6^th Grade Social Studies
2^nd Nine Weeks

6^th Grade Social Studies Teachers

Daily Social Studies Supplies

These items should come to class with the student every day:

·         World History textbook

·         Workbook

·         Folder

·         Paper

·         Planner

·         Pencil Pouch (which should always include:  pencils, red pen, post-its, highlighter, small covered pencil sharpener, colored pencils)

The student should also check the classroom entrance white board, daily, for any additional supplies.

Rules/Procedures/Expectations

Organization/Responsibility

The student will…

…write in agenda every day.

…enter each classroom quietly.

…sharpen pencils at the beginning of class.

…begin entrance activity.

*Late Work – 2 points will be deducted from the student’s responsibility grade for work turned in late.

*Materials/Supplies – 2 points will be deducted from the student’s responsibility grade for not bringing all materials/supplies to class each day.

Gum
Any student chewing gum will get a lunch detention.

Tardies

·         Homeroom/1^st period:  will be handled in the office. Students must be sent to the office and have a note from the office when they are late to school. 

·         2^nd – 7^th period:  students will be allowed 2 unexcused tardies with no consequence.  3^rd and 4^th tardies will be a lunch detention.  5^th and 6^th tardies will be 2 lunch detentions.  This starts over each nine weeks. 

Make-up Work & Re-take Policies

·         Students get only one (1) day to turn in incomplete work for every day that are absent before the assignment will be marked as late and responsibility points are deducted.

·         Students may retake/redo any content grade within the current grading period except for the last week of the grading period.  The re-take time will be during a set remediation/Focus time.  The students must come to the teacher and ask to re-take/redo.

Weights for Grading Categories (2^nd Nine Weeks)

Ancient Egypt & Kush = 30%

Ancient India = 30%

Ancient China = 30%

Responsibility = 10%

Learning Targets

2^nd Nine Weeks

The students’ second nine week’s grade will be based on evidence that they can do the following:

Ancient Egypt (and Kush)

Learning Targets

• Economics

§ Recognize the importance of economic systems in the development of early civilizations around rivers (i.e., Nile).

• Geography

§ Recognize that cultural groups develop or settle in specific physical environments.  The students should understand why people/groups settle in certain location (around bodies of water, near fertile land, etc.).

§ Identify the location of early civilizations on a map (i.e., Egyptian).

§ Identify geographic reason for the location of population centers prior to 1500 (i.e., deserts, mountains, and river valleys).

• Governance and Civics

§ Recognize the steps that give rise to complex governmental organizations (i.e., nomadic, farming, village, city, city-states, and states).

§ Recognize the roles assigned to individuals in various societies (i.e., class systems/the Social Pyramid).

• History

§ Recognize types of early communities (i.e., nomadic, fishing, and farming).

§ Identify types of artifacts by pictorial representation.  The student should be able to identify various pictures and/or artifacts by telling from what time period the item came.

§ Recognize the forms of early world writing (i.e., Hieroglyphics).

§ Identify major technological advances (i.e., tools, irrigations, river dikes, development of farming, written language).

§ Identify how early writing forms in Egypt influenced life (i.e., legal, religious, and culture).

§ Identify characteristics including economy, social relations, religions, and political authority of various societies.

§ Recognize significant mythologies of the Egyptians.

Ancient India

• Economics

§ Recognize the importance of economic systems in the development of early civilizations around rivers (Indus).

§ Recognize the importance of trade in later civilizations (India).

• Geography

§ Recognize that cultural groups develop or settle in specific physical environments.

§ Identify the location of India on a map.

§ Identify geographic reason for the location of population centers prior to 1500 (river valley).

• Governance and Civics

§ Recognize the roles assigned to individuals in various societies (caste systems).

§ Compare and contrast the lives of individual citizens in various governmental organizations (caste systems).

• History

§ Recognize the world’s major religions and their founders (Buddhism, Hinduism).

§ Recognize significant epics as historical sources (i.e., Iliad, the Odyssey, Mahabharata, Ramayana).

§ Identify how early writing forms in Mesopotamia, Egypt, and the Indus Valley influenced life (i.e., legal, religious, and culture).

§ Recognize types of early communities (i.e., nomadic, fishing, and farming).

§ Identify types of artifacts by pictorial representation.  The student should be able to identify various pictures and/or artifacts by telling from what time period the item came.

§ Identify major technological advances (i.e., tools, wheel, irrigations, river dikes, development of farming, advances in weaponry, written language).

§ Identify characteristics including economy, social relations, religions, and political authority of various societies (Indian).

Ancient China

• Economics

§ Recognize the importance of economic systems in the development of early civilizations around rivers (i.e. Huang He).

§ Identify the Silk Road as a major trade route.

• Geography

§ Recognize that cultural groups develop or settle in specific physical environments.  The students should understand why people/groups settle in certain location (around bodies of water, near fertile land, etc.).

§ Identify the location of early civilizations on a map (i.e. Ancient Chinese).

§ Identify geographic reason for the location of population centers prior to 1500 (i.e. river valleys).

• Governance and Civics

§ Recognize types of government (i.e. formal/informal, monarchy, direct/indirect democracy, republics, and theocracy).

§ Recognize the roles assigned to individuals in various societies (i.e. class systems).

• History

§ Recognize types of early communities (i.e. farming).

§ Identify types of artifacts by pictorial representation.  The student should be able to identify various pictures and/or artifacts by telling from what time period the item came.

§ Identify major technological advances (i.e. irrigation systems, development of farming, written language).