The course-level objectives for 6th grade Social Studies come from Missouri Learning Standards. The competencies are divided by unit below; separate module-level objectives are located at the beginning of each assignment.

Units 1 – EARLY CIVILIZATIONS

The study of ancient civilizations focuses on how agrarian societies developed into civilizations. An emphasis is on the four great river valley civilizations of Mesopotamia, Egypt, the Indus River Valley (Harappa) and China. Students will also examine the timing and impact of agricultural revolution in the Americas. Students will understand how the geographic commonalities of these regions led to the development of civilizations, the traits of civilizations, and the economic, social, political, artistic, and religious features of each culture. The legacies of these civilizations can be used to help us understand these regions today.

Major Instructional Goals: You will know you have achieved the learning goal when you can:

• Explain the causes and results of the Agricultural Revolution in relation to the development of new and more complex societies Asia, Africa, and the Americas. (6-8.WH.2.CC.A)
• Analyze the role early civilizations had in shaping concepts of government, law, and social order. (6-8.WH.2.CC.B)
• Explain the origins, functions, structure of government monarchies, theocracies city states, empires, and dynasties. (6-8.WH.2.GS.A)
• Distinguish the powers and responsibilities of subjects and political leaders in monarchies, theocracies, city-states and empires. (6-8.WH.2.GS.B)
• Describe how the physical characteristics of river valleys supported permanent settlement and early civilizations. (6-8.WH.2.G.A)
• Analyze the cultural/human characteristics of early civilizations in order to determine how they are similar and different. (6-8.WH.2.G.B)
• Explain how the physical and human characteristics of early civilizations are connected to human identities and cultures. (6-8.WH.2.G.C)
• Explain how the concept of economic surplus led to trade and the emergence of specialization of labor. (6-8.WH.2.EC.A)
• Explain how standardization (such as currency, weights, and measures) impact the stability of a society. (6-8.WH.2.EC.B)
• Explain the significance of monotheistic and polytheistic religions to the social and political order of early civilizations. (6-8.WH.2.PC.A)
• Describe the origins, structure, and significant beliefs of Judaism, Hinduism, and Buddhism (6-8.WH.2.PC.B)
• Describe how the worldview of social groups and institutions form culture and define the position of the individual within various societies. (6-8.WH.2.PC.C)
• Analyze scientific, technological, intellectual, and artistic advancements in order to determine the legacy of the ancient civilizations. (6-8.WH.2.PC.D)

Unit 2 & 3 - CLASSICAL CIVILIZATIONS

Have you ever been treated unfairly? Are there issues in our world that you consider to be unjust? In this unit, you will research an injustice and create a podcast to share your learning with others. As you read Roll of Thunder, Hear My Cry, you will learn from the Logan family as they struggle to survive in Mississippi during the Great Depression, surrounded by violence and racism. View injustices that challenge our world through the eyes of real people such as Malala, children of the Dust Bowl, and prisoners of a Japanese Internment Camp. Will learning in this unit empower you to make a difference in our world?

Missouri Learning Standards: You will know you have achieved the learning goal when you can:

• Interpret visual elements of a text and draw conclusions from them (when applicable). (6.RL.1.C) & (6.RI.1.C)
• Using appropriate text, determine the theme(s) of a text and cite evidence of its development; summarize the text.     (6.RL.1.D)
• Explain the central/main idea(s) of a text and cite evidence of its development; summarize the text.   (6.RI.1.D)
• Analyze how a particular sentence, chapter, scene, stanza, or image contributes to meaning. (6.RL.2.A)
• Analyze how a particular sentence, paragraph, section, or image contributes to meaning. (6.RI.2.A)
• Explain how plot and conflict reflect historical and/or cultural contexts. (6.RL.3.C)
• Explain how the text reflects historical and/or cultural contexts. (6.RI.3.C)
• Read and comprehend literature, including stories, dramas and poems, independently and proficiently. (6.RL.3.D)
• Read and comprehend informational text independently and proficiently. (6.RI.3.D)
• Narrative: Develop narratives including poems about real or imagined experiences, with clearly identified characters, well-structured event sequences, narrative techniques and relevant, descriptive details. (6.W.2.A.A)
• Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. (6.SL.1.A)
• Delineate a speaker’s argument and claims  in order to pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. (6.SL.1.B)
• Speak clearly, audibly, and to the point, using conventions of language as appropriate to task, purpose and audience when presenting including appropriate volume. (6.SL.2.A)
• Plan and deliver appropriate presentations based on the task, audience and purpose including multimedia components in presentations to clarify claims findings and ideas. (6.SL.2.C)

Unit 4 - MIDDLE AGES

The study of the post classical period focuses on an interconnected exchange among regions. The emphasis is on the fragmentation of societies resulting from the collapse of empires in Europe, Asia, Africa and the Americas. New governmental, social, and religious institutions developed during this period. Empires established in both hemispheres expanded through trade and military conquest. After considering these developments, students will explore and have an understanding of the impact this time period has on the world today.

Major Instructional Goals: You will know you have achieved the learning goal when you can:

• Compare how the collapse of government and resulting instability led to the development of feudal kingdoms in Europe and Japan. (6-8.WH.4.CC.A)
• Explain the origins and significance of the expansion of the Muslim and Mongol rule in Europe, Asia and Africa. (6-8.WH.4.CC.B)
• Analyze how the Crusades and Black Death brought affected existing societies in Europe, Asia, and Africa. (6-8.WH.4.CC.C)
• Analyze the cultures of Civilizations in Sub-Saharan Africa,  Mesoamerica, and Andean South America. (6-8.WH.4.CC.D)
• Explain the origins,functions, and structure of governmental systems within civilizations. (6-8.WH.4.GS.A)
• Explain how the rule of law is further developed by the Magna Carta including limited government and due process. (6-8.WH.4.GS.B)
• Analyze the conflict and cooperation between religions and the state to determine their impact on people and societies. (6-8.WH.4.GS.C)
• Explain how the spread of cultural patterns and economic decisions shape and are shaped by environments. (6-8.WH.4.G.A)
• Explain how physical geographic characteristics influenced human identities and cultures. (6-8.WH.4.G.B)
• Explain how interregional trade intensified the exchange of goods and ideas such as the trans-Saharan trade, the Silk Roads, and the Indian Ocean networks. (6-8.WH.4.EC.A)
• Analyze scientific, technological, intellectual, and artistic advancements in order to determine the legacy of European, African and Mesoamerican civilizations. (6-8.WH.4.PC.A)
• From a historical perspective, explain the origin, structure, spread, and significant beliefs of Islam. (6-8.WH.4.PC.B
• Describe how the worldview of individuals, social groups, and institutions change as a result of connections among regions. (6-8.WH.4.PC.C)
• Analyze the causes and effects of the changing roles of class, ethnicity, race, gender and age on world cultures prior to c. 1450. (6-8.WH.4.PC.D)