Social Studies 6



6th Grade Social Studies Syllabus and Long Range Plans

Bryson Middle School

2023-2024

Teacher: Leigh Ann Beaudreau

Contact email: lbeaudreau@greenville.k12.sc.us


Course Description:  Link to state standards

Students will study World Civilizations to uncover trends from prehistory to present day. Students will learn what defines 

civilizations and how geography played a factor in the exchanges, expansion, and formation among and between them. 


Required Text/Instructional Materials and Resources

Textbook:  Discovery Education Online Techbook), newspapers, magazines, 

library books, internet sources, education videos, primary sources, pen, pencil, glue stick, 2 inch binder (a stapler or 

tape could be used), colored pencils, loose leaf paper, charged chromebook, earbuds, highlighter, index cards, sticky notes


Chromebooks

Students are expected to come to school with their chromebooks fully charged and may be given an alternate assignment or 

paper copy if their chromebook is not charged.  The chromebooks are a tool that we will use to increase and enhance our 

learning and will not be used each day.  Students will be allowed Chromebook violations per quarter. 


Classroom Expectations

1.      Respect yourself, the teacher & others

·         Show respect for the teacher, yourself and others at all times.

·         Respect others’ property.  Avoid touching or writing on anything that does not belong to you (including desks, textbooks, teacher’s belongings, walls, chalkboard, etc.). Don't expect that others will clean-up your messes. Please pick-up after yourself. 

·         Respect yourself and the rest of us by using appropriate language and wearing appropriate clothing.

·         Be a kind person.

2.      Put forth your best effort at all times

·         Always do your own best work.

·         Put learning ahead of getting good grades. 

·         Put quality ahead of just getting it done.

 

3.      Be prepared for class each day

·         Come prepared with all materials necessary:

 

4.      Follow directions when given

·         When directions are given, do your best to follow them the first time.  If you are confused or have questions, ask.  I would rather have you stop class to clarify than be off task while everyone else is working.

 

5.      Pay attention, participate and ask questions

·         Engage in what is going on in the classroom.  If you have a question, ask it!  Otherwise, I might not know until the test that you did not understand something.  There are no stupid questions, and chances are, if you are wondering about it, someone else in the class is to.  Be proactive about your learning and don’t be afraid to ask for help.  If you feel most comfortable waiting until after class, that is okay, too, but do keep communication open between us.

 

6.      Preserve a positive learning environment

·         Student actions that interfere with teaching or learning in the classroom will NOT be tolerated. 

·         Use class time to learn history/government.  Please do not spend your time grooming, sleeping, talking, writing notes, playing cards, listening to you Ipod, text-messaging friends, or doing work for other classes.

·         Minimize classroom interruptions by arriving to class on time and not leaving the classroom during the hour.

 

7.      Take responsibility for your actions

·         If you are confronted about a rule infraction, own up to it.  Don’t deny it, lie about it, or blame someone else.

·         Take responsibility for missed assignments.

·         All handbook rules will be enforced.  Please read your handbook.  Students that choose to break these rules, choose to have points taken away from their learning readiness grade, and face the possibility of additional consequences.

 

Benchmarks

Quarterly benchmarks will be given as a data tool for the teachers.  These benchmarks are created at the district level and 

follow the district pacing guide.


Grading

Grades will consist of 50% major grades and 50% minor grades.   There will be 3-4 major grades (test, project, performance task)

per quarter.  There will be 9-10 minor grades (in class assignments, class activities, worksheets, digital activities) per quarter.


Quizzes/Tests/Projects

With social studies standards including college and career ready standards the methods of assessment and content mastery will not rely heavily on content based question and answer assessments.  The social studies grade-level standards can be categorized into content- and discipline-specific themes that support project- or problem- based learning to encourage inquiry.  A variety of assessment methods will be used.


Extra Help and Office Hours

Tutoring and time to receive extra help and make up work is available when needed.  Please see Mrs. Beaudreau to schedule help sessions.


Late Work

Bryson Middle School has a school-wide identified late work policy. Please see the handbook for this policy.


Retake Policy

Students are allowed one retake per major grade.  Students will need to make arrangements with Mrs. Beaudreau to retake the test within 10 days of having tests returned.  Tests will need to be made up either during lunch time or during students free time.  Minor assignments are not able to be revised or retaken.  


Communication with Parents:

Parents can call, e-mail or send in a note with their student.  Please allow up to 24 hrs. for the teacher to respond.  

Oftentimes, e-mail is the quickest and easiest form of communication.  Most assignments will be completed 

using Google classroom.  


Course Standards and Long Range Plans

**Time frames and order of topics follows district guidelines. Time frames may vary slightly owing to class needs and 

school requirements such as district/state testing, field trips, assemblies, snow days, etc.**


1st Quarter


2nd Quarter


3rd Quarter


4th Quarter



Unit Descriptions

1st 9 Weeks

Unit 1: Historical Thinking (5 days)

Unit 1 is designed to familiarize students with the historical thinking skills and demonstrate how they are used in the pursuit 

of understanding the history of the world.  Throughout this first unit students will gain a foundational understanding of each 

of the skills and how they apply to their life.  The expectation is that students complete the unit with a clear understanding of 

each skill and the questions they encourage the student to consider.  


CO: Comparison - Utilize broad characteristics of historical developments to create a comparative analysis.

CE: Causation - Analyze significant turning points in history to assess multiple long-term and short-term causes and effects.

P: Periodization - Organize a historical narrative into time periods using units of time (e.g., decades, half-centuries, centuries) 

and significant turning points.

CX: Context - Identify and explain significant them-based patterns of continuities and changes within a period of time.

CC: Continuities and Change - Identify and explain significant theme-based patterns of continuities and changes within a 

period of time.

E: Evidence - Identify, source, and utilize different forms of evidence, including primary and secondary sources, used in an 

inquiry-based study of history.



Unit 2: Early River Valley Civilizations (16 days)

Instruction in Unit 2 will help students understand how the early civilizations of Mesopotamia, Egypt, Israelites, India, and 

China evolved. Students should utilize inquiry and historical thinking skills as they explore the evolution of these early river 

valleys and make comparisons about all early civilizations mentioned in Standard 1. Students will begin their study with a 

brief overview of Paleolithic and Neolithic times, in order to understand how the Agricultural Revolution allowed for the 

development of the river valley civilizations mentioned above. Students will also example early polytheistic (including, but 

not limited to Hinduism) and monotheistic (Judaism) religions during these early civilizations.


Standard 1: Demonstrate an understanding of the organization and transformation(s) of world civilizations to 550.

6.1.CO Compare the development of social systems among the early river valley civilizations. 

6.1.CX Contextualize the origins and spread of major world religions and their enduring influence. 

(development, basic tenets, and impact of Buddhism, Christianity, Confucianism, Daoism, Hinduism, Islam, and Judaism in 

relation to place and time)

6.1.E Analyze multiple perspectives on the political, intellectual, and social achievements of classical societies through a 

variety of primary and secondary sources.



Unit 3: Classical Civilizations (21 days)

The foundations of government, science, technology, and the arts are legacies of classical civilizations. Unit 3 focuses on the 

contributions of classical China, Greece, India, and Rome.  Students will utilize inquiry and 21st century literacy skills to think 

critically about these civilizations and consider which contributions have endured and are evident in our society today.


Standard 1: Demonstrate an understanding of the organization and transformation(s) of world civilizations to 550.

6.1.CE Summarize how environmental factors influenced the interactions within and between early civilizations.

6.1.P Analyze the shift from early to classical civilizations and the enduring contributions of classical civilizations. 

6.1.CC Analyze changes and continuities that influenced the organization and technological advancements of early and 

classical world civilizations. 

6.1.E Analyze multiple perspectives on the political, intellectual, and social achievements of classical societies through a 

variety of primary and secondary sources.

6.1.CX Contextualize the origins and spread of major world religions and their enduring influence. 

(development, basic tenets, and impact of Buddhism, Christianity, Confucianism, Daoism, Hinduism, Islam, and Judaism in 

relation to place and time)

6.1.E Analyze multiple perspectives on the political, intellectual, and social achievements of classical societies through a 

variety of primary and secondary sources.




2nd 9 Weeks

Unit 4: Medieval Japan and Europe (9 days)

During the Medieval Era societies utilized different political and social structures. Students will use inquiry and historical 

thinking skills to compare the feudal societies of Medieval Japan and Medieval Europe. When exploring Medieval Japan, 

students will consider the role of religion in society as well as the social/political structure (daimyo, emperor, samurai, and 

shogun). Students will then explore the feudal structure of Europe by examining the importance of Christianity in the daily 

life of the people (specifically including the pope and Roman Catholic church). In addition to the feudal system, it is important 

for students to understand the role of the monarchy, the manor system and the creation of the Magna Carta. This unit sets 

the foundation for student understanding of society changes in Unit 6.


Standard 2: Demonstrate an understanding of the increased global interactions among humans from the end of the classical

era to the invention of the printing press (ie. 550-1450).

6.2.CO Compare the political systems within world civilizations.

6.1.CX Contextualize the origins and spread of major world religions and their enduring influence.

6.2.E Analyze multiple perspectives on the increased interactions among and between world societies through a variety of 

primary and secondary sources.



Unit 5: Islam and West African Kingdoms (9 days)

Instruction of Unit 5 focuses on teaching students to utilize inquiry and historical thinking skills to make connections between

different political systems around the world, as well as the impact of culture, economics, and advancements in Africa. Students 

will be specifically examining Islam and West African Kingdoms. Students will explore the basic tenets of Islam and its spread, 

by looking at the West African Kingdoms of Ghana, Mali and Songhai. Students will understand how trade (salt and gold) 

further impacted the spread of Islam.


Standard 2: Demonstrate an understanding of the increased global interactions among humans from the end of the 

classical era to the invention of the printing press (ie. 550-1450).

6.1.CX Contextualize the origins and spread of major world religions and their enduring influence.

6.2.CX: Contextualize the historical effects of the expansion of the Turks and Mongols on Europe and Asia.

6.2.CC Evaluate continuities and changes in cultural and economic interactions between societies in both West Africa and 

the Americas.

6.2.E Analyze multiple perspectives on the increased interactions among and between world societies through a variety of 

primary and secondary sources.



Unit 6: Global Interactions Create Conflict (16 days)

Societies in Europe, Africa and Asia began having increased interactions during this period of time. Increasing interactions 

between societies along trade routes, including the Silk Road, led to the development of new technologies, diffusion of ideas 

and exchange of goods. As these interactions increased conflict also arose due to the development of new empires (Byzantine, 

Holy Roman, Ming Dynasty and Ottoman), spreading of disease and religious holy wars. Unit 6 is designed to support student 

inquiry into the development of empires and major turning points that resulted in long-term transformations across the world.


Standard 2: Demonstrate an understanding of the increased global interactions among humans from the end of the classical 

era to the invention of the printing press (ie. 550-1450).

6.2.CE Explain the impact of global exchanges among world civilizations.

6.2.P Summarize the increased global exchanges among world societies using the Crusades as a major turning point.

6.2.E Analyze multiple perspectives on the increased interactions among and between world societies through a variety of 

primary and secondary sources.


Unit 7: New Ideas Promote Change (13 days)

By the 15th century, world civilizations were developing more complex economic, political, and social systems. As these 

civilizations became more complex, their global interactions increased resulting in various transformations. In this unit, 

students will apply inquiry and historical thinking skills to compare the changes in Europe through the study of the Renaissance, 

Reformation, Protestant/ Counter-Reformation. Unit 7 will conclude with an understanding of how the Enlightenment and 

Scientific Revolution shaped new ideas that impacted global change.


Standard 3: Demonstrate an understanding of the development of the Atlantic World from the invention of the printing 

press to the Industrial Revolution (i.e. 1450-1760).

6.3.CC Analyze the intellectual, political, and social changes in relation to the idea of individual rights from Humanism to 

the Enlightenment. 

6.3.E Analyze the short and long term impact of the Atlantic World’s growth using primary and secondary sources across 

multiple perspectives.


3rd Nine Weeks

Unit 8: Meso-American Civilizations (7 days)

In Unit 8, students will shift their focus to the Americas in order to compare different civilizations. They will utilize inquiry 

and historical thinking as they explore the Incan, Mayan and Aztec civilizations in order to compare their society, government, 

science, technology, and the arts that have remained their legacy today.


Standard 2: Demonstrate an understanding of the increased global interactions among humans from the end of the 

classical era to the invention of the printing press (ie. 550-1450).

6.2.CC Evaluate continuities and changes in cultural and economic interactions between societies in both West Africa and 

the Americas.

6.2.E Analyze multiple perspectives on the increased interactions among and between world societies through a variety of 

primary and secondary sources.



Unit 9: Atlantic World (9 days)

European expansion during the 1600s and 1700s was often driven by economic and technological forces. In this unit,  

students will utilize 21st century literacy and inquiry skills and engage in activities that will facilitate their understanding 

of the influence of these forces during the Colonial Period.  Students will use their understanding of Units 6 and 7 to make 

connections between new ideas and their impact on the Age of Exploration. Students will further draw conclusions about 

how global connections were increased through trade of goods and people.


Standard 3: Demonstrate an understanding of the development of the Atlantic World from the invention of the printing press 

to the Industrial Revolution (i.e. 1450-1760).

6.3.CO Compare European motivations for exploration and settlement.

6.3.CE Explain the impact of increased global exchanges on the development of the Atlantic World.

6.3.P Summarize the impact of the Transatlantic Slave Trade on ideological, political, and social systems in the Atlantic World.

6.3.CX Contextualize the experience of indigenous peoples due to expansion and the conflict that arose from it.

6.3.E Analyze the short and long term impact of the Atlantic World's growth using primary and secondary sources across 

multiple perspectives.



Unit 10: Political Revolution (15 days)

Students will build upon their knowledge of new ideas and the Atlantic world, by investigating political revolutions that 

occured between 1760 to the beginning of the 20th century. This unit is designed to have students use historical thinking 

skills to examine political changes and how feelings of nationalism inspired revolutions. Students will compare the American, 

French and Haitian Revolutions and understand how revolutions impact societies. Students will examine the development of 

nationalism and its effect on global relationships.


6.4 Demonstrate an understanding of how increased global exchanges promoted revolution from 1760 to the beginning 

of the 20th Century.

6.4.CO Compare the political revolutions which resulted from the Enlightenment.

6.4.E Analyze multiple perspectives on increased global interactions and revolutions through a variety of primary and 

secondary sources.


Unit 11: Industrial Revolution and its Impact (8 days)

In contrast to the political focus of Unit 10, this unit is designed to look at the economic and social changes that occurred 

due to the Industrial Revolution. Through inquiry, students will examine the developments such as the factory system, 

urbanization, working conditions and railways. Students will then analyze the effects the Industrial Revolution had on nations.


6.4 Demonstrate an understanding of how increased global exchanges promoted revolution from 1760 to the beginning 

of the 20th Century.

6.4.P Summarize the local and global impacts of the Industrial Revolution. (impact of the Industrial Revolution on economic, 

political, and social aspects of countries around the world from 1760–1919.)

6.4.CX Contextualize the environmental impact of the Industrial Revolution.

6.4.E Analyze multiple perspectives on increased global interactions and revolutions through a variety of primary and 

secondary sources.



4th Nine Weeks

Unit 12: Global Conflicts, Imperialism, and WWI (12 days)

Unit 12 is designed to promote student understanding of imperialism and global conflicts. Students will examine how 

nationalism and the Industrial Revolution encourage imperialism throughout the world as countries sought out natural 

resources and power. As the world became more mobile and connected challenges arose throughout the world. The 

competition between maintaining power and the desire for self-rule cause nations to build alliances leading to World War I.


6.4 Demonstrate an understanding of how increased global exchanges promoted revolution from 1760 to the beginning 

of the 20th century.

6.4.CE Analyze the economic, political, and social impacts of colonialism and the rise of imperialism.

6.4.CC Analyze the progression of nationalism in the 19th through the early 20th century.

6.4.E Analyze multiple perspectives on increased global interactions and revolutions through a variety of primary and 

secondary sources.



Unit 13: Great Depression and WWII (10 days)

The modern era continues to reveal conflict between large global forces. It is important for students to consider how the 

Great Depression was considered a major turning point globally. Students will use historical thinking skills to analyze the 

causes and impact of WWII from a global perspective. Students will also begin to look at Human Rights issues as they learn 

about the Holocaust.


Standard 5: Demonstrate an understanding of the development of global interdependence from 1920 to the present.

6.5.P: Analyze the impact of increased global interdependence using the Great Depression and the Cold War as major 

turning points in the 20th century.

6.5.CE: Explain the impact of nationalism on global conflicts and genocides in the 20th and 21st centuries.

6.5.E: Utilize primary and secondary sources to analyze multiple perspectives on global interdependence during the 20th 

and 21st centuries.


Unit 14: The Fight for Human Rights (8 days)

Instruction of Unit 14 focuses on teaching students to utilize 21st century thinking skills in order to make connections between 

the growth and reasons for increasing global ties, as well as, identify the lasting impacts of interconnectedness. Students will 

engage in inquiries about human rights, such as Women’s suffrage, Civil Rights Movement, the creation of the state of Israel, 

and independence movements in Africa, Asia, and India.


Standard 5: Demonstrate an understanding of the development of global interdependence from 1920 to the present.


6.5.CE: Explain the impact of nationalism on global conflicts and genocides in the 20th and 21st centuries.

6.5.CO Compare the global movements that resulted in the advancement or limitation of human rights during the 20th 

and 21st centuries. 

6.5.E Analyze multiple perspectives on global interdependence during the 20th and 21st centuries through a variety of 

primary and secondary sources.


Unit 15: Cold War and the Impact of Technology  (9 days)

In the final unit, the invention and impact of modern technology will be closely examined to understand our changing world. 

Students will investigate the Cold War, Space Race, and how technology has both encouraged global interdependence, as well 

as, caused conflict.


6.5 Demonstrate an understanding of the development of global interdependence from 1920 to the present.

6.5.P Analyze the impact of increased global interdependence using the Great Depression and the Cold War as major 

turning points in the 20th century. 

6.5.CX: Contextualize various sustainability efforts amid increasing global interdependence.

6.5.CC: Analyze the progression of technological developments and the resulting cultural diffusion throughout the 20th 

and 21st centuries.

6.5.E Analyze multiple perspectives on global interdependence during the 20th and 21st centuries through a variety of 

primary and secondary sources.