the roles and contributions of individuals I can identify the roles and contributions of individuals in Greece ( Ch. 7 and Ch. 8 pp. 227‐229,
in the following ancient civilizations: i.e., Socrates, Plato, Aristotle, Sophocles, Euripides, Pericles, Homer, 209‐210, 193‐194, 209‐210,
a. Greece and Greek empires ( i.e., Socrates, Plato, Aristotle, Alexander the Great). 217‐221
Sophocles, Euripides, Pericles, Homer, Alexander the Great)
b. Rome (i.e., Julius Caesar, Augustus)
c. China (i.e., Qin Shi Huan Di, Confucius)
d. Egypt (i.e., Hatshepsut, Ramses, Cleopatra)
Isaac School District 8 2009

9. 6th Grade Social Studies: Curriculum Map and Pacing Guide 2008‐09
Quarter 3
January
Performance Objective Student Outcomes Core Resource Assessment
SS06‐S2C2‐07 Describe the development of the following I can describe the development of a republic (government) Ch. 8, Sect. 1 pp. 208‐210
types of government and citizenship in ancient Greece and citizenship in ancient Rome. Ch. 8, Sect. 3 p. 226
and Rome: Ch.9, Sect. 1 p. 242‐243
a. democracy Ch. 9, Sect.2 pp. 247‐253
b. republics/ empires
SS06‐S2C2‐08 Describe scientific and cultural I can describe scientific and cultural advancements in ancient Ch.9, Sect. 1 pp. 242‐243
advancements (e.g., networks of roads, aqueducts, art Rome. Ch. 10, Sect. 4 pp. 292‐
and architecture, literature and theatre, mathematics, 299
philosophy) in ancient civilizations.
SS06‐S2C2‐09 Identify the roles and contributions of I can identify the roles and contributions of individuals in Ch.9, Sect. 2 pp. 248‐252
individuals in the following ancient civilizations: ancient Rome. Ch. 10, Sect. 1 pp. 277‐
a. Greece and Greek empires ( i.e., Socrates, Plato, 278 and supplemental
Aristotle, Sophocles, Euripides, Pericles, Homer, resource for Cleopatra
Alexander the Great)
b. Rome (i.e., Julius Caesar, Augustus)
c. China (i.e., Qin Shi Huan Di, Confucius)
d. Egypt (i.e., Hatshepsut, Ramses, Cleopatra)
SS06‐S2C2‐10 Describe the transition from the Roman I can describe the decline and fall of the Roman Empire. I can Ch. 10, Sect. 2 pp. 281‐
Empire to the Byzantine Empire: describe the split of the Empire and how the capital moved 282
a. “decline and fall” of the Roman Empire to Byzantium. Ch. 10, Sect. 3 pp. 283‐
b. Empire split in eastern and western regions 288
c. capital moved to Byzantium/ Constantinople Ch. 11, Sect. 3 p. 326
d. Germanic invasions Ch. 15, Sect. 3 p. 453
Ch. 16, Sect. 1 p. 463
Ch. 16, Sect. 2 pp. 476‐
478
SS06‐S3C3‐03 Describe the impact of the Roman republic I can describe the impact of the Roman republic on ancient Ch. 9. Pp. 242‐243
on ancient Romans and how it relates to current forms Romans and how it relates to current forms of government.
of government.
SS06‐S3C5‐01Describe the structure of the following I can describe a republic. Ch. 9, Sect. 1 p. 243
governments:
a. theocracy
b. dictatorship
c. republic
d. monarchy e. democracy
f. anarchy
Isaac School District 9 2009

10. February
Performance Objective Student Outcomes Core Resource Assessment
SS06‐S2C3‐01 Describe aspects (e.g., geographic origins, I can describe Christianity, Hinduism, Buddhism, Judaism, Ch. 3, Sect. 1 pp. 52‐73
founders and their teachings, traditions, customs, beliefs) and Islam. Ch. 5, Sect. 2 pp. 121‐125
of Hinduism, Buddhism, Judaism, Christianity, and Islam. Ch. 5, Sect. 3 pp. 126‐130
Ch. 9, Sect. 4 pp. 262‐271
Ch. 10, Sect. 1 pp. 272‐
279
Ch. 10, Sect. 3 pp. 289‐
291
Ch. 10, p. 306
Ch. 11, Sect.1 p.310‐321
Ch.11, Sect. 3 pp. 326‐331
Isaac School District 10 2009

11. 6th Grade Social Studies: Curriculum Map and Pacing Guide 2008‐09
Quarter 4
March
Performance Objective Student Outcomes Core Resource Assessment
SS06‐S2C3‐02 Describe the development of the Medieval I can describe Islamic influences. Ch. 12, Sect. 2 pp. 343‐
kingdoms of Ghana, Mali, and Songhai: I can describe the mining of gold and salt. 349
a. Islamic influences I can describe the centers of commerce.
b. mining of gold and salt
c. centers of commerce
SS06‐S2C3‐03 Describe the culture and way of life of the I can describe the culture and way of life of the Arab Empire‐ Ch. 11, Sect. 1 pp. 308‐
Arab Empire: Islam. 313
a. Islam (i.e., Mohammad, Mecca) I can describe the extensive trade and banking network. Ch. 11, Sect. 2 pp. 315‐
b. extensive trade and banking network I can describe the interest in science. 316
c. interest in science (i.e., medicine, astronomy) I can describe the translation and preservation of Greek and Ch. 11, Sect. p. 325
d. translation and preservation of Greek and Roman Roman literature. Ch. 12, Sect. 1 pp. 352‐
literature 355
Supplemental resources
are also needed
April
Performance Objective Student Outcomes Core Resource Assessment
SS06‐S2C3‐04 Describe the Catholic Church’s role in the I can describe the Catholic Church’s role in the Crusades of Ch. 16, Sect. 2 pp. 472‐
following activities during the Middle Ages: the Middle Ages. 479
a. Crusades I can describe the Catholic Church’s role of the Inquisition Ch. 16, Sect. 2 p. 475
b. Inquisition during the Middle Ages. Ch. 17, Sect. 4 p. 526
c. education I can describe the Catholic Church’s role in education during Ch. 16, Sect. 1 p. 464
d. government the Middle Ages. Supplemental resource
e. spread of Christianity I can describe the Catholic Church’s role in the government are also needed
during the Middle Ages.
I can describe the Catholic Church’s role in the spread of
Christianity during the Middle Ages.
SS06‐S2C3‐05 Describe the transition from feudalism to I can describe the transition from feudalism to nationalism at Supplemental resource
nationalism at the end of the Middle Ages. the end of the Middle Ages. needed
SS06‐S2C3‐06 Describe the trade routes that established I can describe the trade routes that established the exchange Ch. 18, Sect. 2 pp. 544‐
the exchange of goods (e.g., silk, salt, spices, gold) of goods between eastern and western civilizations during 545
between eastern and western civilizations during the 15th the 15th and 16th centuries. Ch. 18, Sect. 3 pp. 553‐
and 16th centuries. 554
SS06‐S2C3‐07 Describe how trade routes led to the I can describe how trade routes led to the exchange of ideas Ch. 17, Sect. 1 pp. 497,
exchange of ideas (e.g., religion, scientific advances, between Europe, Asia, Africa and the Middle East during the 503‐507
literature) between Europe, Asia, Africa and the Middle 15th and 16th centuries Ch. 17, Sect. 2 pp. 510‐
East during the 15th and 16th centuries. 514
Ch. 17, Sect. 3 pp. 578‐
Isaac School District 11 2009

12. 521
Ch. 17, Sect. 4 pp. 522‐
527
Ch. 18, Sect. 1 pp. 532‐
541
May
Performance Objective Student Outcomes Core Resource Assessment
SS06‐S2C4‐01 Describe how the Renaissance was a time I can describe how the Renaissance was a time of rebirth of Ch. 17, Sect. 1 and Sect. 2
of renewal and advancement in Europe: Greek and Roman ideas. pp. 498‐515
a. rebirth of Greek and Roman ideas I can describe how the Renaissance was a time of new ideas
b. new ideas and products as a result of trade and products as a result of trade.
c. the arts I can describe how the Renaissance was a time of the arts.
d. science I can describe how the Renaissance was a time of science.
SS06‐S2C4‐02 Describe the contributions or I can describe the contributions or accomplishments of the Ch. 17, Sect. 1, 2, 3, 4 pp.
accomplishments of the following individuals during the following individuals during the Renaissance and 503‐524
Renaissance and Reformation: Reformation:
a. Leonardo da Vinci a. Leonardo da Vinci
b. Michelangelo b. Michelangelo
c. Gutenberg c. Gutenberg
d. Martin Luther d. Martin Luther
SS06‐S2C5‐01 Describe how new ways of thinking in I can describe the Scientific Revolution in Europe during the Ch. 18, Sect. 1 pp. 538‐
Europe during the Enlightenment fostered the following Enlightenment. 542
changes in society: I can describe governmental separation of powers verses Ch. 19, Sect. 1 pp. 564‐
a. Scientific Revolution (i.e., Copernicus, Galileo, Newton) monarchy. 573
b. natural rights (i.e., life, liberty, property) I can describe religious freedom in Europe during the Ch 16, Sect. 4 p. 491
c. governmental separation of powers vs. monarchy Enlightenment. Ch. 19, Sect. 1 p. 565‐566,
d. religious freedom I can describe the Magna Carta. 569
e. Magna Carta Ch. 16, Sect. 4 pp. 488‐
492
SS06‐S3C1‐01 Discuss the important ideas of the I can discuss the important ideas of the Enlightenment Period Ch. 19, Sect. 2 pp. 574‐
Enlightenment Period (e.g., Natural Rights, separation of that fostered the creation of the United States government. 581
powers, religious freedom) that fostered the creation of
the United States government.
SS06‐S5C5‐01 Identify how limited resources and I can compare the cost and benefits of using credit. Supplemental resource
unlimited human wants cause people to choose some needed
things and give up others.
SS06‐S5C5‐02 Determine how scarcity, opportunity costs, I can explain how interest is the price paid to borrow money. Supplemental resource
and trade‐offs influence decision‐making. needed
SS06‐S5C5‐03 Explain why specialization improves I can describe the factors that lenders consider before Supplemental resource
standards of living. lending money. needed
Isaac School District 12 2009