Th grade Social Studies—Eastern Hemisphere needs to be changed from Western Hemisphere which is 7th



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Heading: (Upper School) 6th grade Social Studies—Eastern Hemisphere (needs to be changed from Western Hemisphere which is 7th grade)

How to Reach Instructor: Carole Crary – Instructor. May be reached at : crarycm@midlandcharter.org

Course Description: (admin.) I know admin. said that they would write this part, but I have always described my course as follows:

6th grade social studies focuses on the significant events in the history of the eastern hemisphere from the ancient civilizations of Egypt, the Middle East, Rome and Greece through the Middle Ages and Renaissance. Our goal is to gain an understanding of our western European heritage and understand the cultural links that have been so dominant in shaping our present day society, its values and traditions. We study history to better understand ourselves, other people, and the world as it exists today.

This course is designed to improve students’ understanding of the major political, religious, economic, and cultural movements that have impacted the history of western civilization. Other disciplines such as music, dance, theatre, etc. will be used to enrich our study.

Student Learning Outcomes: (admin.)

Required Texts/Materials: A Message of Ancient Days and Across the Centuries will serve as our texts, the starting points and sources of basic background information for our students. Individual research will be required throughout the year with lists of suggested topics and a variety of activities including but not limited to research reports. Students will be expected to utilize libraries and the internet.

Instructional Methodology: (admin.)

Differentiation: (admin.)

Course Policies: (admin.)

Course Outline/Calendar:

First Marking Period---

The Importance of Studying History/Resources/Geography/Map Skills

  1. Define “culture” and explain what causes cultures to change?

  2. Why should we study history?

  3. What are primary and secondary sources? How do we evaluate them?

  4. How do we read maps?

Ancient Egypt

  1. What were the important accomplishments of the Egyptians?

  2. What were the unique aspects of their religious and social structure?

Mesopotamia

  1. How did the accomplishments of the Sumerians and Babylonians advance western culture?

Second Marking Period—

The Ancient Israelites

  1. Explain the origins of the Jewish people and their religion.

  2. What are the similarities and differences between Judaism and Christianity?

  3. How have the Judeo-Christian values influenced our western culture?

Ancient Greece

  1. How did democracy develop and work in Athens?

  2. Contrast Athenian and Spartan cultures.

Classical Greece

  1. How did Alexander the Great spread Greek culture throughout the ancient world?

  2. How does the culture of ancient Greece still influence our lives today?

Third Marking Period—

The Rise of Rome

  1. Why did the Roman Republic fail?

  2. How did Greece influence Roman culture?

The Roman Empire

  1. How did Rome succeed in conquering and unifying all of the lands bordering the Mediterranean?

  2. What is the Roman legacy for our culture?

Christianity and the Fall of Rome

  1. How did Christianity develop?

  2. What factors contributed to the fall of Rome?

Fourth Marking Period—

The Middle Ages / Feudalism / Europe After the Fall of Rome

  1. Define feudalism as a political, social, and economic system.

  2. How did the Christian Church provide stability and preserve Greco-Roman achievements after the empire collapsed?

The Power of the Church / The Crusades

  1. How did the Church influence political events and daily lives of average people?

  2. What was the purpose of the Crusades? How did they impact western civilization?

  3. What factors diminished the authority and power of the Church?

The Renaissance and Protestant Reformation

  1. How did humanism and individualism influence the Renaissance?

  2. What ideas of Luther’s spurred the Reformation?

Major projects / reports will accompany the study of Egypt, the Greco-Roman Period, and either the Middle Ages or the Renaissance. Independent research will allow for different interests and employment of multiple intelligences.

Worksheets and tests will combine a variety of objective and higher-order thinking questions. There will be some Multiple Choice / True False items, but there will also be an increasing emphasis on short answer essay questions as they will be the dominant form of summative assessment in the advanced level courses of nearly every discipline.

Field Trips may include: Center for the Arts Exhibits

Grades will be based on the following:

Projects / Reports 50%

Unit tests / Quizzes 30%

Review Sheets /Homework 20%


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