Sixth Grade Social Studies

Course Description and Philosophy

This course of study provides a thorough introduction to the social sciences through the major disciplines of Geography, Political Science and History. Although the units of study will focus upon these three major areas, students will also engage in learning activities and projects designed to familiarize them with Sociological, Anthropological and Economic themes. Students will also use periodicals to read and analyze current events in an effort to make connections between past and present. In addition to the primary subject matter, considerable instructional time is devoted to the goal of improving the students’ organization, research, writing and study skills. Students will learn to use organizational templates such as web diagrams, charts and outlines as part of a regular notebook assignment for each unit of study. Many evaluations will be in the form of research-based written essays where students will be asked to formulate and support a thesis statement with facts and evidence. Finally, students will prepare for learning assessments such as tests and quizzes by practicing good active listening and mnemonic techniques. Each of the three major areas of study includes a project where students will use computer technology as the primary learning tool. These assignments will ask students to use Internet sources of information for research and software programs such as Inspiration, Word or PowerPoint to create unique and personalized learning products. These projects are tiered- designed in an effort to accommodate the differentiated learning of middle school students.

Written 2005 Unit I: World Geography and Map Skills

Essential Question: How are maps used to understand the earth’s landforms and cultures?

Objectives: Students will be able to:

 Identify basic map types (Political, Physical, Mobility, Thematic) and parts of a map.  Use map scale, key and grid to calculate distance, interpret symbols and identify exact locations.  Identify the components of the Global Grid and use lines of latitude and longitude to find exact locations.  Identify major water and landforms.  Identify major world cultural regions.  Locate 46 major world nations on a map.  Research the culture of a major world nation by finding facts related to elements such as economy, customs and traditions, government and religion.  Create a web diagram using images and facts to organize their cultural research

Topic/Content Skills Assessment Resources Instructional Tech Infusion NJCCCS Methods Topic 1: Basic Map Types Class Atlas Direct Internet 6.6- A, B, C, D  Physical Assignments Research  Mobility Outline Map Discussion/Q&A  Thematic/Special Purpose Homework Inspiration Web  Political Online Cooperative Diagram Quiz Resources Learning Topic 2: Parts of a Map  Title Test IBook Individual  Scale Computers assignments/  Key Cartography Projects  Grid Project Smartboard

Topic 3: The Global Grid Computer Activity  The Equator and Prime Research documents Meridian Project  Degree Coordinates  Exact location  20 Largest World Cities

Topic 4: Physical Geography  Bodies of water  Elevation  Landforms and Elevation  The Seven Summits

Topic 5: Cultural Geography  The 7 elements of culture  Cultural regions  Nations of the world  Cultural Research Project Unit II: U.S. and N.J. Government

Essential Question: How are the federal and state governments organized in the U.S and what are their functions?

Objectives: Students will be able to:  Discuss the major principles embodied by the U.S. Constitution, including shared and exclusive powers, checks and balances, separation of church and state and Federalism.  Identify the three branches of government and describe their functions.  Define the Bill of Rights and other constitutional amendments.  Define Federalism and describe the interplay between the federal and state governments.  Explain the legislative process, i.e. how a bill becomes a law.  Identify the unique characteristics of New Jersey state government, i.e. number of representative in the State Assembly and Senate, Supreme Court and terms of office for government officials.  Analyze the voting rights clause of the three different constitutions in state history.  Research current U.S and N.J government representatives and officials, i.e. House and Senate representatives, Administrative officials and Supreme Court justices.  Explain the electoral process and the role of political parties. Topic/Content Skills Assessment Resources Instructional Tech Infusion NJCCCS Methods Topic 1: The U.S. Constitution Homework Text Direct Internet 6.2- A, B, C, D  Organization-Articles, Sections Websites  The Bill of Rights Classroom Supplemental Cooperative  Amendments Assignments Readings Learning Inspiration  Major underlying principles, Software Checks and Balances, separation Quiz- 3 Primary Learning of powers, church and state Branches Source Stations Documents Topic 2: The Three Branches Internet Discussion/  Legislative Webquest Gov. related Q&A  Executive Websites “Create a Bill” Visual Media  Judicial Project IBook Laptops Congress Topic 3: Federalism Unit Test Simulation  Exclusive and Shared Powers Smartboard  Case study: Supreme Court Mock trial

Topic 4: State Governments  Organization- same as Fed.  New Jersey Elected and Appointed officials  State districts Topic 5: The Electoral Process  Voting Rights  Political Parties  Campaigns: Federal and State Unit III: U.S. History- Antebellum North and South: 1850-1861

Essential Question: What were the major factors leading to the start of the Civil War?

 Describe the political, economic and social changes in New Jersey and U.S. society preceding the Civil War.  Explain the social and economic differences between northern and southern states during the 1850’s.  Discuss sectional compromises associated with the westward expansion of slavery.  Discuss the institution of slavery and the Underground Railroad.  Identify key events during the 1850’s creating tension between North and South. Topic/Content Skills Assessment Resources Instructional Tech Infusion NJCCCS Methods Topic 1: Growing Differences between Homework Textbook Direct Internet 6.4- F (1,2,3,5,8,11) North and South assignments Images  Industrial North Supplemental Discussion  Agricultural South Classroom Readings PowerPoint  Free vs. Slave labor questions and Cooperative Presentations  Federalism vs. States’ Rights activities Primary Learning Source Interactive Topic 2: The Compromise of 1850 Research Documents Individual Websites  Impact of Mexican War assignments assignments/  California Statehood Smartboard Projects  The doctrine of Popular Sovereignty Unit Test  The Fugitive Slave Law Historic Character Atlas Drama/Play Topic 3: The Underground Railroad  Slavery resistance  The Abolitionist Movement  Frederick Douglass  Harriet Tubman  Routes to freedom

Topic 4: The Crisis Deepens  Uncle Tom’s Cabin  The Kansas-Nebraska Act  The Lincoln-Douglas debates  Dred Scott decision  John Brown’s Raid  Attack on Ft. Sumter  The Election of 1860 Unit IV: The Civil War: 1861-1865

Essential Question: How did the Civil War affect life in the United States?

Objectives: Students will be able to:  Discuss the military advantages and strategies of the Union and Confederacy at the outset of war.  Identify the major events, issues, and personalities of the American Civil War.  Discuss the social, economic and political impact of the war. Topic/Content Skills Assessment Resources Instructional Tech NJCCCS Methods Infusi on Topic 1: Preparing for Battle Homework and Textbook Direct Word/ 6.4- G (1,2) Advantages/Strategies of the classroom Powerpoint Union and Confederacy assignments Supplemental Cooperative Software Preserving the Union Readings Learning Secession/States’ Rights Quiz Internet Public Support Smartboard Learning Research Research Stations Topic 2: The Realities of War Assignments Historic First Bull Run Atlas Discussion/ The Western Front-U.S Grant at Shiloh Computer Q&A Union Blockade Research McClellan and the Peninsula Historical Campaign Unit Test Drama/Play Lee at Antietam Visual Analysis Topic 3- Turning the Tide Union victories at Gettysburg and Vicksburg Women in the War Life on the home front Lincoln and the Gettysburg Address

Topic 4- The End of the War Sherman’s March/Total War Grant vs. Lee Surrender at Appomattox Social, Economic and Political effects Unit V: Reconstruction and Reform- 1865-1965

Essential Question: How did changes in Federal law after the Civil War and into the 20th Century affect social and political life in the United States?

 Explain Reconstruction as a government action, how it worked and its effects after the war.  Discuss the impact of retaliatory state laws and general Southern resistance to Reconstruction.  Explain the goals and tactics of the Women’s Suffrage Movement of the 19th and 20th centuries and the Civil Rights Movement of the 20th century.  Identify important Civil Rights and Women’s Suffrage leaders such as Martin Luther King, Jr., Elizabeth Cady Stanton and Susan B. Anthony  Describe the political impact of the 13t, 14th, 15th and 19th amendments and the Voting Rights Act of 1965. Topic/Content Skills Assessment Resources Instructional Tech Infusion NJCCCS Methods Topic 1: Reconstruction Homework and Textbook Direct DVD 6.4- G (2,3,4) Rebuilding the South classroom “Separate but The Freedmen’s Bureau assignments Supplemental Cooperative Equal” 6.2- B (1,2,3) The 13th and 14th Amendments Readings Learning Radical Reconstruction and the Quiz DVD-Susan Impeachment Primary Source Learning B. Anthony Trial of Andrew Johnson Research Documents Stations Bio Assignments Topic 2: Southern Resistance IBook Discussion/ Black Codes Computer Laptops Q&A The Rise of the Ku Klux Klan Research Sharecropping Smartboard Visual Analysis African-American Suffrage and Unit Test representation Trial Simulation

Topic 3: The Civil Rights Movement Plessy v. Ferguson Segregation/Jim Crow Laws Brown v. Board of Ed./Desegregation Boycotts, Sit-Ins and Voter Registration Drives- Civil Disobedience in the 20th Century Civil Rights Leaders: Martin Luther King, Rosa Parks, Thurgood Marshall, A. Philip Randolph The March on Washington and the Voting Rights Act of 1965 Topic 4: The Women’s Suffrage Movement The Seneca Falls Convention of 1848 Elizabeth Cady Stanton And Susan B. Anthony The 19th Amendment

Unit VI: An Industrial Society- 1865-1940

Essential Question: How did the U.S. transform from an agrarian to an industrial economy after the Civil War and what were the effects?

 Describe the major factors contributing to industrial growth in the United States.  Discuss the societal impact of industrialization.  Identify key events such as the completion of the first Transcontinental Railroad, labor strikes and the Great Depression.

Topic/Content Skills Assessment Resources Instructional Tech Infusion NJCCCS Methods Topic 1: The Age of Homework and Textbook Direct Computer- 6.4-H (1, 2, 4) I (9, Railroads classroom generated 10) The Transcontinental Railroad assignments Supplemental Cooperative graphics- Immigrant labor Readings Learning Advertisement 6.5- A (1,2, 3, 4, 5, 6, Railroad folklore- John Henry, Quiz s 7) Casey Jones Research Primary Source Learning DVD- “Giants Connecting East and West Assignments Documents Stations of Industry: Henry Ford” Topic 2: New Industries and Computer IBook Discussion/ Inventions Research Laptops Q&A Electricity and Communication- Edison, Bell and Tesla Unit Test Smartboard Visual Analysis Household Revolution Steel and Oil- The Bessemer Process and Mass Production The Automobile and Henry Ford A new consumer culture

Topic 3: The Rise of Big Business Corporations and the Stock Market Entrepreneurs- Carnegie and Rockefeller Trusts The Business Cycle- Boom and Bust The Great Depression

Topic 4: Organizing Workers Sweatshop labor The Labor Movement- The Knights of Labor and the AFL Strikes- Pullman and Homestead Unit VII: Immigration, Migration and Urbanization- 1865-1940

Essential Question: What caused the growth of cities in the U.S. and how did life change in urban areas?

 Explain the push and pull factors contributing to immigration to the U.S.  Describe the immigrant experience in U.S. cities.  Discuss the migration of Americans from rural to urban areas.  Describe the physical and cultural changes taking place in U.S. cities.

Topic/Content Skills Assessment Resources Instructional Tech Infusion NJCCCS Methods Topic 1: Growing Immigration From Homework and Textbook Direct Chart/Graph 6.4- H (3, 8, 9, 10) Europe classroom Presentation of “New” Immigrants-Southern and assignments Supplemental Cooperative population Eastern Europe Readings Learning statistics- Push and Pull factors Verbal Microsoft Excel Economic effects Questioning Primary Source Learning Documents Stations SimCity- urban Topic 2: New Life in the Promised Quiz landscape design Land IBook Discussion/ Ellis Island Research Laptops Q&A Living and working conditions Assignments Role of education in Assimilation Smartboard Visual Analysis The Melting Pot Computer Research VHS/DVD Topic 3: The Great Migration Demographic shift from rural to urban Unit Test areas African-American movement from south to north

Topic 4: City Growth and Change Urban Planning- problems and solutions Infrastructure- Skyscrapers, Mass transit and Parks and Recreation Growth of Suburbs Social Welfare- Settlement Houses

Topic 5: City Culture Popular Press Department Stores Sports and Entertainment Unit VIII: U.S. Expansion- 1865-1930

Essential Question: What factors led to the U.S. emergence as a world power in the 20th Century?

 Explain the factors leading to the westward expansion of the U.S. after the Civil War.  Describe the conflict between Native Americans and settlers in the western U.S.  Discuss the impact of the Spanish-American War, World War I and the building of the Panama Canal. Topic/Content Skills Assessment Resources Instructional Methods Tech Infusion NJCCCS Topic 1: Westward Expansion Homework and Textbook Direct WordPerfect 6.4- I (3, 4, 5, 11)  Natural resources classroom Newspaper  Indian Wars assignments Supplemental Cooperative template-  Cowboys and Ranchers Readings Learning “Yellow  Farming the Plains Verbal Journalism” Questioning Primary Source Learning project Topic 2: Spanish-American War Documents Stations  The “Yellow Press” and Quiz circulation wars IBook Discussion/  The Maine, Rough Riders Research Laptops Q&A and Admiral Dewey’s Fleet Assignments Smartboard Visual Analysis  U.S. “Imperialism”- Cuba, Computer Guam, Hawaii and the Research VHS/DVD Debate Philippines Project Topic 3: The Panama Canal Unit Test  The legacy of T. Roosevelt  Engineering feat- national pride  Impact of the canal- military and economic

Topic 4: World War I  The end of Isolationism  U.S. role in the War  Woodrow Wilson and the League of Nations  End of all Wars? Unit IX: New Jersey Canals and Lighthouses in the 19th Century

Essential Question: How did the construction of canals and lighthouses impact New Jersey’s economy in the 19th and early 20th centuries?

 Explain how New Jersey’s geographic location led to the growth of shipping in the state.  Describe the role of canals and lighthouses in New Jersey’s economy in the 19th and early 20th centuries.  Describe new technologies used in the operation of canals and lighthouses. Topic/Content Skills Assessment Resources Instructional Tech Infusion NJCCCS Methods Topic 1: N.J Commerce Classroom Supplemental Direct Computer 6.5 B (1, 2, 3, 4)  Geographic location- Assignment Readings animation- between New Small technology York/Philadelphia Research Website group/cooperative demonstration  Led to development of land Assignment information and learning and sea shipping routes and images ports Creative Project Discussion/Q&A VHS/DVD Topic 2: N.J. Canals On site Field Trip  Facilitated movement of raw materials (coal, iron ore) of emerging industrial economy  Morris and Delaware and Raritan Canals  Lock technology and the mule-drawn barge  Canal service economy- inn and shopkeepers

Topic 3; N.J. Lighthouses  Guided shipping vessels into busy ports; NYC, Philadelphia, Newark  Sandy Hook/ Twin Lights at Navesink, Barnegat, Hereford Inlet  Technology- The Fresnel Lens, Electric Beacon