This parent guide supports parents in helping their child at home with the 6th grade Social Studies content.

This resource accompanies our Rethink 6th Grade Social Studies course. It includes ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning. 

In this curriculum unit, students will explore the question: What was life, particularly the writing life, like for an American woman before, during, and after the founding of our nation? Using Abigail Adams's correspondence and diaries, students will explore primary source documents to learn about the historical, cultural, and ethical role of women in early America. Students will analyze the works of Mrs. Adams and other women, create a diary as if they lived during the time period, write essays comparing their lives to that of an 18th century New Englander, and produce a historical film containing scenes from the life of Mrs. Adams. The unit includes transcribed primary sources, numerous worksheets, and detailed homework assignments.

Students will: compare and contrast the city-states, Athens and Sparta, using a Venn diagram. compose an essay including the similarities and differences between the city-states, Athens and Sparta.

In this activity, students read and discuss how women won the right to vote.

This resource provides information on the qualifications required to join the Canadian Armed forces.

In this lesson, students will learn about the lifestyle of the wealthy elite and then expand their view of medieval society by exploring the lives of the peasants, craftsmen, and monks.

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 6th Grade Social Studies. 

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 6th Grade Social Studies.

In this unit, students will study what common interests and goals lead to the rise of great civilzations, the political leadership and government influence on ancient cultures, and what common factors broght about the decline of notable civilizations.

This unit will view different cultures from around the world in an attempt to see how they developed and to find similarities and differences in the way they developed and the way they lived.

Students read and understand several years of data presented in bar graphs and line graphs. Students will also identify voting trends by race, year, and region.

In this activity, students read and discuss race and representation in United States government. Students work in small groups to analyze the 'minority-majority' voting districts that were created in North Carolina and Georgia.

Students will read and discuss voting in early America. Students participate in a role-play by breaking into groups to discuss their position on the proposed election law and present their group's argument and/or opposition.

For this activity, students will research 10 different governments in the world both past and present. Students gather information, fill out a journal, prepare a technology presentation on their findings and build and defend their own opinion on which government is the best.