• World History and Geography

    Ancient Civilizations

    Mrs. Mary Hollenbeck

    Email: mhollenbeck@remsencsd.org

    ***Grade 6 will begin with the 1st day of school, then I will teach grade 5 Social Studies at the half way point of the trimester. Each trimester, we will rotate between Social Studies with me, and Science with Mrs. Piaschyk.


    6Th Grade Social Studies Syllabus

    Brief Description of the Course:

    Students in the sixth grade expand their understanding of history by studying the people and events that ushered in the dawn of the major Western and non-Western ancient civilizations. Geography is of special significance in the development of the human story.  Continued emphasis is placed on the everyday lives, problems, and accomplishments of people, their role in developing social, economic, and political structures, as well as in establishing and spreading ideas that helped transform the world forever.  Students develop higher levels of critical thinking by considering why civilizations developed where and when they did, why they became dominant, and why they declined.  Students analyze the interactions among the various cultures, emphasizing their enduring contributions and the link, despite time, between the contemporary and ancient worlds.

    NYS Social Studies Core Curriculum
    • 6.6 Classical civilizations developed and grew into large empires characterized by powerful centralized governments, advanced commerce and trade systems, and complex social hierarchies. The scientific and cultural achievements of these civilizations continue to impact the world today.
    • * 6.6.a The classical era was marked by an increase in the number and size of civilizations.
    • * 6.6.b Classical civilizations maintained social order through various political systems that corresponded to the values of their citizens.
    • *6.6.f Ancient civilizations made scientific, cultural, and political discoveries that have shaped our understanding of the world today.
    • 6.7 Major religions and belief systems developed as civilizations grew, which unified societies, but also became a major source of tension and conflict.
    • * 6.7.a Belief systems and religions are sets of mutual values that help to explain the way the world and humanity work.
    • * 6.7.b Overtime, civilizations developed belief systems and religions that differed across place but shared similar themes.
    • * 6.7.c Belief systems and religions unify groups of people and are woven into the social organization of societies.

    Course Goals:

    Human beings are subjective.  Therefore, most of what we know of history is taken from the viewpoint of the “victors.” What about the victims? What about the indigenous peoples? What about women? Aside from a few powerful women, females rarely receive credit from this period of history.  History has a way of being slanted.  Biases are inevitable, so we must do our best to seek other stories worth telling.  We must find other points of view.  This class will seek out and study primary documents in a quest to analyze different perspectives.

    This is a well-rounded program that hopes to captivate, entertain, and stimulate, while developing an understanding of conceptual and factual historical knowledge.  In addition, we will also focus on developing reading comprehension skills with expository text, formal reasoning, note-taking, research, collaborative work, oral presentations, technology-based projects, highlighting, outlining, concept mapping (graphic organizers), current events, debates, and simulations.

    I have the same expectations in Social Studies as I do in ELA.  My grading practices will be the same. Organization is a priority and a skill that we will develop and nurture with the scope of learning history.



    Ancient River Valley Civilizations

    Ancient Greece

    Ancient Rome

    Ancient Egypt

    Mrs. Mary Hollenbeck

    Email: mhollenbeck@remsencsd.org


    5Th Grade Social Studies Syllabus

    In fifth grade, students use their understanding of social studies concepts and cause-and-effect relationships to study the development of the United States. By applying what they know from civics, economics and geography, students learn the ideals, principles, and systems that shaped this country’s founding. They conclude the fifth grade by applying their understanding of the country’s founding and the ideals in the nation’s fundamental documents to issues of importance to them today. This learning forms the foundation and understanding of social studies concepts that will provide students with the ability to examine their role in the community, state, nation, and world.

    In the first unit, students focus on life when contact occurred between indigenous peoples, Europeans, and Africans in North America. This builds off understanding of indigenous cultures before contact which students developed in the third and fourth grades. Students gain a basic understanding of economic systems, trade, and migration and use this understanding to analyze this historical era. Students also examine interpretations of events during this time period from the indigenous, European, and African perspectives.

    In the second unit, students focus on the American Revolution. Students apply their basic understanding of timelines, maps, economic choices, the government’s role in the economy, and human interaction with the environment to explain the causes of the American Revolution. They explore multiple perspectives on the Revolution before coming to their own conclusions.

    In the third unit, students focus on the founding of the United States. Students learn about the key ideals outlined in the Declaration of Independence and the U.S. Constitution. They also learn what the structure and function of the U.S. federal government is and how people participate in civic life.

    In the fourth and final unit, students explore how geography, history, and civics help us understand the world today. They learn about the concepts of rights, responsibilities, justice, and the common good and apply their understanding to take and defend positions on public issues.

    I have the same expectations in Social Studies as I do in ELA.  My grading practices will be the same. Organization is a priority and a skill that we will develop and nurture with the scope of learning history.