Mr. Thach
Embedded Files
6th Grade
Comparative Asian Studies
Course Description
Course Description
Comparative Asian Studies looks at the cultural exchange within and beyond Asia. We will examine the class through the theme of Systems during this vast time period; including major systems of religion, government, economics, and social hierarchy. Students will participate in a variety of activities to enhance their critical thinking, collaboration, inquiry, communication, and literacy skills. This class also includes a geography component, with students working on mapping skills and becoming more familiar with Asian map physical & political geographical features.
Units of Study & Assessment Information
Units of Study & Assessment Information
Unit 0: Recursive Skills
Unit 0: Recursive Skills
8/18 2025 to 8/29 2025
This unit is designed to equip students with essential social studies skills that are critical for academic success and informed citizenship. Over the course of two weeks, students will engage in a variety of activities and exercises to develop their abilities in sourcing, annotating, summarizing, constructing arguments using Claim-Evidence-Reasoning (CER), analyzing information, and creating essential and supporting questions. These skills will not only enhance their understanding of social studies content but also improve their overall academic performance and critical thinking abilities.
Unit Essential Questions
Why are social studies skills important for understanding historical and contemporary issues?
How can we determine the credibility and reliability of different sources of information?
In what ways can annotating texts enhance our comprehension and retention of information?
What are the key elements of a well-constructed summary, and why is summarizing an important skill?
How does the Claim-Evidence-Reasoning (CER) framework help us construct strong, evidence-based arguments?
What strategies can we use to analyze information and draw meaningful conclusions?
How do essential and supporting questions guide our inquiry and deepen our understanding of social studies topics?
Unit 1: Geography (Physical & Human)
Unit 1: Geography (Physical & Human)
9/1 2025 to 10/29 2025
In the first quarter, our primary focus is to lay the foundation of Social Studies and build on our geography skills. The unit will introduce 6th grade students to the physical geography of Asia while developing their map skills. Students will explore the cardinal directions, latitude and longitude, map symbols, different types of maps, climate zones, and the impact of map projections. They will learn how physical geography influences human systems and society. Throughout the unit, students will engage in various activities to reinforce their map skills and develop an understanding of the diversity and interconnectedness of Asian countries.
Unit Essential Questions
How do cardinal directions, latitude, and longitude contribute to our understanding of Asia's physical geography and its representation on maps?
What are the different types of maps and how do they help us visualize and interpret the diverse physical features of Asian countries?
How do climate zones in Asia affect the region's ecosystems, agriculture, and human settlements?
What is the impact of map projections on our perception and representation of Asia's physical geography, and how does it influence our understanding of the continent?
How does the physical geography of Asia shape the cultural, economic, and social systems of the countries and regions within the continent?
Unit 2: Early Civilizations and Physical Geography
Unit 2: Early Civilizations and Physical Geography
10/30 2025 to 01/23 2026
This unit will focus on the physical geography of river valleys and its influence on the development of early civilizations of Asia. Students will explore the Tigris/Euphrates Rivers, Yellow River, and Indus River, and the major rivers of Korea examining how their features supported the growth of civilizations. Students will analyze maps depicting the distribution of resources like water, fertile soil, and metals, and discuss their importance in the development and trade of ancient civilizations. Students will also study the settlement patterns of major early cities and empires, mapping their locations and discussing the impact of physical geography on these settlements. Furthermore, they will explore the spread of religions and philosophies along trade routes, emphasizing the role of geography in facilitating cultural diffusion. Finally, students will draw maps illustrating the connections between civilizations through trade, technology exchange, and migrations.
Unit Essential Questions
How did the physical geography of river valleys influence where early civilizations developed? What specific features made these locations advantageous?
What kinds of ingenuity or innovation did people in early civilizations show in overcoming challenges posed by the natural environment?
How did access to important natural resources impact the power and influence of early civilizations? What evidence supports this?
In what ways did trade and cultural exchange benefit early civilizations? What are some examples of technologies or ideas that diffused through trade routes?
What common features existed across early river valley civilizations? What accounts for these similarities despite geographical distance?
How did the environment shape early religions and philosophies? What connections can you make?
What lessons can we learn from how early peoples adapted to and modified their environments? How does this knowledge help us think about modern civilizations?
Unit 3: Imperial Dynasties of China, Korea, and Japan
Unit 3: Imperial Dynasties of China, Korea, and Japan
1/26 2026 to 04/14 2026
Get ready to embark on a historical adventure as we explore the grand achievements of Imperial China, Korea, and Japan! In this dynamic unit, you'll compare the intricate art, towering architecture, rich literature, and profound religious philosophies that have left a lasting legacy on these ancient civilizations. Marvel at the Great Wall, create your own traditional artwork, debate the merits of different government systems, and reflect on the teachings of Buddhism and Confucianism. Through interactive projects and engaging discussions, you'll connect the dots between past and present, discovering how the cultural heights of these Eastern empires continue to influence our world today. Prepare to be inspired by the past as you become a cultural detective uncovering the wonders of these historic Asian dynasties!
Unit Essential Questions
1. How did the governmental systems of Imperial China, Korea, and Japan shape their societies and contribute to their stability and growth?
2. In what ways did art and architecture reflect the values and beliefs of the Imperial Dynasties in China, Korea, and Japan?
3. How did literature during the imperial periods of these three cultures express and preserve their traditions, history, and philosophies?
4. What role did religion and philosophy play in the daily lives of people and the governance of Imperial China, Korea, and Japan?
5. How did the spread of religious philosophies like Buddhism intersect with and influence the native beliefs and practices of each empire?
6. In what ways are the cultural achievements of these ancient East Asian empires still relevant and visible in today's world?
Unit 4: Modern China, Korea, and Japan
Unit 4: Modern China, Korea, and Japan
04/15 2026 to 06/19 2026
Embark on an exhilarating eight-week journey through the vibrant heart of East Asia! Our Social Studies unit invites students to immerse themselves in the dynamic worlds of China, Korea, and Japan, exploring the rich tapestry of their economic prowess, social dynamics, and intellectual heritage. This is not just a learning experience; it's an adventure that will captivate the minds and imaginations of our young explorers.
Unit Essential Questions
1. How do the economic systems of China, Korea, and Japan shape their roles in the global market, and what are the implications for their societies?
2. In what ways do the social structures and norms of East Asian societies influence individual and collective identities, and how do they compare to those in other parts of the world?
3. How have historical intellectual movements in China, Korea, and Japan contributed to their modern educational philosophies and technological advancements?
4. What are the key factors driving change in the economic, social, and intellectual landscapes of East Asia, and how might they affect the future of the region and its global interactions?
Week by Week Schedule
Week by Week Schedule
Broad Learning Categories / Transfer Goals
Broad Learning Categories / Transfer Goals
Dimension 1 Essential Questions - 5%
Dimension 2 AERO Standards - 40%
(Time, Continuity, and Change) - Students will be assessed on their ability to demonstrate their knowledge, skills and understanding across a plethora of historical content.
(Connections and Conflict) - Students will be assessed on their ability to demonstrate their knowledge, skills and understanding across a plethora of geographical content.
(Geography) - Students will be assessed on their ability to demonstrate their knowledge, skills and understanding across a plethora of political content.
(Culture) - Students will be assessed on their ability to demonstrate their knowledge, skills and understanding across a plethora of cultural content.
(Society and Identity) - Students will be assessed on their ability to demonstrate their knowledge, skills and understanding across a plethora of society and identity content.
(Government) - Students will be assessed on their ability to demonstrate their knowledge, skills and understanding across a plethora of government content.
(Production, Distribution, and Consumption) -Students will be assessed on their ability to demonstrate their knowledge, skills and understanding across a plethora of economic content.
(Science, Technology, and Society) - Students will be assessed on their ability to demonstrate their knowledge, skills and understanding across a plethora of technology content.
Dimension 3 Evaluating Sources and Using Evidence - 25%
Dimension 4 Communicating Conclusions and Taking Informed Action - 30%
Parents can find more information of the standards assessed in each Broad Learning Category on PowerSchool.
Social Studies Standards Based Grading Proficiency Scale
Social Studies Standards Based Grading Proficiency Scale
The proficiency scale below illustrates what students are generally required to do in relation to any given standard in order to attain a certain level. The proficiency scale will be used in conjunction with a rubric and teacher feedback to ensure the students know why they attained the level they did and what steps they can take next in their learning.
Classroom and Course Expectations
Classroom and Course Expectations
Expectations
Expectations
Students are expected to...
Respect each other's boundaries and space
Participate and share opinions and thoughts in groups and as a class
Encourage one another during group work, whole class discussions, and Socratic Seminars
Communicate any issues or concerns with Mr. Thach through email and by making lab appointments.
Late Work
Late Work
All work is expected to be submitted on the day it is due. In the event a student does not submit a summative assessment on the day it is due, that student will…
Late work will be accepted but it must be completed in a timely manner - preferably no later than one week after the initial due date.
Forfeit their opportunity to be reassessed.
Special considerations may be made for students with extended absences because of sickness, family problems, or family tragedy.
Extra Credit
Extra Credit
Extra credit assignments will not be provided.
Reassessment
Reassessment
Social Studies Reassessment Policy
Reassessments are not a given, they are earned. Reassessment opportunities are for those students who have completed the original task by the specified due date. If a student does not complete formative assessments (visible documentation of the students learning journey) in class then reassessment is not possible. In cases of prolonged absences, please refer to the CDS handbook.
Should a student not have given authentic effort on the initial assessment, throughout the learning process, or on formative assessments, a conversation with the student, parent, and/or administrator may be scheduled before the school can consider providing a reassessment.
Following a reassessment, the most recent score on a reassessment is what will be entered into PowerSchool. The old score will be included as a comment.
General Policy:
Reassessments may range from an individual student to the entire class.
When tasks/assignments are re-assessed, they may be reassessed partially, entirely, or in a different format.
When reassessment is offered, students will be required to take the following steps to earn a reassessment opportunity.
Step 1: Within 3 school days from the assessment being returned, a student must communicate with their teacher concerning their desire to reassess.
This communication may be in the form of a mini-conference or a Google Form (see departmental specifics below).
Step 2: Student(s) must create a plan in order to attempt an improvement in proficiency. This must be done collaboratively in a mini-conference or on a Google Form. This may include but is not limited to:
Re-teaching or re-learning activities
Correcting or reviewing prior assignments
Correcting or reviewing the original task or assessment
Step 3: A reassessment date will be determined by the teacher and will likely be no more than 1 week after the mini-conference or form completion. However, this date is at the discretion of the teacher/department.
The student must have completed the collectively developed plan in order to attempt the reassessment.
Reassessment will not be possible in the following conditions across all content areas.
End-of-course or end of semester exams
Final research papers
Culminating projects/performances at the end of the semester or year
The teacher will provide students with the following:
GOOGLE CLASSROOM - All assignments will be posted in Google Classroom. If you are having trouble locating it, contact the teacher.
RUBRICS AND POLICIES - Once posted here they will not change. However, if a change is necessary the teacher will inform students well in advance and will clearly mark the changes.
Middle School Policies
Middle School Policies
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