panorama: reading through the lens of social studies

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 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


90, 107, 128

Includes four continents The opportunity to address this objective exists. For example, see:


Ancient China

Ancient Greece


90, 107, 128

Characterized by vast oceans, important bodies of water and land masses


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


Ancient China

Ancient Greece

90, 107, 128

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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:


Ancient China

Ancient Greece


90, 107, 128

Defined by physical boundaries The opportunity to address this objective exists. For example, see:


Ancient China

Ancient Greece


90, 107, 128

Characterized by economic and cultural features The opportunity to address this objective exists. For example, see:

Explore Ancient Egypt


Ancient China

Ancient Greece


52-54, 90, 107, 128







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


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


Forgotten Pharaohs

Casting Gods Adrift

Ancient China




Ancient Greece



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


Ancient Greece

52-54, 89-95, 105-111, 127-133







Middle East (North Africa and Southwest Asia) Explore Ancient Egypt

Hatshepsut: The Girl Who Became a Great Pharaoh


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



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




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.







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:


Ancient China


Ancient Greece


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.







– 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


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


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.







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)


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







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


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



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







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:


Ancient China


Ancient Greece


52-55, 90-93, 106-109, 128-131

– adapting to and modifying the environment The opportunity to address this objective exists. For example, see:


Ancient China


Ancient Greece


52-55, 90-93, 106-109, 128-131

– daily life The opportunity to address this objective exists. For example, see:


Ancient China


Ancient Greece


52-55, 90-93, 106-109, 128-131







– social, economic, and political organization The opportunity to address this objective exists. For example, see:


Ancient China


Ancient Greece


52-55, 90-93, 106-109, 128-131

– culture (art, music, literature, architecture, language) The opportunity to address this objective exists. For example, see:


Ancient China


Ancient Greece


52-55, 90-93, 106-109, 128-131

– religious beliefs The opportunity to address this objective exists. For example, see:


Ancient China


Ancient Greece


52-55, 90-93, 106-109, 128-131

– development of science and technology The opportunity to address this objective exists. For example, see:


Ancient China


Ancient Greece


52-55, 90-93, 106-109, 128-131

– political and social hierarchies The opportunity to address this objective exists. For example, see:


Ancient China


Ancient Greece


52-55, 90-93, 106-109, 128-131







– gender roles The opportunity to address this objective exists. For example, see:


Ancient China


Ancient Greece


52-55, 90-93, 106-109, 128-131

– distribution of and access to wealth The opportunity to address this objective exists. For example, see:


Ancient China


Ancient Greece


52-55, 90-93, 106-109, 128-131

– social structures The opportunity to address this objective exists. For example, see:


Ancient China


Ancient Greece


52-55, 90-93, 106-109, 128-131

– unique achievements and lasting contributions The opportunity to address this objective exists. For example, see:


Ancient China


Ancient Greece


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.







Animism, Buddhism, Christianity, Confucianism, Coptic, Hinduism, Islam, Judaism, Polytheism, Protestantism, Sikhism, Taoism




61-64, 99-100

Characteristics of Religious Systems Hatshepsut: The Girl Who Became a Great Pharaoh



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


99-100

Time period of origin How China Changed the World


99-100

Founders How China Changed the World


99-100

Major tenets and codes of behavior How China Changed the World


99-100

Practices and ritual Hatshepsut: The Girl Who Became a Great Pharaoh



61-64, 99-100

Sacred writing Hatshepsut: The Girl Who Became a Great Pharaoh



61-64, 99-100

Symbolic representation Hatshepsut: The Girl Who Became a Great Pharaoh

61-64







Unity, Social Order and Gender Roles 6.4c

Similarities and differences across belief systems 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


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:





61-64, 99-100

− influence on contemporary cultural practices and current events The opportunity to address this objective exists. For example, see:





61-64, 99-100







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




Chengli and the Silk Road Caravan

Ancient Greece


90-93, 98-101, 106-109, 114-120, 128-131, 136-139

Geographic factors (deltas, deserts, mountains, rivers, peninsulas, plateaus, plains, islands)

Ancient China





Ancient Greece


90-93, 98-101, 106-109, 114-120, 128-131, 136-139

Important cities Ancient China





Ancient Greece


90-93, 98-101, 106-109, 114-120, 128-131, 136-139







Effect of geography on political systems Julius Caesar: The Boy Who Conquered an Empire

136-139

Changes in borders over time Explore Chinese Civilization


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:





99-100, 136-139

− daily life The opportunity to address this objective exists. For example, see:

Ancient China





Ancient Greece



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





Ancient Greece



90-93, 98-101, 106-109, 114-120, 128-131, 136-139







− economic systems (use of land and resources, job specialization, cities, slavery)


Ancient China





Ancient Greece



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





Ancient Greece



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





Ancient Greece



90-93, 98-101, 106-109, 114-120, 128-131, 136-139







− science and technology The opportunity to address this objective exists. For example, see:

Ancient China





Ancient Greece



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





Ancient Greece



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





Ancient Greece



90-93, 98-101, 106-109, 114-120, 128-131, 136-139







− gender roles The opportunity to address this objective exists. For example, see:

Ancient China





Ancient Greece



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





Ancient Greece



90-93, 98-101, 106-109, 114-120, 128-131, 136-139

Golden Age 6.5c

Characteristics of a golden age Ancient China


Ancient Greece


90-93, 106-109, 128-131, 136-139

Evaluate merit as a golden age (Qin, Han, Athens, Roman Empire) Ancient China


Ancient Greece


90-93, 106-109, 128-131, 136-139

Cultural achievements’ influence on contemporary societies How China Changed the World


98-101







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.







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)


Effects of conquests This objective is not directly addressed at this level of Panorama: Reading Through the Lens of Social Studies.







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



92, 106-109, 114-120

Maps of trade routes Explore Chinese Civilization


106-109, 114-120







Resource locations influenced trade routes and economics Explore Chinese Civilization


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


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



92, 106-109, 114-120







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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panorama: reading through the lens of social studies

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