6th Grade Social Studies: World History
Syllabus
2026-2027 School Year
Blue Ridge Middle School
Nicole Sullivan
Room Number: 613
Phone: 355-1927
E-mail: nsulliva@greenville.k12.sc.us
https://sites.google.com/greenvilleschools.us/mrssullivanssswebsite/home
Student Handout link
Textbook: Savas My World Interactive South Carolina World History
Course Description:
This course is aligned with the 2020 South Carolina Social Studies College and Career Ready Standards for World Civilizations. Students will study world civilizations to uncover trends from prehistory to present day. Instruction will utilize the historical thinking skills and themes developed for grade six. These historical thinking skills are aligned with the Profile of the South Carolina Graduate of world-class knowledge, world-class skills, and life and career characteristics. Through inquiry, students will be given many opportunities to analyze primary and secondary sources and then design and communicate their findings.
Learning Objectives:
The 21st century Social Studies classroom, as aligned with the “Profile of the South Carolina Graduate,” will include:
Student-centered lessons that include multiple opportunities for collaboration, problem-solving, and communication.
Student analysis of multiple sources (primary and secondary)
World-class skills, including critical thinking skills, inquiry, creativity, and innovation.
Thematic instruction that crosses over all units.
A variety of rigorous assessments that align to the standards in content and skills.
Classroom School Late Work and Retake Policies:
Late Work
Greenville County Schools is committed to Building a Better Graduate by creating college and career ready students. As such, students must develop character traits that align with workplace expectations. Some examples of these include responsibility, strong work ethic, and self-direction. Students are expected to give their best effort when completing assignments and should strive to complete them by the due date. Students are expected to turn in ALL assignments and should never have a Not Handed In (NHI) recorded in the grade book. Extra opportunities are available for students to make up work through ROAR, tutoring times, and at other times designated by the teacher.
Teachers will accept late work with no penalty to the student up to 5 days after the original due date. This does not include projects and multi-day assignments that occur during class time.
Students may attend the teacher's office hours to complete assignments in a timely manner.
A teacher may extend the deadline for accepting late work, but cannot reduce the 5-day time frame allowed.
The work, although submitted late, will not receive a point reduction. Work can be accepted late across grading periods only by special exception and approval of the teacher and/or administrator.
Retake/Redo/Revise Expectations
Since the goal is for students to master content and skills, students will be allowed to retake/redo major tests only; however, students must commit to doing their part in preparing for the re-test.
Students must initiate the request to retake/redo a test within 10 days of receiving the grade on the test. Students are allowed to retake/redo a major test one time. The student and parent must complete this form and submit it to the teacher. The student must complete a minimum of 2 tasks to prepare for the re-take. One of the tasks is required and that is to meet with the teacher for a tutoring session during a teacher’s office hours. Following a re-test, the higher grade will be recorded in the grade book. Students may retake/redo a test where the initial score is below an 80. Scores of 80 and above are not eligible for retake/redo.
Link to BRMS Request to Retest form
Make-up Work Policies: In order to receive full credit for make-up work, all work must be submitted within five school days, immediately following the absence. In cases of prolonged illness beyond five days, special consideration will be given. It is the responsibility of the students, not the teachers, to arrange for make-up work. After the five day deadline, work will be considered late.
Work assigned before the absence or field trip will be due the day the student returns.
Tests assigned before the absence will be taken on the scheduled test date or date arranged with the teacher.
If a student misses a test or quiz while absent, on the first day back, arrangements should be made with the teacher to make up the assessment within five days.
In general, work is made up before or after school in order not to miss more class time. Arrangements may also be made with the teacher to make-up assignments during support times such as ROAR and tutoring times. Arrangements should be made with the teacher to complete this in a timely manner.
Students are expected to check teacher websites and Google classrooms for assignments during any absence.
**Student Backpack is an essential tool for accessing grades. Google Classroom will be your greatest asset for staying up to date.
Classroom Expectations:
We are BR...hear us…
Respect
Organization
Attitude
Responsibility
Materials Needed, Grading Policy/Practices:
Materials
(click here for link to BRMS School Supply List)
Grades
Homework
Grading Scale
* Earbuds for use with Chromebook
* Pencil pouch
* Pencils and pens
* Highlighters
* Notebook paper
* Graph paper
* Colored pencils
* Scissors
* Transparent tape (2-3)
* Glue sticks
* 2 composition notebooks
Tests & Major Projects = 50%
Daily Assignments, Quizzes, and Minor Projects = 50%
3-4 times a week
Preview upcoming material
Review covered material
Study for quizzes and tests
Work on projects.
A: 100-90
B: 89-80
C: 79-70
D: 69-60
F: Below 60
World Civilizations Overview:
Quarter One:
This quarter, students will focus on 6th Grade World Civilizations Standard #1. Students will demonstrate an understanding of the organization and transformation(s) of world civilizations to 550.
Enduring Understanding: Legacies of world civilizations include the arts, governmental structures, science, and technology. World civilizations had reciprocal influence on each other’s growth and development.
Unit 1: Thinking Like a Historian: 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 skill 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.
Unit 2: Early River Valley Civilizations: 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.
Unit 3: Classical Civilizations: The foundations of government, science, technology, and the arts are legacies of classical civilizations. Unit 3 focuses on contributions of the classical western civilizations of Greece and Rome and the classical eastern civilization of China, including the Mongol Empire. Students will utilize inquiry and historical thinking skills to analyze these civilizations and consider which contributions have endured and are evident in our society today. Throughout this unit, students should be introduced to Christianity to support their understanding of the development of Rome. This unit is also designed to promote inquiry into the development, basic tenets and impact of Buddhism, Confucianism, and Daoism.
Quarter Two:
This quarter, students will focus on 6th Grade World Civilizations Standard #2. Students will demonstrate an understanding of the increased global interactions among humans from the end of the classical era to the invention of the printing press (i.e., 550–1450).
Enduring Understanding: 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.
Unit 4: Medieval Japan and Europe: 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.
Unit 5: Islam & the West African Kingdoms: 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.
Unit 6: Global Interactions Create Conflicts: 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.
Unit 7: New Ideas Promote Change: 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.
Quarter Three:
This quarter, students will focus on 6th Grade World Civilizations Standard #3. Students will 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).
Enduring Understanding: European expansion in the 15th through 18th centuries was driven by a desire for economic and political dominance. New technological advances made exploration possible. Exploration increased global interactions, which resulted in significant economic, political, and social transformations around the world. As a result, dominant societies emerged which led to a struggle for world power.
Unit 8: Meso-American Civilizations: 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.
Unit 9: Atlantic World: 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.
Unit 10: Political Revolutions: Students will build upon their knowledge of new ideas and the Atlantic world, by investigating political revolutions that occurred 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.
Unit 11: Industrial Revolution: 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.
Quarter Four:
This quarter, students will first focus on 6th Grade World Civilizations Standard #4. Students will demonstrate an understanding of how increased global exchanges promoted revolution from 1760 to the beginning of the 20th Century.
Enduring Understanding: Global exchanges are characterized by interaction within and between societies. As these exchanges increased, economic, political, and social revolutions occurred resulting in fundamental changes to economies, governments, and social hierarchies around the world.
Secondly, students will focus on Standard #5 where they will demonstrate an understanding of the development of global interdependence from 1920 to the present.
Enduring Understanding: The modern era has seen an increase in global interdependence culturally, economically, and politically since 1920. The advent of technology has fueled the interconnectedness of the world. Civil rights and independence have been at the forefront of this era; however, tensions remain in how to achieve these goals.
Unit 12: Global Conflicts: Imperialism & WWI: 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 caused nations to build alliances leading to World War I.
Unit 13: Great Depression & WWII: 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.
Unit 14: Fight for Human Rights: 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.
Unit 15: Cold War & Impact of Technology: 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.
Resources Utilized and Instructional Strategies:
* Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.
Ø Whole class instruction (Varied Forms of Lecture-ex. PowerPoint)
Ø Small group instruction
Ø Individualized instruction
Ø Peer tutoring
Ø Small group collaboration (Station Activities)
Ø Graphic Organizers
Ø Collaborative Pairs
Ø Mnemonic Strategies
Ø Reading From Different Perspectives
Ø Other Focused Learning Concepts
**Please note that this is not an exhaustive list of all resources/instructional strategies utilized and is subject to change as deemed necessary based on student needs