panorama: reading through the lens of social studies
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Correlation of
Panorama: Reading Through the Lens of Social Studies, Grade 6, by National Geographic Learning, © 2020
ISBN: 9780357075074
to
New York City
Social Studies Scope & Sequence
Grade 6
Correlation to the New York City Social Studies Scope & Sequence, Grade 6 Panorama: Reading Through the Lens of Social Studies, Grade 6,
by National Geographic Learning, © 2020, ISBN: 9780357075074
National Geographic Learning | Cengage
Panorama: Reading Through the Lens of Social Studies, Grade 6 – New York City Social Studies Scope & Sequence, Grade 6 Page 2 of 24 11-2021 / www.ngl.cengage.com/correlations
Scope & Sequence Student Reader(s) Where Addressed Teacher’s Guide Where Addressed
Grade Six: The Eastern Hemisphere
UNIT 1: Geography of the Eastern Hemisphere
Essential Question: Does geography determine development?
6.1 PRESENT-DAY EASTERN HEMISPHERE GEOGRAPHY: The diverse geography of the Eastern Hemisphere has influenced human culture and settlement patterns in distinct ways. Human communities in the Eastern Hemisphere have adapted to or modified the physical environment. (Standard 3)
Geography of the Eastern Hemisphere 6.1a, 6.1b, 6.1c
A variety of significant geographical features (highest mountains, deepest ocean trench, deepest lake, largest deserts, most islands, largest country, most-populous cities, tallest buildings)
The opportunity to address this objective exists. For example, see:
Explore Chinese Civilization
Ancient China
Ancient Greece
The opportunity to address this objective exists. For example, see:
90, 107, 128
Includes four continents The opportunity to address this objective exists. For example, see:
Explore Chinese Civilization
Ancient China
Ancient Greece
The opportunity to address this objective exists. For example, see:
90, 107, 128
Characterized by vast oceans, important bodies of water and land masses
Explore Chinese Civilization
Ancient China
Ancient Greece
90, 107, 128
Extremes in climate (sub-tropical vs. arctic, droughts vs. monsoons) This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Geologic history (plate tectonics, the creation of continents, development of landforms, the elevation of the Himalayas)
This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Seismic activity in eastern Mediterranean and the Ring of Fire This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Geographic representations of the Eastern Hemisphere 6.1a
Located and represented using a variety of maps, globes, aerial and satellite photographs, and computer models
Explore Chinese Civilization
Ancient China
Ancient Greece
90, 107, 128
Correlation to the New York City Social Studies Scope & Sequence, Grade 6 Panorama: Reading Through the Lens of Social Studies, Grade 6,
by National Geographic Learning, © 2020, ISBN: 9780357075074
National Geographic Learning | Cengage
Panorama: Reading Through the Lens of Social Studies, Grade 6 – New York City Social Studies Scope & Sequence, Grade 6 Page 3 of 24 11-2021 / www.ngl.cengage.com/correlations
Scope & Sequence Student Reader(s) Where Addressed Teacher’s Guide Where Addressed
Maps represent varied climate zones, landforms, bodies of water, and resources
Ancient China 107
Places can be located using cardinal and intermediate directions This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Distance can be measured (Equator, Prime Meridian, latitude, longitude) This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
The continents, countries and regions of the Eastern Hemisphere 6.1b
Defined by political boundaries The opportunity to address this objective exists. For example, see:
Explore Chinese Civilization
Ancient China
Ancient Greece
The opportunity to address this objective exists. For example, see:
90, 107, 128
Defined by physical boundaries The opportunity to address this objective exists. For example, see:
Explore Chinese Civilization
Ancient China
Ancient Greece
The opportunity to address this objective exists. For example, see:
90, 107, 128
Characterized by economic and cultural features The opportunity to address this objective exists. For example, see:
Explore Ancient Egypt
Explore Chinese Civilization
Ancient China
Ancient Greece
The opportunity to address this objective exists. For example, see:
52-54, 90, 107, 128
Correlation to the New York City Social Studies Scope & Sequence, Grade 6 Panorama: Reading Through the Lens of Social Studies, Grade 6,
by National Geographic Learning, © 2020, ISBN: 9780357075074
National Geographic Learning | Cengage
Panorama: Reading Through the Lens of Social Studies, Grade 6 – New York City Social Studies Scope & Sequence, Grade 6 Page 4 of 24 11-2021 / www.ngl.cengage.com/correlations
Scope & Sequence Student Reader(s) Where Addressed Teacher’s Guide Where Addressed
Share a long and diverse history Explore Ancient Egypt
Hatshepsut: The Girl Who Became a Great Pharoah
Great Queens of Egypt
Forgotten Pharaohs
Casting Gods Adrift
Ancient China
How China Changed the World
Confucianism in China
Explore Chinese Civilization
Ancient Greece
Julius Caesar: The Boy Who Conquered an Empire
The Griffen and the Dinosaur
52-54, 61-66, 68-69, 70, 72, 83-84, 89-95, 97-103, 105-111, 127-133, 136-140, 146
Important individuals, groups, and institutions Explore Ancient Egypt
Hatshepsut: The Girl Who Became a Great Pharoah
Great Queens of Egypt
Forgotten Pharaohs
Casting Gods Adrift
Ancient China
How China Changed the World
Confucianism in China
Explore Chinese Civilization
Ancient Greece
Julius Caesar: The Boy Who Conquered an Empire
The Griffen and the Dinosaur
52-54, 61-66, 68-69, 70, 72, 83-84, 89-95, 97-103, 105-111, 127-133, 136-140, 146
Regions of the Eastern Hemisphere Explore Ancient Egypt
Ancient China
Explore Chinese Civilization
Ancient Greece
52-54, 89-95, 105-111, 127-133
Correlation to the New York City Social Studies Scope & Sequence, Grade 6 Panorama: Reading Through the Lens of Social Studies, Grade 6,
by National Geographic Learning, © 2020, ISBN: 9780357075074
National Geographic Learning | Cengage
Panorama: Reading Through the Lens of Social Studies, Grade 6 – New York City Social Studies Scope & Sequence, Grade 6 Page 5 of 24 11-2021 / www.ngl.cengage.com/correlations
Scope & Sequence Student Reader(s) Where Addressed Teacher’s Guide Where Addressed
Middle East (North Africa and Southwest Asia) Explore Ancient Egypt
Hatshepsut: The Girl Who Became a Great Pharaoh
Great Queens of Egypt
Forgotten Pharaohs
52-55, 60-63, 68-71,
Sub-Saharan Africa This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Europe Ancient Greece
Julius Caesar: The Boy Who Conquered an Empire
The Griffen and the Dinosaur
127-133, 136-140, 146
Russia, Caucasia, Central Asia This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
East Asia Ancient China
How China Changed the World
Confucianism in China
Explore Chinese Civilization
89-95, 97-103, 105-111
Southeast Asia This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
South Asia This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Oceania This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Correlation to the New York City Social Studies Scope & Sequence, Grade 6 Panorama: Reading Through the Lens of Social Studies, Grade 6,
by National Geographic Learning, © 2020, ISBN: 9780357075074
National Geographic Learning | Cengage
Panorama: Reading Through the Lens of Social Studies, Grade 6 – New York City Social Studies Scope & Sequence, Grade 6 Page 6 of 24 11-2021 / www.ngl.cengage.com/correlations
Scope & Sequence Student Reader(s) Where Addressed Teacher’s Guide Where Addressed
Physical environment influences human activities and development in the Eastern Hemisphere 6.1c
Patterns in human settlement The opportunity to address this objective exists. For example, see:
Explore Ancient Egypt
Ancient China
Explore Chinese Civilization
Ancient Greece
The opportunity to address this objective exists. For example, see:
52-55, 90-93, 106-109, 128-131
Economic activity Explore Chinese Civilization
Ancient Greece
107-108, 128-131
Natural resources This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Resource extraction This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Resource allocation vs. scarcity of resources in present-day This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
FOCUS: Case Study of current regional issues of the Eastern Hemisphere 6.1d
Possible examples include: access to potable water in the Middle East or Sub-Saharan Africa, desertification in northern Africa, loss of the Coral reefs in Oceania, over-population in China or India
– geographic causes This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
– links to the past This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
– political and environmental effects This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Correlation to the New York City Social Studies Scope & Sequence, Grade 6 Panorama: Reading Through the Lens of Social Studies, Grade 6,
by National Geographic Learning, © 2020, ISBN: 9780357075074
National Geographic Learning | Cengage
Panorama: Reading Through the Lens of Social Studies, Grade 6 – New York City Social Studies Scope & Sequence, Grade 6 Page 7 of 24 11-2021 / www.ngl.cengage.com/correlations
Scope & Sequence Student Reader(s) Where Addressed Teacher’s Guide Where Addressed
– human impact This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
UNIT 2: First Humans, Neolithic Revolution and the Early River Valley Civilizations
Essential Question: To what degree does geography determine culture?
6.2 THE FIRST HUMANS THROUGH THE NEOLITHIC REVOLUTION IN THE EASTERN HEMISPHERE: The first humans modified their physical environment as well as adapted to their environment. (Standards 2, 3)
Measure and represent history using timelines, B.C.E./C.E., eras, millennia, centuries, decades
Forgotten Pharaohs
Ancient China
How China Changed the World
70, 90, 99
Development of Early Civilizations 6.2a
The Rift Valley This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Later Stone Age or Upper Paleolithic including the Upper Paleolithic Revolution
This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Settlement in varied environments This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Available resources and environment contributed to distinct ways of life This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Archeological Record 6.2b, 6.2c
Evidence of hominids and early humans This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Archeological digs, artifacts and the fossil record, art This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Correlation to the New York City Social Studies Scope & Sequence, Grade 6 Panorama: Reading Through the Lens of Social Studies, Grade 6,
by National Geographic Learning, © 2020, ISBN: 9780357075074
National Geographic Learning | Cengage
Panorama: Reading Through the Lens of Social Studies, Grade 6 – New York City Social Studies Scope & Sequence, Grade 6 Page 8 of 24 11-2021 / www.ngl.cengage.com/correlations
Scope & Sequence Student Reader(s) Where Addressed Teacher’s Guide Where Addressed
Human migration patterns and settlements This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
The Neolithic Revolution as a Turning Point 6.2d
Significant social, cultural, ecological, political, or economic change This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Domestication of animals This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Advances in agriculture This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Semi-sedentary and sedentary settlement This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Pastoral nomadic peoples This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment. (Standards 2, 3)
Early Civilizations 6.3a, 6.3b
Development of the ancient river valley civilizations
Geographic factors that influenced development (access to water, resources, food surplus, potential for stability against environmental threats)
Explore Ancient Egypt
Ancient China
Ancient Greece
54-55, 89-95, 128-132
Development of food production Explore Ancient Egypt
Ancient China
54-55, 89-95, 128-132
Correlation to the New York City Social Studies Scope & Sequence, Grade 6 Panorama: Reading Through the Lens of Social Studies, Grade 6,
by National Geographic Learning, © 2020, ISBN: 9780357075074
National Geographic Learning | Cengage
Panorama: Reading Through the Lens of Social Studies, Grade 6 – New York City Social Studies Scope & Sequence, Grade 6 Page 9 of 24 11-2021 / www.ngl.cengage.com/correlations
Scope & Sequence Student Reader(s) Where Addressed Teacher’s Guide Where Addressed
Innovation and new technologies Explore Ancient Egypt
Ancient China
54-55, 89-95, 128-132
Shared identity, customs, beliefs, and language Explore Ancient Egypt
Ancient China
54-55, 89-95, 128-132
Early trade Explore Ancient Egypt
Ancient China
54-55, 89-95, 128-132
Medicine and disease Explore Ancient Egypt 54-55
Military actions Explore Ancient Egypt
Ancient China
54-55, 89-95, 128-132
Early leaders Explore Ancient Egypt
Hatshepsut: The Girl Who Became a Great Pharaoh
Forgotten Pharaohs
Ancient China
54-55, 60-63, 68-71, 89-95, 128-132
Characteristics of Complex Societies and Civilizations (Indus, Mesopotamia, Nile and Yellow River valley civilizations) 6.3b
Religion Hatshepsut: The Girl Who Became a Great Pharaoh
How China Changed the World
Confucianism in China
Ancient Greece
61-64, 99-100, 128-132
Job specialization Hatshepsut: The Girl Who Became a Great Pharaoh
Ancient China
Ancient Greece
61-64, 89-95, 128-132
Cities Hatshepsut: The Girl Who Became a Great Pharaoh
Ancient China
Ancient Greece
61-64, 89-95, 128-132
Government Hatshepsut: The Girl Who Became a Great Pharaoh
Ancient China
Ancient Greece
61-64, 89-95, 128-132
Correlation to the New York City Social Studies Scope & Sequence, Grade 6 Panorama: Reading Through the Lens of Social Studies, Grade 6,
by National Geographic Learning, © 2020, ISBN: 9780357075074
National Geographic Learning | Cengage
Panorama: Reading Through the Lens of Social Studies, Grade 6 – New York City Social Studies Scope & Sequence, Grade 6 Page 10 of 24 11-2021 / www.ngl.cengage.com/correlations
Scope & Sequence Student Reader(s) Where Addressed Teacher’s Guide Where Addressed
Language/record keeping system Hatshepsut: The Girl Who Became a Great Pharaoh
Ancient China
Ancient Greece
61-64, 89-95, 128-132
Technology Hatshepsut: The Girl Who Became a Great Pharaoh
Ancient China
Ancient Greece
61-64, 89-95, 128-132
Social hierarchy Hatshepsut: The Girl Who Became a Great Pharaoh
Ancient China
Ancient Greece
61-64, 89-95, 128-132
FOCUS: Case study of Early River Valley Civilizations 6.3c, 6.3d
Compare and contrast two early river valley civilizations:
– key geographic features The opportunity to address this objective exists. For example, see:
Explore Ancient Egypt
Ancient China
Explore Chinese Civilization
Ancient Greece
The opportunity to address this objective exists. For example, see:
52-55, 90-93, 106-109, 128-131
– adapting to and modifying the environment The opportunity to address this objective exists. For example, see:
Explore Ancient Egypt
Ancient China
Explore Chinese Civilization
Ancient Greece
The opportunity to address this objective exists. For example, see:
52-55, 90-93, 106-109, 128-131
– daily life The opportunity to address this objective exists. For example, see:
Explore Ancient Egypt
Ancient China
Explore Chinese Civilization
Ancient Greece
The opportunity to address this objective exists. For example, see:
52-55, 90-93, 106-109, 128-131
Correlation to the New York City Social Studies Scope & Sequence, Grade 6 Panorama: Reading Through the Lens of Social Studies, Grade 6,
by National Geographic Learning, © 2020, ISBN: 9780357075074
National Geographic Learning | Cengage
Panorama: Reading Through the Lens of Social Studies, Grade 6 – New York City Social Studies Scope & Sequence, Grade 6 Page 11 of 24 11-2021 / www.ngl.cengage.com/correlations
Scope & Sequence Student Reader(s) Where Addressed Teacher’s Guide Where Addressed
– social, economic, and political organization The opportunity to address this objective exists. For example, see:
Explore Ancient Egypt
Ancient China
Explore Chinese Civilization
Ancient Greece
The opportunity to address this objective exists. For example, see:
52-55, 90-93, 106-109, 128-131
– culture (art, music, literature, architecture, language) The opportunity to address this objective exists. For example, see:
Explore Ancient Egypt
Ancient China
Explore Chinese Civilization
Ancient Greece
The opportunity to address this objective exists. For example, see:
52-55, 90-93, 106-109, 128-131
– religious beliefs The opportunity to address this objective exists. For example, see:
Explore Ancient Egypt
Ancient China
Explore Chinese Civilization
Ancient Greece
The opportunity to address this objective exists. For example, see:
52-55, 90-93, 106-109, 128-131
– development of science and technology The opportunity to address this objective exists. For example, see:
Explore Ancient Egypt
Ancient China
Explore Chinese Civilization
Ancient Greece
The opportunity to address this objective exists. For example, see:
52-55, 90-93, 106-109, 128-131
– political and social hierarchies The opportunity to address this objective exists. For example, see:
Explore Ancient Egypt
Ancient China
Explore Chinese Civilization
Ancient Greece
The opportunity to address this objective exists. For example, see:
52-55, 90-93, 106-109, 128-131
Correlation to the New York City Social Studies Scope & Sequence, Grade 6 Panorama: Reading Through the Lens of Social Studies, Grade 6,
by National Geographic Learning, © 2020, ISBN: 9780357075074
National Geographic Learning | Cengage
Panorama: Reading Through the Lens of Social Studies, Grade 6 – New York City Social Studies Scope & Sequence, Grade 6 Page 12 of 24 11-2021 / www.ngl.cengage.com/correlations
Scope & Sequence Student Reader(s) Where Addressed Teacher’s Guide Where Addressed
– gender roles The opportunity to address this objective exists. For example, see:
Explore Ancient Egypt
Ancient China
Explore Chinese Civilization
Ancient Greece
The opportunity to address this objective exists. For example, see:
52-55, 90-93, 106-109, 128-131
– distribution of and access to wealth The opportunity to address this objective exists. For example, see:
Explore Ancient Egypt
Ancient China
Explore Chinese Civilization
Ancient Greece
The opportunity to address this objective exists. For example, see:
52-55, 90-93, 106-109, 128-131
– social structures The opportunity to address this objective exists. For example, see:
Explore Ancient Egypt
Ancient China
Explore Chinese Civilization
Ancient Greece
The opportunity to address this objective exists. For example, see:
52-55, 90-93, 106-109, 128-131
– unique achievements and lasting contributions The opportunity to address this objective exists. For example, see:
Explore Ancient Egypt
Ancient China
Explore Chinese Civilization
Ancient Greece
The opportunity to address this objective exists. For example, see:
52-55, 90-93, 106-109, 128-131
UNIT 3: Comparative World Religions
Essential Question: What role do belief systems play in a society?
6.4 COMPARATIVE WORLD RELIGIONS (ca. 2000 B.C.E. – ca. 630 C.E.): Major religions and belief systems developed in the Eastern Hemisphere. There were important similarities and differences between these belief systems. (Standard 2)
Belief in Civilizations and Complex Societies 6.4a, 6.4b
Belief system vs. religion This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Correlation to the New York City Social Studies Scope & Sequence, Grade 6 Panorama: Reading Through the Lens of Social Studies, Grade 6,
by National Geographic Learning, © 2020, ISBN: 9780357075074
National Geographic Learning | Cengage
Panorama: Reading Through the Lens of Social Studies, Grade 6 – New York City Social Studies Scope & Sequence, Grade 6 Page 13 of 24 11-2021 / www.ngl.cengage.com/correlations
Scope & Sequence Student Reader(s) Where Addressed Teacher’s Guide Where Addressed
Animism, Buddhism, Christianity, Confucianism, Coptic, Hinduism, Islam, Judaism, Polytheism, Protestantism, Sikhism, Taoism
Hatshepsut: The Girl Who Became a Great Pharaoh
How China Changed the World
Confucianism in China
61-64, 99-100
Characteristics of Religious Systems Hatshepsut: The Girl Who Became a Great Pharaoh
How China Changed the World
Confucianism in China
61-64, 99-100
Shared values This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Locations of origin How China Changed the World
Confucianism in China
99-100
Time period of origin How China Changed the World
Confucianism in China
99-100
Founders How China Changed the World
Confucianism in China
99-100
Major tenets and codes of behavior How China Changed the World
Confucianism in China
99-100
Practices and ritual Hatshepsut: The Girl Who Became a Great Pharaoh
How China Changed the World
Confucianism in China
61-64, 99-100
Sacred writing Hatshepsut: The Girl Who Became a Great Pharaoh
How China Changed the World
Confucianism in China
61-64, 99-100
Symbolic representation Hatshepsut: The Girl Who Became a Great Pharaoh
61-64
Correlation to the New York City Social Studies Scope & Sequence, Grade 6 Panorama: Reading Through the Lens of Social Studies, Grade 6,
by National Geographic Learning, © 2020, ISBN: 9780357075074
National Geographic Learning | Cengage
Panorama: Reading Through the Lens of Social Studies, Grade 6 – New York City Social Studies Scope & Sequence, Grade 6 Page 14 of 24 11-2021 / www.ngl.cengage.com/correlations
Scope & Sequence Student Reader(s) Where Addressed Teacher’s Guide Where Addressed
Unity, Social Order and Gender Roles 6.4c
Similarities and differences across belief systems The opportunity to address this objective exists. For example, see:
Hatshepsut: The Girl Who Became a Great Pharaoh
How China Changed the World
Confucianism in China
The opportunity to address this objective exists. For example, see:
61-64, 99-100
Effects of belief systems on social order and gender roles Hatshepsut: The Girl Who Became a Great Pharaoh
61-64
Influence of belief systems on contemporary events and cultural practices
Hatshepsut: The Girl Who Became a Great Pharaoh
61-64
FOCUS: Case study of belief systems
Compare and contrast two or more belief systems developed in the Eastern Hemisphere
− similarities and differences The opportunity to address this objective exists. For example, see:
Hatshepsut: The Girl Who Became a Great Pharaoh
How China Changed the World
Confucianism in China
The opportunity to address this objective exists. For example, see:
61-64, 99-100
− influence on contemporary cultural practices and current events The opportunity to address this objective exists. For example, see:
Hatshepsut: The Girl Who Became a Great Pharaoh
How China Changed the World
Confucianism in China
The opportunity to address this objective exists. For example, see:
61-64, 99-100
Correlation to the New York City Social Studies Scope & Sequence, Grade 6 Panorama: Reading Through the Lens of Social Studies, Grade 6,
by National Geographic Learning, © 2020, ISBN: 9780357075074
National Geographic Learning | Cengage
Panorama: Reading Through the Lens of Social Studies, Grade 6 – New York City Social Studies Scope & Sequence, Grade 6 Page 15 of 24 11-2021 / www.ngl.cengage.com/correlations
Scope & Sequence Student Reader(s) Where Addressed Teacher’s Guide Where Addressed
UNIT 4: Comparative Classical Civilizations in the Eastern Hemisphere
Essential Question: Why do civilizations rise and fall?
6.5 COMPARATIVE CLASSICAL CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 600 B.C.E. – ca. 500 C.E.): As complex societies and civilizations change over time, their political and economic structures evolve. A golden age may be indicated when there is an extended period of time that is peaceful, prosperous, and demonstrates great cultural achievements. (Standards 2, 3, 5)
Geographic influence on development of classical civilizations 6.5a
Locations of classical civilizations (Chinese, Greco-Roman) Ancient China
How China Changed the World
Confucianism in China
Explore Chinese Civilization
Chengli and the Silk Road Caravan
Ancient Greece
Julius Caesar: The Boy Who Conquered an Empire
90-93, 98-101, 106-109, 114-120, 128-131, 136-139
Geographic factors (deltas, deserts, mountains, rivers, peninsulas, plateaus, plains, islands)
Ancient China
How China Changed the World
Confucianism in China
Explore Chinese Civilization
Chengli and the Silk Road Caravan
Ancient Greece
Julius Caesar: The Boy Who Conquered an Empire
90-93, 98-101, 106-109, 114-120, 128-131, 136-139
Important cities Ancient China
How China Changed the World
Confucianism in China
Explore Chinese Civilization
Chengli and the Silk Road Caravan
Ancient Greece
Julius Caesar: The Boy Who Conquered an Empire
90-93, 98-101, 106-109, 114-120, 128-131, 136-139
Correlation to the New York City Social Studies Scope & Sequence, Grade 6 Panorama: Reading Through the Lens of Social Studies, Grade 6,
by National Geographic Learning, © 2020, ISBN: 9780357075074
National Geographic Learning | Cengage
Panorama: Reading Through the Lens of Social Studies, Grade 6 – New York City Social Studies Scope & Sequence, Grade 6 Page 16 of 24 11-2021 / www.ngl.cengage.com/correlations
Scope & Sequence Student Reader(s) Where Addressed Teacher’s Guide Where Addressed
Effect of geography on political systems Julius Caesar: The Boy Who Conquered an Empire
136-139
Changes in borders over time Explore Chinese Civilization
Julius Caesar: The Boy Who Conquered an Empire
106-109, 136-139
FOCUS: Case study of Chinese (Qin, Han) and Greco-Roman civilizations (Athens, Sparta, Roman Republic and Roman Empire) 6.5a, 6.5b
Compare and contrast civilizations and political systems
− belief systems and religions The opportunity to address this objective exists. For example, see:
How China Changed the World
Confucianism in China
Julius Caesar: The Boy Who Conquered an Empire
The opportunity to address this objective exists. For example, see:
99-100, 136-139
− daily life The opportunity to address this objective exists. For example, see:
Ancient China
How China Changed the World
Confucianism in China
Explore Chinese Civilization
Chengli and the Silk Road Caravan
Ancient Greece
Julius Caesar: The Boy Who Conquered an Empire
The opportunity to address this objective exists. For example, see:
90-93, 98-101, 106-109, 114-120, 128-131, 136-139
− culture (art, music, literature, architecture, language) The opportunity to address this objective exists. For example, see:
Ancient China
How China Changed the World
Confucianism in China
Explore Chinese Civilization
Chengli and the Silk Road Caravan
Ancient Greece
Julius Caesar: The Boy Who Conquered an Empire
The opportunity to address this objective exists. For example, see:
90-93, 98-101, 106-109, 114-120, 128-131, 136-139
Correlation to the New York City Social Studies Scope & Sequence, Grade 6 Panorama: Reading Through the Lens of Social Studies, Grade 6,
by National Geographic Learning, © 2020, ISBN: 9780357075074
National Geographic Learning | Cengage
Panorama: Reading Through the Lens of Social Studies, Grade 6 – New York City Social Studies Scope & Sequence, Grade 6 Page 17 of 24 11-2021 / www.ngl.cengage.com/correlations
Scope & Sequence Student Reader(s) Where Addressed Teacher’s Guide Where Addressed
− economic systems (use of land and resources, job specialization, cities, slavery)
The opportunity to address this objective exists. For example, see:
Ancient China
How China Changed the World
Confucianism in China
Explore Chinese Civilization
Chengli and the Silk Road Caravan
Ancient Greece
Julius Caesar: The Boy Who Conquered an Empire
The opportunity to address this objective exists. For example, see:
90-93, 98-101, 106-109, 114-120, 128-131, 136-139
− government (political systems) The opportunity to address this objective exists. For example, see:
Ancient China
How China Changed the World
Confucianism in China
Explore Chinese Civilization
Chengli and the Silk Road Caravan
Ancient Greece
Julius Caesar: The Boy Who Conquered an Empire
The opportunity to address this objective exists. For example, see:
90-93, 98-101, 106-109, 114-120, 128-131, 136-139
− record keeping systems The opportunity to address this objective exists. For example, see:
Ancient China
How China Changed the World
Confucianism in China
Explore Chinese Civilization
Chengli and the Silk Road Caravan
Ancient Greece
Julius Caesar: The Boy Who Conquered an Empire
The opportunity to address this objective exists. For example, see:
90-93, 98-101, 106-109, 114-120, 128-131, 136-139
Correlation to the New York City Social Studies Scope & Sequence, Grade 6 Panorama: Reading Through the Lens of Social Studies, Grade 6,
by National Geographic Learning, © 2020, ISBN: 9780357075074
National Geographic Learning | Cengage
Panorama: Reading Through the Lens of Social Studies, Grade 6 – New York City Social Studies Scope & Sequence, Grade 6 Page 18 of 24 11-2021 / www.ngl.cengage.com/correlations
Scope & Sequence Student Reader(s) Where Addressed Teacher’s Guide Where Addressed
− science and technology The opportunity to address this objective exists. For example, see:
Ancient China
How China Changed the World
Confucianism in China
Explore Chinese Civilization
Chengli and the Silk Road Caravan
Ancient Greece
Julius Caesar: The Boy Who Conquered an Empire
The opportunity to address this objective exists. For example, see:
90-93, 98-101, 106-109, 114-120, 128-131, 136-139
− contributions and achievements The opportunity to address this objective exists. For example, see:
Ancient China
How China Changed the World
Confucianism in China
Explore Chinese Civilization
Chengli and the Silk Road Caravan
Ancient Greece
Julius Caesar: The Boy Who Conquered an Empire
The opportunity to address this objective exists. For example, see:
90-93, 98-101, 106-109, 114-120, 128-131, 136-139
− social hierarchy The opportunity to address this objective exists. For example, see:
Ancient China
How China Changed the World
Confucianism in China
Explore Chinese Civilization
Chengli and the Silk Road Caravan
Ancient Greece
Julius Caesar: The Boy Who Conquered an Empire
The opportunity to address this objective exists. For example, see:
90-93, 98-101, 106-109, 114-120, 128-131, 136-139
Correlation to the New York City Social Studies Scope & Sequence, Grade 6 Panorama: Reading Through the Lens of Social Studies, Grade 6,
by National Geographic Learning, © 2020, ISBN: 9780357075074
National Geographic Learning | Cengage
Panorama: Reading Through the Lens of Social Studies, Grade 6 – New York City Social Studies Scope & Sequence, Grade 6 Page 19 of 24 11-2021 / www.ngl.cengage.com/correlations
Scope & Sequence Student Reader(s) Where Addressed Teacher’s Guide Where Addressed
− gender roles The opportunity to address this objective exists. For example, see:
Ancient China
How China Changed the World
Confucianism in China
Explore Chinese Civilization
Chengli and the Silk Road Caravan
Ancient Greece
Julius Caesar: The Boy Who Conquered an Empire
The opportunity to address this objective exists. For example, see:
90-93, 98-101, 106-109, 114-120, 128-131, 136-139
Laws, military conquests The opportunity to address this objective exists. For example, see:
Ancient China
How China Changed the World
Confucianism in China
Explore Chinese Civilization
Chengli and the Silk Road Caravan
Ancient Greece
Julius Caesar: The Boy Who Conquered an Empire
The opportunity to address this objective exists. For example, see:
90-93, 98-101, 106-109, 114-120, 128-131, 136-139
Golden Age 6.5c
Characteristics of a golden age Ancient China
Explore Chinese Civilization
Ancient Greece
Julius Caesar: The Boy Who Conquered an Empire
90-93, 106-109, 128-131, 136-139
Evaluate merit as a golden age (Qin, Han, Athens, Roman Empire) Ancient China
Explore Chinese Civilization
Ancient Greece
Julius Caesar: The Boy Who Conquered an Empire
90-93, 106-109, 128-131, 136-139
Cultural achievements’ influence on contemporary societies How China Changed the World
Confucianism in China
98-101
Correlation to the New York City Social Studies Scope & Sequence, Grade 6 Panorama: Reading Through the Lens of Social Studies, Grade 6,
by National Geographic Learning, © 2020, ISBN: 9780357075074
National Geographic Learning | Cengage
Panorama: Reading Through the Lens of Social Studies, Grade 6 – New York City Social Studies Scope & Sequence, Grade 6 Page 20 of 24 11-2021 / www.ngl.cengage.com/correlations
Scope & Sequence Student Reader(s) Where Addressed Teacher’s Guide Where Addressed
UNIT 5: The Mediterranean World and Interactions Across the Eastern Hemisphere
Essential Question: How can power, wealth and religion influence change and development?
6.6 MEDITERRANEAN WORLD: FEUDAL WESTERN EUROPE, THE BYZANTINE EMPIRE AND THE ISLAMIC CALIPHATES (ca. 600 C.E. – ca. 1450): The Mediterranean world was reshaped with the fall of the Roman Empire. Three distinct cultural regions developed: feudal Western Europe, the Byzantine Empire, and the Islamic caliphates. These regions interacted with each other and clashed over control of holy lands. (Standards 2, 3, 4, 5)
Fall of Rome 6.6a
Overexpansion This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Corruption This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Invasions This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Civil wars and discord This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Development of feudalism in Western Europe This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Decentralization of political authority This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Role of the Christian Church This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Correlation to the New York City Social Studies Scope & Sequence, Grade 6 Panorama: Reading Through the Lens of Social Studies, Grade 6,
by National Geographic Learning, © 2020, ISBN: 9780357075074
National Geographic Learning | Cengage
Panorama: Reading Through the Lens of Social Studies, Grade 6 – New York City Social Studies Scope & Sequence, Grade 6 Page 21 of 24 11-2021 / www.ngl.cengage.com/correlations
Scope & Sequence Student Reader(s) Where Addressed Teacher’s Guide Where Addressed
Byzantine Empire 6.6b
Preserving elements of Roman Empire This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Controlled lands within the Mediterranean basin This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Blending of Roman traditions with Greek culture This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Orthodox Christianity This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Unity of religious and secular leadership This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
The Islamic World 6.6c
Life of Muhammad and Holy Qu’ran This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Umayyad caliphate This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Abbasid caliphate This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Shia and Sunni Islam This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
The growth and development of the Islamic World (Middle East, Iberian peninsula, Indian subcontinent, southwest Asia, North and Central Africa, islands of Indonesia)
This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Effects of conquests This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Correlation to the New York City Social Studies Scope & Sequence, Grade 6 Panorama: Reading Through the Lens of Social Studies, Grade 6,
by National Geographic Learning, © 2020, ISBN: 9780357075074
National Geographic Learning | Cengage
Panorama: Reading Through the Lens of Social Studies, Grade 6 – New York City Social Studies Scope & Sequence, Grade 6 Page 22 of 24 11-2021 / www.ngl.cengage.com/correlations
Scope & Sequence Student Reader(s) Where Addressed Teacher’s Guide Where Addressed
Cultural blending and cross cultural exchange This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Islamic Golden Age This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
The Crusades 6.6d
Three cultural regions of the Mediterranean This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Locations and borders This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Causes and effects This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
The Holy Land This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Political, economic, military, and social interaction among regions This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Perspectives on the Crusades: Byzantine, feudal Europe, Islamic This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
6.7 INTERACTIONS ACROSS THE EASTERN HEMISPHERE (ca. 600 C.E. – ca. 1450): Trade networks promoted the exchange and diffusion of language, belief systems, tools, intellectual ideas, inventions, and diseases. (Standards 2, 3, 4)
Trade Routes and cross-cultural exchange 6.7a, 6.7c
Major Afro-Eurasian trade networks (The Silk Roads, Mediterranean, Indian Ocean, and Trans-Saharan routes)
Ancient China
Explore Chinese Civilization
Chengli and the Silk Road Caravan
92, 106-109, 114-120
Maps of trade routes Explore Chinese Civilization
Chengli and the Silk Road Caravan
106-109, 114-120
Correlation to the New York City Social Studies Scope & Sequence, Grade 6 Panorama: Reading Through the Lens of Social Studies, Grade 6,
by National Geographic Learning, © 2020, ISBN: 9780357075074
National Geographic Learning | Cengage
Panorama: Reading Through the Lens of Social Studies, Grade 6 – New York City Social Studies Scope & Sequence, Grade 6 Page 23 of 24 11-2021 / www.ngl.cengage.com/correlations
Scope & Sequence Student Reader(s) Where Addressed Teacher’s Guide Where Addressed
Resource locations influenced trade routes and economics Explore Chinese Civilization
Chengli and the Silk Road Caravan
106-109, 114-120
Cultural diffusion (Indian/ Arabic numerals, map-making, printing, china, tea, opium, spices, Swahili, paper, silk, and Buddhism)
Explore Chinese Civilization 106-109
Interregional travelers and explorers (Marco Polo, Ibn Battuta, Mansa Musa, and Zheng He)
Explore Chinese Civilization 106-109
Effect on trade Ancient China
Chengli and the Silk Road Caravan
92, 114-120
Development of transportation and technology and the effect on trade (junks, caravels, ship sails and rudders, compass and astrolabe, and gunpowder)
How China Changed the World 98-101
Epidemics and pandemics (Black Death, typhus, cholera, smallpox) This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
The Mongols 6.7b
Maps of the Mongol Empire and Khanates This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Pastoralism This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Genghis Khan and Kublai Khan Explore Chinese Civilization 106-109
Connections between East and West Explore Chinese Civilization 106-109
Methods of warfare, conquest and political rule This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
The Golden Horde and the Yuan Dynasty This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Trade in the Mongol Empire Explore Chinese Civilization 106-109
The Silk Road Ancient China
Explore Chinese Civilization
Chengli and the Silk Road Caravan
92, 106-109, 114-120
Correlation to the New York City Social Studies Scope & Sequence, Grade 6 Panorama: Reading Through the Lens of Social Studies, Grade 6,
by National Geographic Learning, © 2020, ISBN: 9780357075074
National Geographic Learning | Cengage
Panorama: Reading Through the Lens of Social Studies, Grade 6 – New York City Social Studies Scope & Sequence, Grade 6 Page 24 of 24 11-2021 / www.ngl.cengage.com/correlations
Scope & Sequence Student Reader(s) Where Addressed Teacher’s Guide Where Addressed
Spread of the Black Death (Bubonic Plague) This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
Results of Mongol conquests This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.
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