Download 6th Grade - Weld County School District 6

Greeley /Evans School District #6
6th Grade Social Studies Curriculum Guide2016-2017
Unit Titles
Unit Length
Social Studies and Geography Skills
7-8 weeks
Central America and Pacific South America – Past and Present
9-10 weeks
Exploration and the Caribbean Islands and Caribbean South America
8-9 weeks
United States and Canada Geography
9-10 weeks
Greeley/Evans School District 6 Social Studies Curriculum Alignment
Social studies instruction in Greeley/Evans School District 6 will prepare students to become productive, active, educated citizens who understand the
importance of our nation's democratic society and the decisions made and sacrifices required to protect the foundational elements of our society; equality,
liberty, and justice. Student understanding of these aspects will rely upon approaches that present social studies as a discipline of inquiry and
analysis. Students will be expected to partake in the active process of asking good questions about the past, finding and analyzing sources, and drawing
conclusions supported by evidence. (Mandell, 3) Through this process, Greeley Evans District 6 students will see social studies as a disciplinary way of thinking
that encourages them to analyze historical evidence, evaluate it, and then demonstrate their understanding of that evidence. (Mandell, 1) Instruction within
Weld County School District 6 will also develop student’s social science disciplinary literacy skills. Students will become familiar with the processes of using
both primary and secondary sources to evaluate and synthesize historical evidence in order to ask and answer questions about the past that will lead to their
ability to better understand and participate in the world around them through literacy skills of reading, discussing, and writing in analytical, explanatory, and
argumentative modes. (Schmoker, 39)
Social studies are essential to understanding the complexity of the world. It provides the context and understanding of how humans interact with each
other and with the environment over time. It offers the crucial knowledge needed to create a framework for understanding the systems of society. (Colorado,
2) To meet these expectations, Weld County School District 6 social studies instructional designs are based on the frame works of the Colorado Academic Social
Studies Standards.
Students attending District 6 schools will develop the following grade level expectations in 6th grade to prepare them in their development to meet the
prepared graduate expectations of the Colorado Academic Standards.
History
1. Analyze and interpret historical sources to ask and research historical questions
2. The historical eras, individuals, groups, ideas and themes in regions of the Western Hemisphere and their relationships with one another
Geography
1. Use geographic tools to solve problems
2. Human and physical systems vary and interact
Economics
1. Identify and analyze different economic systems
2. Saving and investing are key contributors to financial well being (PFL)
Civics
1. Analyze the interconnected nature of the United States to other nations
2. Compare multiple systems of governments
Discipline Literacy: The Colorado Academic Standards for Social Studies identifies the following discipline literacy expectations for 6th grade
students.
History: 1: Analyze and interpret historical sources to ask and research historical questions.
b. Interpret documents and data from multiple primary and secondary sources while formulating historical questions. Sources to
include but not limited to art, artifacts, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams
and written texts (DOK 1-3)
c. Critique information to determine if it is sufficient to answer historical questions (DOK 1-3)
Geography: 1: Use geographic tools to solve problems
a. Use longitude, latitude, and scale on maps and globes to solve problems (DOK 1-2)
b. Collect and analyze data to interpret regions in the Western Hemisphere (DOK 1-3)
c. Ask multiple types of questions after examining geographic sources (DOK 2-3)
d. Interpret and communicate geographic data to justify potential solutions to problems (DOK 1-3)
e. Distinguish different types of maps and use them in analyzing an issue (DOK 1-3)
Development of Disciplinary Literacy in Social Sciences during 6 th grade: Students should develop their disciplinary literacy skills throughout the year
increasing the complexity of their analysis and communication of understanding of primary and secondary sources. Below is an example of what that
progression could look like.
1. Students source a document to identify who was responsible for its creation and any bias they would have had during the creation.
2. Students contextualize a document to identify the influence the time period would have had on its creation.
3. Students use insights from analyzing documents to formulate a historical question.
4. Students close read a document to determine if it provides insight to better understand and begin to answer a historical question.
Annotated Curriculum Guide
Unit:
Title of unit establishing content topic
Timeline:
Enduring Concepts:
Overarching concept that students will develop understanding of throughout the
unit.
Central Historical Conceptual Understandings
Central historical concepts are organizing themes that provide students a focused approach to develop deep understanding of themselves, our
society, and the larger world around us.
Grade Level Expectations (GLE):
Expectations identified through the Colorado Academic Standards for Social Studies that articulate the knowledge and skills that indicate a student is
making progress toward being a prepared graduate.
Inquiry Question(s): (From the standards document):
The engaging, debatable, and over-arching questions that frame the unit. These are relevant, catch students’ interest, and guide students to think more
conceptually and abstractly (i.e., these questions will not have one “correct” answer)
Key Concepts and Vocabulary
Essential Vocab: Vocabulary critical to develop understanding of enduring concepts
Supplemental Vocab: Supportive vocabulary that provides access to understanding key people, actions, principles, and decisions that played influential
factors of the period.
Generalizations
My students will Understand that…
The essential and conceptual understandings in which two or more concepts are stated in a relationship and are supported by the critical content.
Generalizations represent the big/deep student understandings that build as result from the teaching of a unit; they transfer/apply across learning
experiences.
Critical Content:
Key Skills:
My students will Know…
My students will be able to (Do)…
The “locked in time and place” topics and factual information that
students must know in order to successful master the unit’s larger
understandings (generalizations)
The transferable skills (i.e., skills that are applicable across content areas) that
will be introduced and/or refined in order for students to successfully master the
unit’s larger understandings (generalizations)
Assessments
Suggested assessment approaches to measure concept
understanding and content literacy skill development.
Essential Content
The organization, scope, and sequence of lens of inquiry and content needed for students to master
units larger understandings (generalizations), overarching concepts (enduring concepts), and
central historical conceptual understandings.
Potential Resources
Suggested resources to support instructional development to provide critical content and skill development.
Unit 1: Social Studies and Geography skills (8-9 Weeks)
Suggested Big Idea
Prepared Graduate
Competency
Historians and geographers use a variety of skills and sources to make sense of the past and make connections to the present and future.
Geography 1: Develop spatial understanding, perspectives, and personal connections to the world.
Geography 2: Examine places and regions and the connections among them.
End of Unit Performance
Task
Examine places and regions in the Western Hemisphere through maps, charts, and geospatial technologies (geographic information systems, Google Earth, global
positioning systems) to analyze the positive and negative interactions between humans and the physical world (landforms, resources, climate) in order to present
potential solutions to problems surrounding issues of resource distribution, migration patterns, and population growth.
Colorado Academic
Disciplinary Skill
Cross-Content
Complex Texts
Vocabulary
Writing Focus
Social Studies
Development
Connections
Supporting Standards
G.1.b: Collect and
CCSS.ELA**The following passage
Geography,
CCSS.ELAGLE:
analyze data to interpret
Geography 1: Use
LITERACY.RH.6-8.1
found on my.hrw.com >
Landscape,
LITERACY.WHST.6regions in the Western
geographic tools to
Cite specific textual
“Teacher Resources”
Climate,
8.1.A
Hemisphere. (DOK 1-3) solve problems.
evidence to support
Environment,
Introduce claim(s) about
G.1.c.: Ask multiple
analysis of primary
Geography and Maps Skills
Region,
a topic or issue,
Geography 2:
types of questions after
and secondary sources
Handbook p H1-H24
Resources,
acknowledge and
Human and physical
examining geographic
CCSS.ELAChapter
1:
A
Geographer’s
Absolute
Location,
distinguish the claim(s)
systems vary and
sources. (DOK 2-3)
LITERACY.RH.6-8.4
World
Relative
Location,
from alternate or
interact.
G.1.e: Distinguish
Determine the
-Enrichment Activities:
Physical Geography,
opposing claims, and
different types of maps
meaning of words and
“The Travels of Marco Polo” Human Geography,
organize the reasons and
and use them in
phrases as they are
Latitude,
evidence logically.
analyzing an issue
used in a text,
*The following passage
Landforms,
CCSS.ELA(DOK-1-3)
including vocabulary
found in student text
Continents,
LITERACY.WHST.6specific to domains
Environments,
8.2.A
related to
Chapter 1
Culture,
Introduce a topic clearly,
history/social studies.
Section 3: “The Branches of
Ethnic Group,
previewing what is to
CCSS.ELAGeography” (pgs 16-20)
Cultural Diversity,
follow; organize ideas,
LITERACY.RH.6-8.7
-Compare/Contrast Physical
Cultural Diffusion,
concepts, and
Integrate visual
& Human Geography with a
Population,
information into broader
information (e.g., in
Venn Diagram (See #4 on
Democracy,
categories as appropriate
charts, graphs,
Pg. 20)
Communism,
to achieving purpose;
photographs, videos,
Market Economy,
include formatting (e.g.,
or maps) with other
Command Economy,
headings), graphics (e.g.,
information in print
Interdependence
charts, tables), and
and digital texts.
multimedia when useful
to aiding comprehension.
CCSS.ELALITERACY.WHST.68.9
Draw evidence from
informational texts to
support analysis,
reflection, and research
Colorado Academic
Social Studies Priority
Standards
G.1.d: Interpret and
communicate geographic
data to justify potential
solutions to problems.
(DOK 1-3)
Unit:
Social Studies and Geographic Skills
Timeline:
7-8 Weeks
Enduring Concepts:
Historians and geographers use a variety of skills and sources to make sense of
the past and make connections to the present and future.
Conceptual Understandings
The Development and Changing Characters of Human Societies: A theme concerned with the human quest for survival through the development of social
bonds, the tendency of societies to selectively adjust to forces acting upon them in order to bring their institutions of social organization and control into
greater responsiveness to changing requirements.
Economic and Technological Development of Human Societies; resulting from humankind’s increasing control of environment, in the quest to sustain and
improve the quality of life.
People’s Development and Representation of Their Understandings of Themselves, Their Moral Imperatives, and Their Place in the Universe: A theme
concerned with people’s quest for meaning as they confront the great questions of human existence and give such meanings cultural expression.
Development of Political Theories and Organization; variously expressed in people’s quest for effective order, power, and for just and humane
relationships
Grade Level Expectations (GLE):
History 1: Analyze and interpret historical sources to ask and research historical questions.
History 2: The historical eras, individuals, groups, ideas and themes in regions of the Western Hemisphere and their relationship with one another.
Geography 1: Use geographic tools to solve problems.
Geography 2: Human and physical systems vary and interact.
Economics 1: Identify and analyze different economic systems.
Economics 2: Saving and investing are key contributors to financial well-being (PFL)
Civics 2: Compare multiple systems of government
Inquiry Question(s): (From the standards document):
How do we use historical inquiry to understand the past?
How does the past affect the present?
How can we determine which historical sources are helpful in interpreting the past?
What are the five themes of geography?
What are the six characteristics of a civilization?
How do the characteristics of physical geography differ from those of human geography?
How are artifacts (such as…) used to tell a story? What story might your possessions tell about you?
Key Concepts and Vocabulary
Essential Vocab: Archeology, Cartographer, Artifact, Historical Inquiry, Renewable Resource, Nonrenewable Resource, Geography, Natural Resource,
Primary Source, Secondary Source
Supplemental Vocab: Archeologist, Geographer, Fossil Fuels, Hemispheres, Map Legend/Key, Compass Rose, Scale, Equator, Regions, Ethnic Group,
Landforms, Climate, Culture, Migration, Physical Geography, Human Geography, Historical Map, Physical Map, Political Map Latitude, Longitude,
Interdependence, terrace, plate tectonics
Generalizations
My students will Understand that…
The study of geography and the use of geographic tools helps us view the world in new ways.
Geography is divided into two main branches – physical and human geography.
Processes below and on Earth’s surface shape the planets physical features, affect weather and climate, and are essential for life.
Earth’s natural resources have many valuable uses, and their availability affects people in many ways.
Culture, a groups shared practices and beliefs, differs from group to group and changes over time.
The world’s countries have different governments and levels of economic development.
Critical Content:
Key Skills:
My students will Know…
My students will be able to (Do)…
Geographers use maps and other tools to look at the world in many
different ways. The study of geography includes the study of the world,
its people, and the landscapes they create.
Interpret documents and data from multiple primary and secondary sources
while formulating historical questions. Sources to include but not limited to art,
artifacts, eyewitness accounts, letters and diaries, artifacts, real or simulated
historical sites, charts, graphs, diagrams and written texts.
The two main branches of geography, physical and human, help organize
understandings of the development of societies across the globe and the
influence landforms and climate have on those societies.
The five themes of geography allow geographers to organize geographic
understandings to explain the world, its people, the environment, and
interactions between the environment and people and those between
groups of people.
Forces and processes below the Earth’s surface and on the surface have
shaped landforms over time. These landforms continually influence the
lives and cultures of people across the globe.
Natural environments and the development of ecosystems influence the
decisions people make in the development and expansion of societies.
Knowing how people alter the natural environment and the affects
alterations have on ecosystems help to ensure a sustaining society.
Natural resources provide fuel, heat, and electricity to societies. The
availability or lack of natural resources shape societies lives and standard
of living.
Culture; a set of beliefs, goals, and practices shared by a group of
people, differ across the globe. Interactions between different cultures
have led to changes that have been both positive and negative for
societies.
Geographers use population statistics and trends to identify patterns and
possible challenges societies may face in the future.
Geographers classify countries based on their different types of
governmental and economic systems to provide a clear picture of the
types of societies that exist across the globe.
Trade and improved communication technologies have established a
global community.
H.1.b (DOK 1-3)
Critique information to determine if it is sufficient to answer historical questions.
H.1.c (DOK 1-3)
Use longitude, latitude, and scale on maps and globes to solve problems.
G.1.a (DOK 1-2)
Ask multiple types of questions after examining geographic sources.
G.1.c (DOK 2-3)
Distinguish different types of maps and use them in analyzing an issue.
G.1.e (DOK 1-3)
Assessments
Mini Assessment 1 George W. Bush Remarks:
First Day of Unit; Use 6th Grade Historical
Thinking Kills Scoring Rubric “Sourcing.”
Common Assessment 1 Date: 10/10-10/13
End Performance Tasks:
• Identify the Six Characteristics of a Civilization
(H.1.c)
• Demonstrate basic map skills
(G.1.e)
• Define and respond to the five themes of
geography
(G.2.b)
• Use observation to create historical questions,
identify and interpret historical sources, and
utilize basic geographic skills to solve problems.
(H.1.b, H.2.c, G.1.a, G.1.c, G.1.e)
• Share general themes of world economics.
(E.1. c)
• Describe the value of artifacts in historical
reconstruction. (H.1.c)
• Differentiate between primary and secondary
resources used for historical reconstruction.
(H.1.b)
• Develop a basic understanding of personal
finance and the value of saving. (E.2.f)
Reading and Writing Performance Tasks:
 Five Themes of Geography: Graphic
Organizer p 11-12
 Cross Discipline Activity: Language ArtsJournal Entry p 12
Essential Content:
What are the tools and skills geographers and historians need to understand
the world and the people who live in it?
During this course students will study the Western Hemisphere through both a geographic and historical
lens. Students will first study a region of the Western Hemisphere by exploring the Five Themes of
Geography to organize their understanding of a region. Following the geographic study of a region,
students will examine civilizations of the Western Hemisphere by focusing on the 6 characterizes of
civilizations. Outlines of these organizing concepts are provided below. Lessons should reflect these lens
as they relate to the concepts and critical content identified in each unit.
Five Themes of Geography
1. Location – Describes where something is. Includes absolute and relative locations.
2. Place – The features that make a site unique.
3. Region – Areas that share common characteristics.
4. Human-Environment Interaction – The interaction between people and their environment – how people
and their physical environment affect each other.
5. Movement – How and why people, things, and ideas move.
6 Characteristics of Civilization
1. Geography – How a society is shaped by the land and local resources.
2. Religion – A society’s beliefs about morals and the afterlife.
3. Achievements- All advances, inventions, and processes created to make life easier.
4. Politics- How people keep order and make laws, including who has power and who does not.
5. Economics – How a society produces or acquires the resources it needs to survive, plus some extra to
trade.
6. Social Structure – The different levels or classes in a society.
Textbook pages 1-103 can provide information to develop foundational understandings. Also see the
resource section of this guide for supplemental resources to provide deeper understandings.

Focus on Writing: Job Description
(Question 4) p 14
 Critical Thinking: Understanding Cause
and Effect p 37
 Critical Thinking: Drawing ConclusionsWriting a Persuasive Letter p 40
 Case Study: “The Ring of Fire” p 42-43
 Social Studies Skills: Using a Physical
Map p 44
 Collaborative Learning: Ways Resources
are Recycled-Internet/Poster p 49
 Literature: “from The River” by Gary
Paulson p 73
 Social Studies Skills: Analyzing a Bar
Graph p 74
 Critical Thinking: Comparing and
Contrasting Kinds of Government p 92
 Social Studies Skill: Organizing
Information p 96
 Primary Source: Historic Document
“from The Charter of the United
Nations” p 100
 Writing Workshop: Explaining a Process
p 104
Log on to myhrw.com for more resources
(browse by resource type)
Suggested Performance Task:
G.1.a. Map creation – neighborhood, city, state,
nation, etc.
H.1.b. Identifying and interpreting primary and
secondary sources
H.1.c. Analyze artifacts using historical inquiry
What is a geographer?
Suggested task- at beginning of year, give the
definition of a geographer - have students draw
a picture of what they think a geographer might
look like. Drawing to include- in specifics- what
type of clothing they would wear, what tools
they will need to use and where they might be
located. Drawing should include labels and 1
paragraph explanation. End of year-have student
repeat the activity and then compare both
works. Repeat tasks for cartographer and
archeologist.
Potential Resources
Resources:
6th Grade Resource Notebook
Holt Textbook and related eResources: Western World – Chapters 1-4
Complex text passages (REQUIRED READINGS)
**The following passage found on my.hrw.com > “Teacher Resources”
Geography and Maps Skills Handbook p H1-H24
Chapter 1: A Geographer’s World
-Enrichment Activities: “The Travels of Marco Polo”
*The following passage found in student text
Chapter 1 – Section 3: “The Branches of Geography” (pgs 16-20)
-
Compare/Contrast Physical & Human Geography (See #4 on Pg. 20)
-
Activity Idea: Write a job description (“help wanted”) for one of the types: physical, human cartographer, hydrologist, or meteorologist.
Unit 2: Central America and Pacific South America – Past and Present (9-10 weeks)
Suggested Big Idea
Prepared Graduate
Competency
End of Unit Performance
Task
Colorado Academic
Social Studies Priority
Standards
H.2.b: Determine and
explain the historical
context of key people,
events, and ideas over
time including the
examination of different
perspectives from people
involved. Topics include
Aztec, Maya, and Inca
(DOK 1-3)
G.2.b: Identify physical
features and explain their
effects on people in the
Western Hemisphere.
(DOK 1-2)
E.1.b: Explore how
different economic
systems affect job and
career options and
population’s standards of
living (DOK 1-2)
C.2.b: Identify how
different forms of
government relate to their
citizens. Topics to
include but not limited to
democracy and
authoritarian government.
(DOK 1-2)
The present day civilizations of Central and South America have been shaped by geography and the historical Mayan, Incan, and Aztec civilizations.
History 2: Analyze key historical periods and patterns of change over time within and across nations and cultures.
Geography 2: Examine places and regions and the connections among them.
Economics 1: Understand the allocation of scare resources in societies through analysis of individual choice, market interaction, and public policy.
Civics 2: Analyze the origins, structure, and functions of governments and their impacts on societies and citizens.
Analyze primary and secondary sources such as documents, photos, maps and artifacts to research and answer questions about:

Places and regions in the Western Hemisphere to analyze the positive and negative interactions between humans and the physical world (landforms,
resources, climate) by presenting potential solutions to problems surrounding issues of resource distribution, migration patterns, and population growth.

Economic systems (traditional, command, market, and mixed economies) to examine how economic systems interact in an interdependent global economy
by explaining how various economics systems require choices regarding resource distribution and the production of goods.

Political issues from national and global perspectives by comparing how different forms of government affect the daily lives of citizens when discussing the
rights, roles and responsibilities of citizens by examining personal choices and national actions and discussing their possible global consequences.
Colorado Academic
Disciplinary Skill
Cross-Content
Complex Texts
Vocabulary
Writing Focus
Social Studies Supporting Development
Connections
Standards
H.2.c: Identify examples
History 2: The
CCSS.ELA“The Aztec Empire”
Conquistadors,
CCSS.ELAof the social, political,
historical
LITERACY.RH.6-8.1
“Hernan Cortez and the
Peninsula,
LITERACY.WHST.6cultural, and economic
individuals, groups,
Cite specific textual
Aztec Empire”
Empire,
8.1.A
development in key areas
ideas and themes in
evidence to support
“The triangle Trade”
Mestizos,
Introduce claim(s) about
of the Western
regions of the
analysis of primary
“The history of the
Missions,
a topic or issue,
Hemisphere (DOK 1-2)
Western
and secondary sources
Amazon”
Haciendas,
acknowledge and
G.2.c: Give examples of
Hemisphere and
CCSS.ELAInflation,
distinguish the claim(s)
how people have adapted
their relationships
LITERACY.RH.6-8.4
Isthmus,
from alternate or
to their physical
with one another.
Determine the
Chapter 5: “Early
Archipelago,
opposing claims, and
environment.
meaning of words and
History of the Americas” Greater Antilles,
organize the reasons and
Geography 2:
(DOK 1-2)
Human and
phrases as they are
Lesser Antilles,
evidence logically.
E.1.a: Describe the
physical systems
used in a text,
Enrichment Activities:
Ecotourism,
CCSS.ELAcharacteristic of
vary and interact.
including vocabulary
Biography: “Moctezuma Strait,
LITERACY.WHST.6traditional, command,
specific to domains
1”
Viceroy,
8.2.A
Economics 1:
market, and mixed
Identify and
related to
Coup
Introduce a topic clearly,
economic systems.
analyze different
history/social studies.
*The following passage
previewing what is to
(DOK 1-2)
economic systems.
CCSS.ELAfound in student text
follow; organize ideas,
C.2.c: Compare the
Civics 2: Compare
LITERACY.RH.6-8.7
concepts, and
economic components of
multiple systems of
Integrate visual
information into broader
different forms of
government.
information (e.g., in
Chapter 5 – Section 3:
categories as appropriate
government. (DOK 1-2)
charts, graphs,
“The Incas” (pgs 129to achieving purpose;
C.2d: Compare various
photographs, videos,
133)
include formatting (e.g.,
governments’ and
or maps) with other
headings), graphics (e.g.,
liberties of their citizens.
information in print
charts, tables), and
(DOK 1-2)
and digital texts.
multimedia when useful
to aiding comprehension.
CCSS.ELALITERACY.WHST.68.9
Draw evidence from
informational texts to
support analysis,
reflection, and research
Unit:
Central America and Pacific South
America – Past and Present
Timeline:
8-9 weeks
Enduring Concepts:
The present day civilizations of Central and South America have been shaped by
geography and the historical Mayan, Incan and Aztec civilizations.
Conceptual Understandings
The character of human societies have changed over time in their view of the individual, not only in terms of legal freedom or its denial, but also in terms
of the values societies have placed on individual development or initiative.
Economic and technological developments have resulted in the quest to sustain and improve life across human societies.
People’s understanding of themselves, their moral imperatives, and place in the universe has changed over time.
Political theories and organizations have developed in the quest for effective order, power, and for just and humane relationships.
Grade Level Expectations (GLE):
History 1: Analyze and interpret historical sources to ask and research historical questions.
History 2: The historical individuals, groups, ideas and themes in regions of the Western Hemisphere and their relationships with one another.
Geography 1: Use geographic tools to solve problems.
Geography 2: Human and physical systems vary and interact.
Economics 1: Identify and analyze different economic systems.
Civics 2: Compare multiple systems of government.
Inquiry Question(s): (From the standards document):
Why have civilizations succeeded and failed?
What did these cultures do to record their cultural history?
How did the environment shape the Maya, Aztec, or Inca culture?
How have geographic factors influenced Central and South American cultures?
How did resources and trade impact the Maya, Aztec and Inca civilizations?
What geographic factors impacted how and where the Maya, Aztec and Inca settled? What contributed to their fall?
How do populations, physical features, resources, and perceptions of places and regions change over time?
What are the major physical, cultural, and economic features of Mexico?
How have Native cultures and Spanish colonization shaped the history and culture of Pacific South America?
Key Concepts and Vocabulary
Essential Vocab: Mesoamerica, Polytheism, Monotheism, Caste System, Strait, Peninsula, Inflation
Supplemental Vocab: Causeway, Chinampas, Conquistadors, Slash and Burn, Cash Crop, Mestizos, Missions, Isthmus, Archipelago,
Maya
Pictograph, Palenque
Aztec
Tenochtitlan, Tlatelolco, Teotihuacan, Moctezuma II, Lake Texcoc, Codice
Inca
Machu Picchu, Atahualpa
Generalizations
My students will Understand that…
The Maya developed an advanced civilization that thrived in Mesoamerica from about 250 until 900.
The strong Aztec Empire, founded in central Mexico in 1325, lasted until the Spanish conquest in 1521.
The Incas controlled a huge empire in South America, but it was conquered by the Spanish.
Mexico is a large country with different natural environments in its northern, central, and southern regions.
Native America cultures and Spanish colonization shaped Mexican history and culture.
Mexico has four cultural regions that all play a part in the country’s government and economy.
The physical geography of Central America and the Caribbean islands includes warm coastal lowlands, cooler highlands, and tropical forests.
Central America’s native traditions and colonial history have created a mixed culture, unstable governments, and uncertain economies.
The Andes dominate Pacific South America’s physical geography and influence the region’s climate and resources.
Native cultures and Spanish colonization have shaped the history and culture of Pacific South America.
The countries of Pacific South America are working to overcome challenges of poverty and political stability.
Critical Content:
Key Skills:
My students will Know…
My students will be able to (Do)…
How the geography, religion, achievements, politics, economics and
social structure of the Maya played a role in the success of their society
and influenced modern Central America.
Identify ways different cultures record history.
H.1.a
How the geography, religion, achievements, politics, economics and
social structure of the Aztec played a role in the success of their society
and influenced modern Central America.
How the geography, religion, achievements, politics, economics and
social structure of the Inca played a role in the success of their society
and influenced modern Pacific South America.
The hypotheses that led to the demise of the Maya.
The conditions and events that led to the demise of the Aztec Empire in
1521.
The conditions and events that led to the demise of the Inca Empire in
1537.
Mexico’s physical features of plateaus, mountains, and coastal lowlands
have influenced the formation of various climatic zones that include
deserts, tropical forests, and cool highlands. Key natural resources like
oil, silver, gold, and scenic landscapes have influenced the economy of
Mexico over time.
The physical features of volcanic highlands and coastal plains of Central
America and the Caribbean islands influence climate zones that include
forested highlands, tropical forests, and humid lowlands. Key natural
Classify and analyze the types of connections between places.
G.2.a
resources like rich soils for agriculture, minerals, and beautiful beaches
have influenced the economy of the region over time.
The mixed cultures of Native Americans, Spain, and Britain influences
life in Central America. The existence of these three cultures have
created challenges including unstable governments and uncertain
economies.
The massive Andes mountain range dominates the physical geography of
Pacific South America influencing the regions various climates and
vegetation. The mountain range also provides key natural resources that
include lumber, oil, and minerals which influence the region’s economy.
The history and culture of Pacific South America includes practices,
customs, and traditions of the Inca and Spanish colonies. While the
Spanish influence is evident in the cultures of Pacific South America,
people of the Native American cultural practices thrive in the region.
Countries of Pacific South America continue to face struggles that
include poverty, unstable governments, slow economic development, and
encouraging development while at the same time protecting the
environment.
Assessments
Mini Assessment 2 Francisco de Xeres: First Day
of Unit Start; Use 6th Grade Historical Thinking
Kills Scoring Rubric “Evidence.”
Essential Content:
How have the civilizations of Central and South America evolved through cultural
changes?
Mini Assessment 2- Give the week of 10/26 10/30 –“Spanish Exploration and the conquest of
Peru”
Five Themes of Geography
Common Assessment 2 Date: 12/15-12/20
2. Place – The features that make a site unique.
End Performance Tasks:
3. Region – Areas that share common characteristics.
• Identify the Six Characteristics of a Civilization
for Maya, Aztec and Inca civilizations; (H.1.a,
H.1.b, G.2.a, G.2.b, G.2.c., C.2.a)
4. Human-Environment Interaction – The interaction between people and their environment – how people
and their physical environment affect each other.
• Use the Six Characteristics of a Civilization, as
well as skills of observation, analysis, and
1. Location – Describes where something is. Includes absolute and relative locations.
5. Movement – How and why people, things, and ideas move.
interpretation to answer the following question:
“Choose one of these three civilizations: Maya,
Aztec, or Inca. Analyze one out of the seven
characteristics that led to their rise, and analyze
another characteristic that led to their fall.”
(H.1.a, H.1.b, H.2.a, G.2.b, G.2.d)
• Associate the Five Themes of Geography to the
Maya, Aztec and Inca civilizations; (G.1.b, G.2.a,
G.2.b, G.2.c, C.2.a)
Suggested Performance Tasks:
G.2.b. Create a cause and effect chart showing
how the Maya, Aztec, or Inca civilizations were
affected by their environments.
G.2.c. Create physical maps with cultural regions
for each of the three pre-Columbian civilizations.
G.2.c. Complete physical and political maps (with
cultural regions) for present day Central and
Pacific South America.
H.2.a. Draft an essay and post card from the Maya
to Incan on how to survive colonization.
H.2.b. Create a timeline documenting the rise and
fall of the Maya, Aztec, Inca empires.
C.2.a. Create a Triple Venn Diagram to compare
and contrast the varied cultures and governments
of the Maya, Aztecs and Inca empires.
Reading and Writing Performance Tasks:
 Regional Atlas and Almanac: The
Americas pp 106-115
 Critical Thinking: Solving ProblemsMaking More Farmland p 126
 Social Studies Skills: Analyzing
Information p 136
 Focus on Reading and Writing: Newspaper
Article (Question 16) p 138
 Multimedia Connections (The Maya) p 139
MC 1-2
6 Characteristics of Civilization
1. Geography – How a society is shaped by the land and local resources.
2. Religion – A society’s believes about morals and the afterlife.
3. Achievements- All advances, inventions, and processes created to make life easier.
4. Politics- How people keep order and make laws, including who has power and who does not.
5. Economics – How a society produces or acquires the resources it needs to survive, plus some extra to
trade.
6. Social Structure – The different levels or classes in a society.






Cross Discipline Activity: LiteratureWriting a Travel Log p 144
Cross Discipline Activity: Language ArtsPersuasive Writing (Mexican Revolution)
Focus on Reading and Writing: Writing an
“I Am” Poem (Question 17) p 158
Multimedia Connections (Mexico) p 159 MC
1-2
Social Studies Skills: Interpreting an
Elevation Profile p 233
Critical Thinking: Comparing and
Contrasting Life in Lima p 241
Potential Resources
Resources:
Holt Textbook and related eResources: Western World – Chapter 5, 6, 7 (Sections 1 & 2), and 10
Suggested Reading: The Corn Grows Ripe by Dorothy Rhoades
Suggested Activities can be found on myhrw.com by following these steps:
1. Teacher one stop planner
2. Browse by resource type
3. Skill development activity
4. Geography and history
Suggested Activities“The Aztec Empire”
“Hernan Cortez and the Aztec Empire”
“The triangle Trade”
“The history of the Amazon”
Chapter 5: “Early History of the Americas”
-Enrichment Activities: Biography: “Moctezuma 1”
*The following passage found in student text
-
Chapter 5 – Section 3: “The Incas” (pgs 129-133)
Complete #4 on page 133 after reading
Unit 3: Exploration and the Caribbean Islands and Caribbean South America – Past and Present (8-9 weeks)
Suggested Big Idea
Prepared Graduate
Competency
End of Unit Performance
Task
Colorado Academic
Social Studies Priority
Standards
H.2.b: Determine and
explain the historical
context of key people,
events, and ideas over
time including the
examination of different
perspectives from people
involved. Topics to
include major explorers,
colonizers of countries in
the Western Hemisphere,
and the Columbian
Exchange.
(DOK 1-3)
G.2.b: Identify physical
features and explain their
effects on people in the
Western Hemisphere.
(DOK 1-2)
E.1.b: Explore how
different economic
systems affect job and
career options and the
population’s standards of
living. (DOK 1-2)
C.2.b: Identify how
different forms of
government relate to their
citizens. Topics to
include democracy and
authoritarian government.
(DOK 1-2)
The European conquest of pre-Columbian civilizations in the Western Hemisphere brought with it an exchange of ideas, diseases, and products called the Columbian
Exchange.
History 2: Analyze key historical periods and patterns of change over time within and across nations and cultures.
Geography 2: Examine places and regions and the connections among them.
Economics 1: Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy.
Civics 2: Analyze the origins, structure, and functions of governments and their impacts on societies and citizens.
Analyze primary and secondary sources such as documents, photos, maps and artifacts to research and answer questions about:

Places and regions in the Western Hemisphere to analyze the positive and negative interactions between humans and the physical world (landforms,
resources, climate) by presenting potential solutions to problems surrounding issues of resource distribution, migration patterns, and population growth.

Economic systems (traditional, command, market, and mixed economies) to examine how economic systems interact in an interdependent global economy
by explaining how various economics systems require choices regarding resource distribution and the production of goods.

Political issues from national and global perspectives by comparing how different forms of government affect the daily lives of citizens when discussing the
rights, roles and responsibilities of citizens by examining personal choices and national actions and discussing their possible global consequences.
Colorado Academic
Disciplinary Skill
Cross-Content
Complex Texts
Vocabulary
Writing Focus
Social Studies Supporting Development
Connections
Standards
H.2.a: Explain how
History 2: The
CCSS.ELA**The following
Dialect,
CCSS.ELApeople, products, cultures,
historical
LITERACY.RH.6-8.1
passage found on
Commonwealth,
LITERACY.WHST.6and ideas interacted and
individuals, groups,
Cite specific textual
my.hrw.com > 8th Grade Refugee,
8.1.A
are interconnected over
ideas and themes in
evidence to support
Text > United States
Cooperative,
Introduce claim(s) about
key eras in the Western
regions of the
analysis of primary
History Beginnings
Cordillera,
a topic or issue,
Hemisphere (DOK 1-2)
Western
and secondary sources
through 1877 (picture of
acknowledge and
G.2.d: analyze positive
Hemisphere and
CCSS.ELALiberty Bell on Front)
distinguish the claim(s)
and negative interactions
their relationships
LITERACY.RH.6-8.4
from alternate or
of human and physical
with one another.
Determine the
Chapter 2: “New
opposing claims, and
systems in the Western
meaning of words and
Empires in the
organize the reasons and
Geography 2:
Hemisphere (DOK 1-2)
Human and
phrases as they are
Americas”
evidence logically.
E.1.c: Use economic
physical systems
used in a text,
CCSS.ELAreasoning to explain why
vary and interact.
including vocabulary
Enrichment Activities:
LITERACY.WHST.6certain careers are more
specific to domains
Primary Source: “The
8.2.A
Economics 1:
common in one region
Identify and
related to
Journal of Christopher
Introduce a topic clearly,
than in another and how
analyze different
history/social studies.
Columbus”
previewing what is to
specialization results in
economic systems.
CCSS.ELAfollow; organize ideas,
more interdependence
Civics 2: Compare
LITERACY.RH.6-8.7
*The following passage
concepts, and
(DOK 2-3)
multiple systems of
Integrate visual
found in student text
information into broader
C.2.d: Compare various
government.
information (e.g., in
categories as appropriate
governments’ and their
charts, graphs,
Chapter 7 - Central
to achieving purpose;
liberties of their citizens
photographs, videos,
America and The
include formatting (e.g.,
(DOK 1-2)
or maps) with other
Caribbean – Section 3:
headings), graphics (e.g.,
information in print
“The Caribbean Islands”
charts, tables), and
and digital texts.
(pgs 174-179)
multimedia when useful
to aiding
comprehension.
CCSS.ELALITERACY.WHST.68.9
Draw evidence from
informational texts to
support analysis,
reflection, and research
Unit:
Timeline:
Exploration and the Caribbean Islands and Caribbean South
America
8-9 weeks
Enduring Concepts:
The European conquest of pre-Columbian civilizations in the Western
Hemisphere brought with it an exchange of ideas, diseases, and
products called the Columbian Exchange.
Conceptual Understandings
The character of human societies have changed over time in their view of the individual, not only in terms of legal freedom or its denial, but also in terms
of the values societies have placed on individual development or initiative.
Economic and technological developments have resulted in the quest to sustain and improve life across human societies.
People’s understanding of themselves, their moral imperatives, and place in the universe has changed over time.
Political theories and organizations have developed in the quest for effective order, power, and for just and humane relationships.
Grade Level Expectations (GLE):
History 1: Analyze and interpret historical sources to ask and research historical questions.
History 2: The historical individuals, groups, ideas and themes in regions of the Western Hemisphere and their relationships with one another.
Geography 1: Use geographic tools to solve problems.
Geography 2: Human and physical systems vary and interact.
Economics 1: Identify and analyze different economic systems.
Civics 2: Compare multiple systems of government.
Inquiry Question(s): (From the standards document):
What factors influenced the development of civilizations and nations in the Caribbean Islands and Caribbean South America?
What were the differences between the Spanish, French, English and Dutch settlements in the Americas?
How did European exploration and settlement of the Americas affect indigenous peoples of the Western Hemisphere and West Africans?
How did the populations, physical features, resources, and cultures of the Caribbean Islands and Caribbean South America change over time?
How was the culture of the Caribbean Islands impacted by European colonization?
Key Concepts and Vocabulary
Essential Vocab: Columbian Exchange, New World, Cordillera, Commonwealth, Cooperative, Colonization
Supplemental Vocab: Christopher Columbus, Ponce De Leon, Trappers, Pueblos, Strike, New France, Francisco Pizarro, Hernan Cortes, Simon Bolivar
Colonization, Missionaries, Villages, Refugee, Dialect, Slavery, Conquistadors
Generalizations
My students will Understand that…
The Caribbean islands have a rich history and culture influenced by European colonization.
Caribbean South America is a region with diverse physical features, wildlife, climates, and resources.
Spanish conquest, valuable resources, and civil war have shaped the history, culture, and economy of Colombia.
European settlement, immigration, and natural resources have greatly influenced the culture and economy of Venezuela and the Guianas.
Critical Content:
Key Skills:
My students will Know…
My students will be able to (Do)…
The culture of the Caribbean islands is strongly influenced by the history
of European colonization that included the practice of slavery. The
islands today each have very distinctive governments and economies
based on agriculture and tourism.
Interpret documents and data from multiple primary and secondary sources
while formulating historical questions.
H.1.b (DOK 1-3)
A wide variety of physical features, the physical location, and elevation
affect the climate and vegetation of Caribbean South America. As a
result, a wide variety of resources including rich soil for farming, oil,
timber, and rivers producing hydroelectric power influences the economy
of the region.
The culture and history of Columbia has been shaped by the Chibcha,
Spanish conquest, and long period of civil war. The physical geography
of Columbia isolated people resulting in the development of separate
economies and identities.
European colonization of Venezuela and the Guianas influenced the
development of the countries cultures. The people of Venezuela
descend from Native Americans, Spain, and Africa. The different regions
of the country reflect this diverse background. The Guianas were
colonized by Great Britain, the Netherlands, and France and reflect
cultures of those respective European countries.
Assessments
Mini Assessment 3 Aboard a Slave Ship: First Day of Unit;
Use 6th Grade Historical Thinking Kills Scoring Rubric
“Evidence.”
Common Assessment Dates: 3/8-3/13
End of Unit Performance Task:
Analyze primary and secondary sources such as documents,
photos, maps and artifacts to research and answer
questions about:



Places and regions in the Western Hemisphere to
analyze the positive and negative interactions
between humans and the physical world (landforms,
resources, climate) by presenting potential
solutions to problems surrounding issues of resource
distribution, migration patterns, and population
growth.
Economic systems (traditional, command, market,
and mixed economies) to examine how economic
systems interact in an interdependent global
economy by explaining how various economic
systems require choices regarding resource
distribution and the production of goods.
Political issues from national and global
perspectives by comparing how different forms of
government affect the daily lives of citizens when
discussing the rights, roles and responsibilities of
citizens by examining personal choices and national
actions and discussing their possible global
consequences.
Suggested Performance Tasks:
Essential Content
How did the European explorers affect and alter the environment and
people of the Western Hemisphere, specifically the Caribbean Islands and
Caribbean South America?
Five Themes of Geography
1. Location – Describes where something is. Includes absolute and relative locations.
2. Place – The features that make a site unique.
3. Region – Areas that share common characteristics.
4. Human-Environment Interaction – The interaction between people and their environment –
how people and their physical environment affect each other.
5. Movement – How and why people, things, and ideas move.
6 Characteristics of Civilization
1. Geography – How a society is shaped by the land and local resources.
2. Religion – A society’s believes about morals and the afterlife.
3. Achievements- All advances, inventions, and processes created to make life easier.
4. Politics- How people keep order and make laws, including who has power and who does not.
5. Economics – How a society produces or acquires the resources it needs to survive, plus some
extra to trade.
6. Social Structure – The different levels or classes in a society.
G.2.c Complete physical and political maps (with cultural
regions) to demonstrate areas explored and settled by
European explorers and colonists.
G.2.b Create a cause and effect chart showing how the
Caribbean civilizations were affected by European
colonization.
H.2.a “I Am” poem for each explorer
H.2.b /G.2.d Socratic Seminar for Christopher Columbus:
Hero or Villain?
E.1.a/G.1.c/ H.2.b/C.1.b Create a Venn Diagram to
compare and contrast the culture of colonial Caribbean
America with present day Caribbean America.
Reading and Writing Performance Tasks:
 Critical Thinking: Recognizing Bias-The Politics
Caribbean p 178
 Social Studies Skills: Interpreting a Climate Graph p
180
 Focus on Reading and Writing: Creating a Travel
Guide/Brochure-Include Research (Question 15) p
182
 Biography: Simon Bolivar p 195
 Focus on Reading and Writing: Writing a Letter
(Question 16) p 202
Textbook pages 174-179 (Chapter 7 Section 3) and 184-201 can provide information to develop
foundational understandings. Also see the resource section of this guide for supplemental
resources to provide deeper understandings.
Potential Resources
Resources: 6th Grade Resource Notebook
Holt Textbook and related eResources: Western World Chapters 7 (Section 3), 8
Complex text passages (REQUIRED READINGS)
**The following passage found on my.hrw.com > 8th Grade Text > United States History Beginnings through 1877 (picture of Liberty Bell on Front)
Chapter 2: “New Empires in the Americas”
-Enrichment Activities: Primary Source: “The Journal of Christopher Columbus”
*The following passage found in student text
Chapter 7 - Central America and The Caribbean – Section 3: “The Caribbean Islands” (pgs 174-179)
-
Complete #4 on page 179 after reading
Unit 4: United States and Canada Geography (9-10 weeks)
Suggested Big Idea
Prepared Graduate
Competency
End of Unit Performance
Task
Colorado Academic
Social Studies Priority
Standards
H.2.b: Determine and
explain the historical
context of key people,
events, and ideas, over
time including the
examination of different
perspectives from people
involved. Topics to
include Inuit, early
Native Americans, major
explorers, colonizers of
countries, and Columbian
Exchange.
(DOK 1-3)
G.2.b: Identify physical
features and explain their
effects on people.
(DOK 1-2)
E.1.b: Explore how
different economic
systems affect job and
career options and the
population’s standards of
living. (DOK 1-2)
C.1.d: Explain how
political ideas and
significant people have
interacted, are
interconnected, and have
influenced nations.
(DOK 1-3)
C.2.b: Identify how
different forms of
government relate to their
The unique geography and climate of the regions of the United States and Canada’s provinces has influenced their development.
History 2: Analyze key historical periods and patterns of change over time within and across nations and cultures.
Geography 2: Examine places and regions and the connections among them.
Economics 1: Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy.
Civics 1: Analyze and practice rights, roles, and responsibilities of citizens.
Civics 2: Analyze the origins, structure, and functions of governments and their impacts on societies and citizens.
Analyze primary and secondary sources such as documents, photos, maps and artifacts to research and answer questions about:

Places and regions in the Western Hemisphere to analyze the positive and negative interactions between humans and the physical world (landforms,
resources, climate) by presenting potential solutions to problems surrounding issues of resource distribution, migration patterns, and population growth.

Economic systems (traditional, command, market, and mixed economies) to examine how economic systems interact in an interdependent global economy
by explaining how various economics systems require choices regarding resource distribution and the production of goods.

Analyze the impact of colonization on North America and its people.
Colorado Academic
Disciplinary Skill
Cross-Content
Complex Texts
Vocabulary
Writing Focus
Social Studies
Development
Connections
Supporting Standards
H.2.a: Explain how
H.1.b: Interpret
CCSS.ELA**The following passage US/Canada/Native
CCSS.ELApeople, products,
documents and data
LITERACY.RH.6-8.1
found on my.hrw.com >
LITERACY.WHST.6Americans Vocab
cultures, and ideas
from multiple primary
Cite specific textual
8th Grade Text > United
Beringia,
8.1.A
interacted and are
and secondary sources
evidence to support
States History
Rocky Mountains,
Introduce claim(s) about
interconnected over key
while formulating
analysis of primary
Beginnings through
Continental Divide,
a topic or issue,
eras. (DOK 1-2)
historical questions.
and secondary sources
1877
Provinces,
acknowledge and
H.2.c: Identify examples
G.1.d: Interpret and
CCSS.ELARegionalism,
distinguish the claim(s)
of social, political,
communicate
LITERACY.RH.6-8.4
Chapter 1: “The World
Inuit,
from alternate or
cultural, and economic
geographic data to
Determine the
Before the Opening of
Regions,
opposing claims, and
development in key
justify potential
meaning of words and
the Atlantic”;
Buffalo,
organize the reasons and
areas. (DOK 1-2)
solutions to problems.
phrases as they are
evidence logically.
Colonies Vocab
G.2.c: Give examples of
(DOK 1-3)
used in a text,
Section 2: “Native
Columbian Exchange,
CCSS.ELAhow people have adapted
C.1: Analyze the
including vocabulary
American Cultures”
Slave trade,
LITERACY.WHST.6to their physical
interconnectedness of
specific to domains
Triangle Trade,
8.2.A
environment. (DOK 1)
the United States and
related to
*The following passage
British Colonies,
Introduce a topic clearly,
G.2.d: Analyze positive
other nations.
history/social studies.
found in the 6th Grade
New England Colonies,
previewing what is to
and negative interactions
E.1: Identify and
CCSS.ELASocial Studies Resource
Middle Colonies,
follow; organize ideas,
of human and physical
analyze different
LITERACY.RH.6-8.7
Notebook
Southern Colonies,
concepts, and
systems. (DOK 1-2)
economic systems.
Integrate visual
Middle Passage,
information into broader
E.1.a: Describe the
C.2: Compare
information (e.g., in
Roanoke,
categories as appropriate
characteristic of
multiple systems of
charts, graphs,
-Unit 4 section of
Jamestown,
to achieving purpose;
traditional, command,
governments.
photographs, videos,
notebook > “Theories
Cash Crops,
include formatting (e.g.,
market, and mixed
or maps) with other
About the Bering Strait” Colony,
headings), graphics (e.g.,
economic systems.
information in print
Plantation,
charts, tables), and
(DOK 1-2)
and digital texts.
Chapter 11 US
Democracy,
multimedia when useful
C.1.c: Describe how
Section 1 and 2
Petition,
to aiding comprehension.
groups and individuals
Assembly
CCSS.ELAinfluence the government
Chapter 12 Canada
LITERACY.WHST.6and other nations.
Section 1 and 2
8.9
(DOK 1-2)
Draw evidence from
C.1.e: Analyze political
informational texts to
**The following
issues from both a
support analysis,
passage found on
national and global
reflection, and research
my.hrw.com > 8th
perspective over time.
Grade Text > United
citizens. Topics to
include democracy and
authoritarian government.
(DOK 1-2)
(DOK 1-4)
C.1.f: Identify historical
examples illustrating
how Americans from
diverse backgrounds
perceived and reacted to
various global issues.
(DOK 1-3)
C.2.a: Describe
different forms of
government.
(DOK 1)
C.2.c: Compare the
economic components of
different forms of
government. (DOK 1-2)
C.2.d: Compare various
governments’ and
liberties of their citizens.
(DOK 1-2)
States History
Beginnings through
1877 –page 68
sections 1-4 only
Chapter 3: “The English
Colonies”
Unit:
Timeline:
United States and Canada Geography
9-10 weeks
Enduring Concepts:
The unique geography and climate of the regions of the United States and
Canada’s provinces has influenced their development.
Conceptual Understandings
The gathering of diverse groups of people have made up and are continuing to transform U.S. society.
Economic and technological transformation has shaped United States society from colonial days to the present.
American culture, thought and education, and religious and moral values have experienced change and continuity over time.
Democracy has evolved in the United States through domestic struggles and a changing global role.
Grade Level Expectations (GLE):
History 1: Analyze and interpret historical sources to ask and research historical questions.
History 2: Historical eras, individuals, groups, ideas and themes in regions of the Western Hemisphere and their relationships with one another.
Geography 1: Use geographic tools to solve problems.
Geography 2: Human and physical systems vary and interact.
Economics 1: Identify and analyze different economic systems.
Civics 2: Compare multiple systems of government.
Inquiry Question(s): (From the standards document):
How did environmental factors promote cultural diversity among Native North American groups?
How did Native North Americans ability to adapt determine their survival?
What did Native North Americans do to maintain their cultural history?
What are the unique characteristics of the different regions of North America and Canada?
How has geography and climate shaped the development of the North American cultures?
What factors influenced the development of civilizations and nations?
How has land been acquired by countries?
How does where we live affect how we live?
How does the physical landscape of the United States change from east to west?
Key Concepts and Vocabulary
Essential Vocab: Cultural Region, Continental Divide, Indentured Servant, Middle Passage, Provinces, Regionalism, Triangle Trade, Colonization
Supplemental Vocab: Inuit, Tributary, Regions, Indentured Servant, Slave Trade, Cash Crops, Plantation, Culture, Migrate, Environment, Nomad, Tribe,
Pictographs, Oral Tradition, Assembly, Democratic, Economy, Petition, Social Class, Colony, Colonization, Adobe, Pueblo, Long House, Wigwam, Tipi,
Generalizations
My students will Understand that…
The United States is a large country with diverse physical features, climates, and resources.
Democratic ideas and immigration have shaped the history and culture of the United States.
The United States has four main regions and faces opportunities and challenges.
Canada is a huge country with a northerly location, cold climates, and rich resources.
Canada’s history and culture reflect Native Canadian and European settlement, immigration, and migration to cities.
Canada’s democratic government oversees the country’s regions and economy.
Development of Colonies
Unprecedented growth of the 18th century colonies that was fed by immigration and a rapid rate of natural increase, led to territorial expansion, a huge
growth in agricultural productivity, and the development of seaboard commercial and political centers such as Philadelphia, New York, and Boston.
A complex social organization developed in the colonies. Increased ethnic diversity would lead to regional differences in economic systems, religious
practices, and political structures.
Critical Content:
Key Skills:
My students will Know…
My students will be able to (Do)…
The large amounts of land in the United States includes diverse physical
features, climates, and resources. The physical geography of the United
States includes natural resources such as farm land, oil, forests, and
minerals.
Interpret documents and data from multiple primary and secondary sources
while formulating historical questions. Sources to include but not limited to art,
The United States has four distinct regions that provide different
opportunities and challenges for Americans. The Northeast, South,
Midwest, and West have very different geographies, histories, climates,
and populations and reflects its diverse history of settlement of Native
American tribes and British and French colonies.
Much like the United States, Canada is a huge country with diverse
physical features that include rugged mountains, plains, and swamps.
The physical geography of Canada includes natural resources like fish,
minerals, fertile soil, and forests.
Canada has four distinct geographic and cultural regions that are
separated by vast distances, economic activities, and culture.
Development of Colonies
Religious freedom and economic opportunities were motives for founding
the southern colonies. Farming and slavery would play critical economic
roles in the southern colonies.
artifacts, eyewitness accounts, letters and diaries, artifacts, real or simulated
historical sites, charts, graphs, diagrams and written texts.
H.1.b (DOK )
Collect and analyze data to interpret regions in the Western Hemisphere.
G.1.b (DOK 1-3)
Interpret and communicate geographical data to justify potential solutions to
problems.
G.1.d. (DOK 1-3)
Analyze positive and negative interaction of human and physical systems in
Western Hemisphere.
G.2.d (DOK 1-2)
Religion and government were closely linked in the New England
colonies. The New England economy was based on trade a farming.
Education would play an important role in the New England colonies.
People of many nations would settle the middle colonies. Ethnic
diversity and an economy supported by trade and staple crops of these
colonies would influence its social structure.
Assessments
Mini Assessment 4 Johns Smith’s accounts: First Day of
Unit; Use 6th Grade Historical Thinking Kills Scoring Rubric
“Evidence” for #1&2, “Claim and Evidence” for #3
Common assessment 4 Dates: 5/16-5/24
Or
End of the Year Common Inquiry Project- Teacher’s choice
End of Unit Performance Tasks:
Essential Content
How have populations of the United States adapted to the environments of
North America over time?
Five Themes of Geography
1. Location – Describes where something is. Includes absolute and relative locations.
2. Place – The features that make a site unique.
3. Region – Areas that share common characteristics.
4. Human-Environment Interaction – The interaction between people and their environment –
how people and their physical environment affect each other.
Analyze primary and secondary sources such as documents,
photos, maps and artifacts to research and answer questions
about:

Places and regions in the Western Hemisphere to
analyze the positive and negative interactions
between humans and the physical world (landforms,
resources, climate) by presenting potential solutions
to problems surrounding issues of resource
distribution, migration patterns, and population
growth.
 Economic systems (traditional, command, market,
and mixed economies) to examine how economic
systems interact in an interdependent global
economy by explaining how various economics
systems require choices regarding resource
distribution and the production of goods.
Analyze the impact of colonization on North America and its
people.
Identify and apply the Six Characteristics of a Civilization to
various Native North American groups and British colonists
(H.1.a, H.1.b, G.2.a, G.2.b, C.2.a)
Use the Six Characteristics of a Civilization, as well as skills
of observation, analysis, and interpretation to answer the
Unit Essential Question: “In a short paragraph explain with
five specific examples how Native Americans and Colonists
adapted to their environment.”
(H.1.a, H.1.b, H.1.c, H.2.a, G.2.b, G.2.c)
Associate the Five Themes of Geography to the Native North
American civilizations and British Colonists; (G.1.b, G.2.a,
G.2.b, G.2.c, C.2.a)
Suggested Performance Tasks:
H.1.a. Writing Oral History (Use AVID book)
H.2.a./G.2.a. Venn Diagram (Compare two Native North
American cultural regions)
5. Movement – How and why people, things, and ideas move.
6 Characteristics of Civilization
1. Geography – How a society is shaped by the land and local resources.
2. Religion – A society’s believes about morals and the afterlife.
3. Achievements- All advances, inventions, and processes created to make life easier.
4. Politics- How people keep order and make laws, including who has power and who does not.
5. Economics – How a society produces or acquires the resources it needs to survive, plus some
extra to trade.
6. Social Structure – The different levels or classes in a society.
G.2.b and c. Complete physical and political maps (with
cultural regions) to demonstrate areas inhabited by Native
North American civilizations.
E.1.b. Map of 3 Colonial Regions of English Colonies. Label
according to main economy.
E.1.b. Map of 3 regions of present day United States. Label
according to main economy.
C.2.b. Philosophical Chairs: Self-governing colonies vs.
Monarchy of England.
Reading and Writing Performance Tasks:

Collaborative Learning: Follow the River (Research
and Report to Class) p 250

Social Studies Skills: Using a Political Map p 253

Social Study Skills: Using Mental Maps and Sketch Maps
p 292

Focus on Reading and Writing: Creating a Tourism Ad p
294

Primary Source: The Constitution (Excerpt) p 259
Literature (from Bearstone) by Will Hobbs p 263
Potential Resources
Resources: 6th grade Holt Text: Start with Chapter 11 (Section 1 and 2) and Chapter 12 (Section 1 and 2) for Geography and History of United States and
Canada
6th Grade Resource Notebook (Very important for Native resources as text has nothing on Native Americans (in the US))
8th Grade Text > United States History Beginnings through 1877 (picture of Liberty Bell on Front) – Chapter 1; Section 2
Holt Textbook and related eResources: Western World – Chapter 11 (Section 1 and 2) and Chapter 12 (Section 1 and 2)
*Online resources from United States History Beginnings through 1877 (picture of Liberty Bell on Front)
Chapter 1 Section 2 – Native American Cultures
Animated History: Early Native American Life
https://my.hrw.com/ss_2012/ms_ushist/eactivities/Animated_History/native_anim/ah01_anim_nativeamerlif.html
Video: Origins of Western Culture
https://my.hrw.com/SocialStudies/ss_2010/student/ms_ushistory_begin1877/bookpages/library/videos/video.html?shortvid=855607498001&longvid=179607
4038001&title=Origins of Western Culture
**focus only on the geography of the area from the Holt text
Complex text passages (REQUIRED READINGS)
**The following passage found on my.hrw.com > 8th Grade Text > United States History Beginnings through 1877 (picture of Liberty Bell on Front)
Chapter 1: “The World Before the Opening of the Atlantic”; Section 2: “Native American Cultures”
-Click on “Guided Reading Workbook” > “The World Before the Opening of the Atlantic”
*The following passage found in the 6th Grade Social Studies Resource Notebook
Unit 4 section of notebook > “Theories About the Bering Strait” (2 pages)
**Teacher discretion as to how students respond to text**
Holt Textbook and related Resources: 8th Grade Text > United States History Beginnings through 1877 (picture of Liberty Bell on Front) – Chapter 1
To add the 8th grade online textbook to your Holt-McDougal account:
 go to: myhrw.com
 register another ISBN or key code
get your ISBN from an 8th grade teachers guide
 Suggested activity- focus on writing/writing an infomercial-page 68
 Suggested writing activity- comparing and contrasting labor in Virginia Page 74
 Suggested critical thinking-mayflower compact simulation-page 79
 Suggested Collaborative learning-1st Thanksgiving news report-page 80
 Suggested ELA task- Illustrated guide to Massachusetts Bay-page 81
 Suggested Collaborative learning- New England Colonial Trade adds- page 83
 Suggested Critical Thinking- pioneer letter- page 89
 Differentiated Instruction- Colonial Trade posters- page 93
 Interpreting Timelines-Frontier Conflicts-page 96
Suggested online Materials from United States History: Beginnings to 1877
Chapter 2: New Empires in the Americas
Video: The Impact of Different Cultures
https://my.hrw.com/apps/alchemy/editors/display.jsp?cid=musne_nbfng_video
Animated Geography: Columbus Explorations
https://my.hrw.com/ss_2012/ms_ushist/eactivities/Animated_History/ah02_anim_columbus.html
Animated Geography and History: North America
https://my.hrw.com/ss_2012/ms_ushist/eactivities/Animated_History/ah02_anim_noamerica.html
Chapter 3,
Chapter 3 Planning Guide: The English Colonies
https://my.hrw.com/SocialStudies/ss_2010/online_tos/ms_us_history_beginnings_to_1877/data/resource_index/te_ch3.pdf
Section 1 – The southern colonies
Animated History: Founding the Colonies
https://my.hrw.com/ss_2012/ms_ushist/eactivities/Animated_History/ah03_anim_foundcolonies.html
Animated History: A New England Seaport
https://my.hrw.com/ss_2012/ms_ushist/eactivities/Animated_History/seaport_anim/ah04_anim_neseaport.html
Animated Geography and History: Colonial Trade Routes
https://my.hrw.com/ss_2012/ms_ushist/eactivities/Animated_History/seaport_anim/ah04_anim_neseaport.html
Primary Sources: Religious Tolerance vs. Intolerance
https://my.hrw.com/ss_2012/ms_ushist/eactivities/Primary_Sources/Chapter_03.htm
Video: Save our History: Secrets of Jamestown
https://my.hrw.com/SocialStudies/ss_2010/student/ms_ushistory_begin1877/bookpages/library/videos/video.html?shortvid=721472779001&longvid=721472
779001_long&title=Save Our History: Secrets of Jamestown
Suggested Lesson from SHEG Website - http://sheg.stanford.edu
~Salem Witch Trials (multi day lesson)
Complex text passages (REQUIRED READINGS)
**The following passage found on my.hrw.com > 8th Grade Text > United States History Beginnings through 1877 –page 68-sections 1-4 only
Chapter 3: “The English Colonies”
-Enrichment Activities: Primary Source: “The Sermon by Jonathan Edwards, ‘Sinners in the Hands of an Angry God’ ”
*The following passage found in the 6th Grade Social Studies Resource Notebook
Unit 5 section of notebook > “The English Colonies in America” (A Common Text)
**Teacher discretion as to how students respond to text**
6th Grade Historical Thinking Skills Scoring Rubric
Close Reading Strategies
H.1.b: Interpret documents and data from multiple primary and secondary
sources while formulating historical questions. (8 points)
Strategies/Procedural Concepts
Procedural Concepts
H.1.c: Critique information to determine if it is sufficient
to answer historical questions (8 points)
GLE: H.1. Analyze and interpret historical
sources to ask and research historical
questions (8 points)
Criteria
Sourcing
Critical Reading
4
* Identifies all authors and all original
dates of primary and secondary
sources.
* Evaluates the reliability of sources
based on the author’s perspective and
when and why they were produced.
* Identifies the author's viewpoint
and claims based on what is
written and what the author leaves
out.
* Cites examples of how the author
uses persuasive language and
specific words and phrases to
influence the reader.
Analyzes multiple accounts
of the same event or topic,
noting important
similarities and
differences.
* Identifies most authors and most
original dates of a variety of primary
and secondary sources.
* Examines the reliability of sources
based on the author’s perspective and
when and why they were produced.
* Identifies the author's viewpoint
and claims based on what is
written.
* Identifies at least one way the
author attempts to influence the
reader through persuasive
language and specific words and
phrases.
Identifies similarities and
differences by comparing
information and
perspectives in multiple
sources.
* Identifies some authors and some
original dates of primary and
secondary sources.
* Attempts to evaluate the reliability of
sources.
* Attempts to identify the author's
viewpoint and claim.
* Attempts to identify how the
author tries to influence the
reader.
Identifies similarities and
differences in two or more
sources.
Attempts to determine
the historical setting of
sources.
* Identifies few authors and few
original dates of primary and
secondary sources.
* Does not attempt to evaluate the
reliability of sources.
Demonstrates little to no attempt
to identify the author’s viewpoint
or claim.
Demonstrates little to no
attempt to examine
sources for corroborating
or conflicting evidence.
Demonstrates no
attempt to understand
the historical setting of
sources.
Advanced
3
Proficient
2
Approaching
1
Basic
Corroboration
Contextualizing
Claim
Evidence
*Applies prior and new
knowledge to determine
the historical setting of
sources.
*Uses the setting to
attempt an
interpretation of the
sources within that
historical context, as
opposed to a present-day
mindset.
*Applies prior and new
knowledge to determine
the historical setting of
the sources.
*May attempt an
interpretation of some
sources with a presentday mindset.
Formulates a
plausible
interpretation,
argument, or claim
based on an
evaluation of the
evidence found in a
variety of primary
and secondary
sources.
Justifies claims
using
appropriate
direct evidence
from a variety of
reliable sources
Generates a
reasonable
interpretation,
argument, or claim
based on an
evaluation of the
evidence found in
selected primary
and secondary
sources.
States an
interpretation,
argument, or claim
that may or may
not be based on
evidence found in
selected primary
and secondary
sources.
Does not state an
original claim,
argument, or
interpretation.
Justifies claims
using some
appropriate
direct evidence
from a variety of
reliable sources.
Justifies claims
using
generalizations
or limited
appropriate
direct evidence.
Does not justify
or support claims
using
appropriate
direct evidence.