http:\/\/www.coreknowledge.org\/mimik\/mimik_uploads\/documents\/480\/CKFSequence_Rev.pdf<\/a><\/p>\nThe World history guidelines for sixth grade begin with a study of ancient civilizations introduced in earlier grades in the Core knowledge Sequence. Topics include Judaism, Christianity,
\nand the civilizations of ancient Greece and rome. The focus in sixth grade should be on the legacy
\nof enduring ideas from these civilizations\u2014ideas about democracy and government, for example, or about right and wrong. After this study of lasting ideas from ancient civilizations, the World history guidelines pick up the chronological thread from earlier grades with a study of the Enlightenment. you are encouraged to use timelines and engage students in a brief review of some major intervening events in order to help students make a smooth transition across the gap in centuries between the ancient civilizations and the Enlightenment.
\nIn sixth grade, the World history guidelines catch up chronologically with the American history guidelines. The World history guidelines take students up to the consequences of industrialization in the mid-nineteenth century, and this is where the American history guidelines begin.<\/p>\n
World History and Geography:<\/p>\n
I. World Geography
\nTeachers: By sixth grade, children should have a good working knowledge of map-reading skills, as well as geographic terms and features introduced in earlier grades. The study of geography embraces many topics throughout the Core knowledge Sequence, including topics in history and science. Geographic knowledge includes a spatial sense of the world, an awareness of the physical processes that shape life, a sense of the interactions between humans and their environment, an understanding of the relations between place and culture, and an awareness of the characteristics of specific regions and cultures. many geographic topics are listed below in connection with historical topics.
\nA. SpATIAL SENSE (Working with maps, Globes, and other Geographic Tools)
\nTeachers: Asnecessary,reviewandreinforcetopicsfromearliergrades,including:
\n\u2022 Continents and major oceans
\n\u2022 How to read maps and globes using longitude and latitude, coordinates, degrees
\n\u2022 Tropic of Cancer and Tropic of Capricorn: relation to seasons and temperature
\n\u2022 Climate zones: Arctic, Tropic, Temperate
\n\u2022 Time zones (review from Grade 4): Prime Meridian (O degrees); Greenwich, England;
\n180\u00b0 Line (International Date Line)
\n\u2022 Arctic Circle (imaginary lines and boundaries) and Antarctic Circle
\nB. GrEAT dESErTS oF ThE WorLd
\n\u2022 What is a desert? Hot and cold deserts \u2022 Major deserts in
\nAfrica: Sahara, Kalahari
\nAustralia: a mostly desert continent
\nAsia: Gobi; much of Arabian Peninsula
\nNorth America: Mojave, Chihuahuan, Sonoran South America: Atacama Desert <\/p>\n
II. Lasting Ideas from Ancient Civilizations
\nA. JUdAISm ANd ChrISTIANITy
\nTeachers: Since religion is a shaping force in the story of civilization, the Core knowledge Sequence introduces children in the early grades to major world religions, beginning with a focus on geography and major symbols and figures. here in the sixth grade the focus is on history, geography, and ideas. The purpose is not to explore matters of theology but to understand the place of religion and religious ideas in history. The goal is to familiarize, not proselytize; to be descriptive, not prescriptive. The tone should be one of respect and balance: no religion should be disparaged by implying that it is a thing of the past.
\nA review of major religions introduced in earlier grades in the Core knowledge Sequence is recommended: Judaism\/Christianity\/Islam (grade 1), hinduism\/Buddhism (grade 2), Islam
\n(grade 4), and Buddhism\/Shintoism (grade 5).
\n\u2022 Basic ideas in common
\nThe nature of God and of humanity
\nHebrew Bible and Old Testament of Christian Bible
\n\u2022 Judaism: central ideas and moral teachings
\nTorah, monotheism
\nThe idea of a \u201ccovenant\u201d between God and man
\nConcepts of law, justice, and social responsibility: the Ten Commandments
\n\u2022 Christianity: central ideas and moral teachings New Testament
\nThe Sermon on the Mount and the two \u201cgreat commandments\u201d (Matthew 22: 37-40) \u2022 Geography of the Middle East
\nBirthplace of major world religions: Judaism, Christianity, Islam Anatolian Peninsula, Arabian Peninsula
\nMesopotamia, Tigris and Euphrates Rivers
\nAtlas Mountains, Taurus Mountains
\nMediterranean Sea, Red Sea, Black Sea, Arabian Sea, Persian Gulf The \u201csilk road\u201d
\nClimate and terrain: vast deserts (Sahara, Arabian)
\nB. ANCIENT GrEECE
\nTeachers: Briefly review from grade 2: religion, art, architecture, daily life of ancient Greece.
\n\u2022 The Greek polis (city-state) and patriotism
\n\u2022 Beginnings of democratic government: Modern American democratic government has its
\nroots in Athenian democracy (despite the obvious limitations on democracy in ancient Greece, for example, slavery, vote denied to women)
\nThe Assembly
\nSuffrage, majority vote
\n\u2022 The \u201cclassical\u201d ideal of human life and works
\nThe ideal of the well-rounded individual and worthy citizen Pericles and the \u201cGolden Age\u201d
\nArchitecture: the Parthenon
\nGames: The Olympics
\n\u2022 Greek wars: victory and hubris, defeat and shame Persian Wars: Marathon, Thermopylae, Salamis The Peloponnesian War: Sparta defeats Athens
\n\u2022 Socrates and Plato
\nSocrates was Plato\u2019s teacher; we know of him through Plato\u2019s writings. For Socrates, wisdom is knowing that you do not know.
\nThe trial of Socrates<\/p>\n
\u2022 Plato and Aristotle
\nPlato was Aristotle\u2019s teacher.
\nThey agreed that reason and philosophy should rule our lives, not emotion
\nand rhetoric.
\nThey disagreed about where true \u201creality\u201d is: Plato says it is beyond physical things in
\nideas (cf. the \u201callegory of the cave\u201d); Aristotle says reality is only in physical things. \u2022 Alexander the Great and the spread of Greek (\u201cHellenistic\u201d) culture: the library
\nat Alexandria
\nC. ANCIENT romE
\nTeachers: Briefly review from grade 3: romulus and remus, roman gods, legends, daily life, etc.
\n\u2022 The Roman Republic
\nBuilds upon Greek and classical ideals
\nClass and status: patricians and plebeians, slaves Roman government: consuls, tribunes, and senators
\n\u2022 The Punic Wars: Rome vs. Carthage \u2022 Julius Caesar
\n\u2022 Augustus Caesar
\nPax Romana
\nRoman law and the administration of a vast, diverse empire Virgil, The Aeneid: epic on the legendary origins of Rome
\n\u2022 Christianity under the Roman Empire
\nJesus\u2019s instruction to \u201cRender unto Caesar the things which are Caesar\u2019s, and unto God
\nthe things that are God\u2019s\u201d [Matthew 22:21] Roman persecution of Christians
\nConstantine: first Christian Roman emperor
\n\u2022 The \u201cdecline and fall\u201d of the Roman Empire
\nCauses debated by historians for many hundreds of years (outer forces such as
\nshrinking trade, attacks and invasions vs. inner forces such as disease, jobless masses, taxes, corruption and violence, rival religions and ethnic groups, weak emperors)
\nRome\u2019s \u201cdecline and fall\u201d perceived as an \u201cobject lesson\u201d for later generations and societies
\nIII. The Enlightenment
\nTeachers: you are encouraged to use timelines and engage students in a brief review of some major intervening events in order to help students make a smooth transition across the gap in centuries between the ancient civilizations and the Enlightenment. place the Enlightenment (17th and 18th centuries) in chronological context, in relation to eras and movements studied in earlier grades (middle Ages, Age of Exploration & renaissance, American revolution, etc.).
\n\u2022 Faith in science and human reason, as exemplified by Isaac Newton and the laws of nature
\nDescartes: \u201ccogito ergo sum\u201d
\n\u2022 Two ideas of \u201chuman nature\u201d: Thomas Hobbes and John Locke
\nHobbes: the need for a strong governing authority as a check on \u201cthe condition of
\nman . . . [which] is a condition of war of everyone against everyone\u201d Locke: the idea of man as a \u201ctabula rasa\u201d and the optimistic belief in education;
\nargues against doctrine of divine right of kings and for government by consent of
\nthe governed
\n\u2022 Influence of the Enlightenment on the beginnings of the United States
\nThomas Jefferson: the idea of \u201cnatural rights\u201d in the Declaration of Independence Montesquieu and the idea of separation of powers in government<\/p>\n
IV. TheFrenchrevolution
\nTeachers: While the focus here is on the French revolution, make connections with what students already know about the American revolution, and place the American and French revolutions in the larger global context of ideas and movements.
\n\u2022 The influence of Enlightenment ideas and of the English Revolution on revolutionary movements in America and France
\n\u2022 The American Revolution: the French alliance and its effect on both sides \u2022 The Old Regime in France (L\u2019Ancien R\u00e9gime)
\nThe social classes: the three Estates
\nLouis XIV, the \u201cSun King\u201d: Versailles
\nLouis XV: \u201cApr\u00e8s moi, le d\u00e9luge\u201d
\nLouis XVI: the end of the Old Regime
\nMarie Antoinette: the famous legend of \u201cLet them eat cake\u201d
\n\u2022 1789: from the Three Estates to the National Assembly July 14, Bastille Day
\nDeclaration of the Rights of Man
\nOctober 5, Women\u2019s March on Versailles
\n\u201cLiberty, Equality, Fraternity\u201d
\n\u2022 Louis XVI and Marie Antoinette to the guillotine
\n\u2022 Reign of Terror: Robespierre, the Jacobins, and the \u201cCommittee of Public Safety\u201d \u2022 Revolutionary arts and the new classicism
\n\u2022 Napoleon Bonaparte and the First French Empire
\nNapoleon as military genius
\nCrowned Emperor Napoleon I: reinventing the Roman Empire The invasion of Russia
\nExile to Elba
\nWellington and Waterloo
\nV. romanticism
\n\u2022 Beginning in early nineteenth century Europe, Romanticism refers to the cultural movement characterized by:
\nThe rejection of classicism and classical values
\nAn emphasis instead on emotion and imagination (instead of reason)
\nAn emphasis on nature and the private self (instead of society and man in society)
\n\u2022 The influence of Jean-Jacques Rousseau\u2019s celebration of man in a state of nature (as opposed to man in society): \u201cMan is born free and everywhere he is in chains\u201d; the idea of the \u201cnoble savage\u201d
\n\u2022 Romanticism in literature, the visual arts, and music
\nVI. Industrialism, Capitalism, and Socialism
\nA. ThE INdUSTrIAL rEVoLUTIoN
\n\u2022 Beginnings in Great Britain
\nRevolution in transportation: canals, railroads, new highways Steam power: James Watt
\n\u2022 Revolution in textiles: Eli Whitney and the cotton gin, factory production \u2022 Iron and steel mills
\n\u2022 The early factory system
\nFamilies move from farm villages to factory towns Unsafe, oppressive working conditions in mills and mines Women and child laborers
\nLow wages, poverty, slums, disease in factory towns Violent resistance: Luddites
\n\ufffc
\nB. CApITALISm
\n\u2022 Adam Smith and the idea of laissez faire vs. government intervention in economic and social matters
\n\u2022 Law of supply and demand
\n\u2022 Growing gaps between social classes: Disraeli\u2019s image of \u201ctwo nations\u201d (the rich and
\nthe poor)
\nC. SoCIALISm
\n\u2022 An idea that took many forms, all of which had in common their attempt to offer an alternative to capitalism
\nFor the public ownership of large industries, transport, banks, etc., and the more equal distribution of wealth
\n\u2022 Marxism: the Communist form of Socialism
\nKarl Marx and Friedrich Engels, The Communist Manifesto: \u201cWorkers of the
\nworld, unite!\u201d
\nClass struggle: bourgeoisie and proletariat
\nCommunists, in contrast to Socialists, opposed all forms of private property.
\nVII. Latin American Independence movements
\nA. hISTory
\n\u2022 The name \u201cLatin America\u201d comes from the Latin origin of the languages now most widely spoken (Spanish and Portuguese).
\n\u2022 Haitian revolution
\nToussaint L\u2019Ouverture Abolition of West Indian slavery
\n\u2022 Mexican revolutions Miguel Hidalgo
\nJos\u00e9 Mar\u00eda Morelos
\nSanta Anna vs. the United States Benito Ju\u00e1rez
\nPancho Villa, Emiliano Zapata
\n\u2022 Liberators Simon Bolivar
\nJos\u00e9 de San Mart\u00edn
\nBernardo O\u2019Higgins
\n\u2022 New nations in Central America: Costa Rica, El Salvador, Guatemala,
\nHonduras, Nicaragua
\n\u2022 Brazilian independence from Portugal
\nB. GEoGrAphy oF LATIN AmErICA
\n\u2022 Mexico: Yucatan Peninsula, Mexico City
\n\u2022 Panama: isthmus, Panama Canal
\n\u2022 Central America and South America: locate major cities and countries including
\nCaracas (Venezuela) Bogota (Colombia) Quito (Ecuador) Lima (Peru) Santiago (Chile)
\nLa Paz (Bolivia)
\n\u2022 Andes Mountains
\n\u2022 Brazil: largest country in South America, rain forests, Rio de Janeiro, Amazon River \u2022 Argentina: Rio de la Plata, Buenos Aires, Pampas
\nI. Immigration, Industrialization, and Urbanization
\nA. ImmIGrATIoN
\n\u2022 Waves of new immigrants from about 1830 onward
\nGreat migrations from Ireland (potato famine) and Germany
\nFrom about 1880 on, many immigrants arrive from southern and eastern Europe. Immigrants from Asian countries, especially China
\nEllis Island, \u201cThe New Colossus\u201d (poem on the Statue of Liberty, written by
\nEmma Lazarus)
\nLarge populations of immigrants settle in major cities, including New York, Chicago,
\nPhiladelphia, Detroit, Cleveland, Boston, San Francisco \u2022 The tension between ideals and realities
\nThe metaphor of America as a \u201cmelting pot\u201d
\nAmerica perceived as \u201cland of opportunity\u201d vs. resistance, discrimination,
\nand \u201cnativism\u201d
\nResistance to Catholics and Jews Chinese Exclusion Act
\nB. INdUSTrIALIzATIoN ANd UrBANIzATIoN
\n\u2022 The post-Civil War industrial boom
\nThe \u201cGilded Age\u201d
\nThe growing gap between social classes
\nHoratio Alger and the \u201crags to riches\u201d story
\nGrowth of industrial cities: Chicago, Cleveland, Pittsburgh
\nMany thousands of African-Americans move north.
\nUrban corruption, \u201cmachine\u201d politics: \u201cBoss\u201d Tweed in New York City, Tammany Hall
\n\u2022 The condition of labor
\nFactory conditions: \u201csweat shops,\u201d long work hours, low wages, women and
\nchild laborers
\nUnions: American Federation of Labor, Samuel Gompers
\nStrikes and retaliation: Haymarket Square; Homestead, Pennsylvania Labor Day
\n\u2022 The growing influence of big business: industrialists and capitalists
\n\u201cCaptains of industry\u201d and \u201crobber barons\u201d: Andrew Carnegie, J. P. Morgan,
\nCornelius Vanderbilt
\nJohn D. Rockefeller and the Standard Oil Company as an example of the growing power
\nof monopolies and trusts
\nCapitalists as philanthropists (funding museums, libraries, universities, etc.)
\n\u2022 \u201cFree enterprise\u201d vs. government regulation of business: Interstate Commerce Act and Sherman Antitrust Act attempt to limit power of monopolies
\nII. reform
\n\u2022 Populism
\nDiscontent and unrest among farmers The gold standard vs. \u201cfree silver\u201d William Jennings Bryan
\n\u2022 The Progressive Era
\n\u201cMuckraking\u201d: Ida Tarbell on the Standard Oil Company; Upton Sinclair, The Jungle,
\non the meat packing industry Jane Addams: settlement houses
\nJacob Riis, How the Other Half Lives: tenements and ghettos in the modern city
\nPresident Theodore (Teddy) Roosevelt: conservation and trust-busting \u2022 Reform for African-Americans
\nIda B. Wells: campaign against lynching
\nBooker T. Washington: Tuskegee Institute, Atlanta Exposition Address,
\n\u201cCast down your bucket where you are\u201d
\nW. E. B. DuBois: founding of NAACP, \u201cThe problem of the twentieth century is the
\nproblem of the color line,\u201d The Souls of Black Folk \u2022 Women\u2019s suffrage
\nSusan B. Anthony
\nNineteenth Amendment (1920)
\n\u2022 The Socialist critique of America: Eugene V. Debs<\/p>\n","protected":false},"excerpt":{"rendered":"
We want to equip parents with the information that allows them to see the actual dumbing down that is taking place in classrooms across the country. In this latest example from a 6th grade Social Studies class, the parent who posted this social studies assignment asked: From 6th grade social studies… what is an alternative […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[20,4,16],"tags":[640,639,637,638],"class_list":["post-2351","post","type-post","status-publish","format-standard","hentry","category-standards","category-curriculum","category-inappropriate","tag-6thgrade","tag-assignment","tag-coreknowledge","tag-socialstudies"],"_links":{"self":[{"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/posts\/2351","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/comments?post=2351"}],"version-history":[{"count":6,"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/posts\/2351\/revisions"}],"predecessor-version":[{"id":2358,"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/posts\/2351\/revisions\/2358"}],"wp:attachment":[{"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/media?parent=2351"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/categories?post=2351"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/tags?post=2351"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
![\"Social](\"https:\/\/stopcommoncorenh.org\/sccnh\/wp-content\/uploads\/2015\/09\/Social-Studies-Dumbed-Down.jpg\")
<\/a><\/p>\n