Download SOCIAL STUDIES TEKS CLARIFICATION DOCUMENT GRADE 6

SOCIAL STUDIES TEKS CLARIFICATION DOCUMENT
GRADE 6
6.1 History. The student understands that historical events influence contemporary events. The student is expected to:
6.1A Trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as invasion,
conquests,colonization, immigration, and trade.
Trace
CHARACTERISTICS OF SOCIETIES
Including, but not limited to:

Regions in North America – Canada, U.S., Mexico
Invaded by British, France, Spain, and others
Natives were conquered by European nations.
Lands were colonized by European nations.
Many have immigrated to these regions in search of a better quality of life.
Trade has always been a factor in the region’s economic status (e.g., NAFTA).
Contemporary societies in North America have benefited and greatly influenced other regions of the world. (North America: government,
economy, culture; outside influence: trade, culture (through media and immigration))

Regions in Central America and the Caribbean – Haiti, Cuba, Costa Rica, Panama
Invaded primarily by Spain and Portugal
Natives were conquered and enslaved.
Lands were colonized by Spain and Portugal.
Trade – a major source enabling world trade is the Panama Canal.
Contemporary societies of this region vary vastly economically, politically, and socially. While government instability has played an important
role in the shaping of the region (Haiti), countries remain sovereign.

Regions in South America – Brazil, Argentina, Peru
Invaded by France, Spain, Portugal, France, and others
Natives were conquered by European nations.
Lands were colonized by European nations; lands and natives were exploited.
Immigration – the region received more slaves from Africa than did the United States; like the U.S. and Canada, South America was a
primary destination for emigration from Europe and other parts of the world in the 19th century. Due to the economic instability in some of
these countries, people have emigrated from the region and migrated to North America in search of a better life.

Trade – historically, the Columbian Exchange played an important role in what was being traded between the South American region and




Europe, but today products such as beans and petroleum are what bring revenue to the region.
Contemporary societies of this region continue to struggle with political and economic instability of the mid and late 20th century. Illegal
sources of income, such as drug trade, continue to plague the region. Political corruption has also played a role in pushing people to
migrate to North America.
Regions in Southwest Asia and North Africa, Iraq, Iran, Israel
Invaded or politically controlled by the Ottoman Empire (15th-18th century), then by Great Britain and France during the 19th century
After conquests, lands were divided (divide and conquer).
Conquests of the region have had lasting effects, such as authoritarian regimes and poorly developed economies in some countries.
Immigration – after WWII, a large Jewish community gradually migrated to what then was Palestine. Since then, the political turmoil has
continued and although peace treaties have been signed, political disagreements and armed conflict continue.
Trade – this region is rich in natural resources, primarily petroleum, which allows the countries to have great influence in global politics and
policies.
Contemporary – nearly all countries in the region are ruled by unlimited governments (exceptions: Israel and Turkey) such as theocracies,
dictatorships, and monarchies, which continues to cause political turmoil in the region (see: democratic popular uprisings of 2011).
Regions in Sub-Saharan Africa – Botswana, South Africa, Ghana, Tanzania, Nigeria
Invaded by European countries practicing a second wave of expansionism/imperialism
After the conquests, areas were subdivided and colonized.
Land’s natural resources, such as diamonds, were exploited along with the tribal people of the region. Income was given to the imperial
powers and not shared with the colonies.
Gradually, people of the Sub-Saharan region began to regain their independence. The region remains politically unstable due to a lack of
structure, leadership and tribal disarray consistent with areas that were previously controlled and exploited by powerful nations.
Contemporary – apartheid, cultural and ethnic conflict
East Asia – China, North and South Korea, Japan
Invasions within the region (China’s control of Indo-China; Japan’s control of Korea and Manchuria, plus territorial expansion during World
War II) and by imperial/expansionist nations including Britain (Hong Kong), Portugal (Macao), and the United States (the Philippines and
Micronesia)
Both within conquered territories and elsewhere, the feudal system kept many citizens in poverty in the pre-modern era.
Governments in the region, post-World War II, have transitioned from dictatorships and monarchies to communism (China and North Korea)
or to western-style democracy (Japan and South Korea).
Their greatest assets can vary from cheap labor to technological inventiveness.
Trade was key to the motives behind conquests. Exchange in raw materials opened ports and allowed for cultural diffusion, and adaptation.
Southeast Asia – Malaysia, Thailand, Vietnam
This region experienced invasions and conquests from European nations such as France (Vietnam, Laos, Cambodia), Britain
(Malaysia/Singapore), and the Netherlands (Indonesia), as well as internally (Thai domination of Burma).
Interest in trade included spices (e.g., pepper, cinnamon, etc.).
This region fell under many different conquerors throughout their history, and in more recent times experienced civil wars between
communist and democratic regimes.
Contemporary – the region’s people migrated to different parts of the world primarily due to the ongoing civil wars; many immigrated to the
United States after the fall of South Vietnam in 1975. Economic development in countries like Indonesia, Malaysia, and Thailand has
increased at a rapid rate since the 1970s and 1980s.
 South Asia – India, Pakistan, Bangladesh, Afghanistan
This region experienced colonialism by European nations, which provided the region with European cultural diffusion, primarily from Great
Britain.
Independence came to the region in the 1940s and the government(s) that typically replaced imperial rule were democratic, but have had
varying degrees of success (India claims to be the world’s largest democracy, while Pakistan has suffered several military coups).
This region has had rapid population growth.
The region is diverse in religion (Hindus, Muslims, Sikhs), ethnicities, and languages. Tension between various groups over political and
economic power has led to occasional conflict.
Cultural conflicts continue, while at the same time, modern and post-modern countries depend on labor from the region often identified as
“outsourcing.”
 Europe – Great Britain, France, Ireland, Spain, Germany
This region has historically been invaded from within their own region/peoples. Outside threats/invaders include Russia and the Ottoman
Empire.
Most of the internal fighting came to an end after WWII when peace treaties were signed and alliances were formed, and again with the
end of the Cold War and fall of the Iron Curtain.
Immigration – Europe has received many immigrants from former colonies (Britain: South Asia and the Middle East; France: North Africa,
and Sub-Saharan Africa) and other countries, which has led to tension as new ethnic groups, languages, and religions are introduced into
otherwise homogenous societies.
Contemporary – The small countries of Europe have gained economic and political clout on the international stage through formation of the
European Union.
 Russia and the Eurasian Republics
Historically, Russia was ruled by a monarch, but with a civil war in the early part of the 20th century, a communist government controlled
the country for most of the 20th century.
People were unable to emigrate because of the heavy-handed government and its power to keep people from leaving during both the
Tsarist and Communist eras.
The Russians gained control of the surrounding countries and either incorporated them into their empire (Central Asian republics) or
dominated them politically (Warsaw Pact countries).
After the Cold War, these small regions that had been under communist rule gradually gained their independence and are thus known as
the Eurasian Republics (Latvia, Lithuania, etc.).
 Pacific Realm – Australia, Antarctica
Australia was colonized by Great Britain in the late 18th century, partly in response to the loss of Britain’s North American territory.
Australia became a commonwealth in 1901 and remains independent.
Contemporary – rights of indigenous Australians (Aboriginals) and lands that were traditionally theirs remains a problem.
Antarctica has no permanent population.
Invasion – the act of an army that invades for conquest
Conquest – the act of conquer or takeover
Colonization – to establish a colony
Immigration – to settle in a region of which one is not a native
Trade – exchange of goods and services 6.1B Analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current
conditions.
Analyze
HISTORICAL BACKGROUNDS OF SOCIETIES
Including, but not limited to:
 Past conflicts as defined by historical challenges that impact the current economic, social, and/or political life in a contemporary society.
Examples include:
Apartheid’s effect on present-day South Africa
Holocaust’s effect on present-day Europe
European control over Africa, Asia, and Latin America (mandates, independence, residual tensions today)
Legacy of Soviet Union on former bloc countries (struggling economies, ethnic tensions, conflict in government)
Arab-Israeli Wars (division of land, religious conflict)
Cold War sanctions on Cuba
Revolution and bad government (kleptocracy) in Haiti
6.2 History. The student understands the influences of individuals and groups from various cultures on various historical and
contemporary societies. The student is expected to:
6.2A Identify and describe the influence of individuals or groups on various historical or contemporary societies such as the classical
Greeks on government and the American Revolution on the French Revolution.
Identify, Describe
INFLUENCE OF INDIVIDUALS OR GROUPS ON VARIOUS SOCIETIES
Including, but not limited to:
Classical Greeks (direct democracy) influenced modern representative republics/democracies throughout the world.
American Revolution influenced the French (French Revolution) and others to revolt against existing oppressive leaders/governments.
Legacies of Ancient Mesopotamia: Hammurabi’s Code of Laws is acknowledged as the first written code of laws.
Roman architecture influenced U.S. architecture (capitol and other buildings).
6.2B Evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies past and
present.
Evaluate
SOCIAL, POLITICAL, ECONOMIC, AND CULTURAL CONTRIBUTIONS OF INDIVIDUALS AND GROUPS
Including, but not limited to:

Social contributions
Social and cultural contributions of indigenous groups in U.S., Mexico, Canada (e.g., First Nations, corn in Mesoamerica)

Political contributions
European explorers (Cabral, Pizarro), adventurers, settlers: government and economics (export economies)
Political and economic system moved through Eurasia and brought regularity to many countries in region
Highly centralized governments throughout Africa before colonization

Economic contributions
Economic contributions of African slaves
Economic networks and infrastructure of the Inca, Maya, Aztec/Mexica and other groups in the Americas that predate European conquest
Gold and salt kingdoms
European influence: single export economies

Cultural contributions
Indigenous groups – Maya, Inca: religion, clothing, language, architecture
European settlers – government and economics (export economies), religion (Catholicism), social strata
African slaves – economic contributions, music and dance, religion (Candomble), the arts
European artists
Ethnic mixing in Russia/Eurasia that promoted Russian identity; monumental architecture
Traditions of early African civilizations
6.3 Geography. The student uses geographic tools to answer geographic questions. The student is expected to:
6.3A Pose and answer geographic questions, including: Where is it located? Why is it there? What is significant about its location? How
is its location related to the location of other people, places, and environments?
Pose, Answer
GEOGRAPHIC QUESTIONS
Including, but not limited to:

Where is it located? Position on a map (absolute location vs. relative location), latitude and longitude

Why is it there? Trade routes, altitude, natural resources
How is North America divided into countries and why?
Silk Road, altitude, natural resources (Japan – few natural resources)
Angkor Wat – trade routes, religious expansion of Hinduism
Sahara – block to trade
Mediterranean – easy to transverse
Proximity of Oceania islands to one another relative to distance from everything else

What is the significance of its location? Historically, economically, socially, politically
relationships among North American countries
Parts of East Asia linked to rest of world, Japan relatively isolated (easier to maintain because of geography)
North Africa – trade went across straits of Gilbraltar, across Mediterranean, or east and west – not north and south across the desert
Oceania – distance from much of world
Australia – distance from colonial power

How is its location related to the location of other:
People? Conflicts, commercial activity, agricultural activity, cultural activity, adaptations, modifications, transportation
Conflicts along Argentine-Brazilian border in early history as the Portuguese pushed back; used Jesuit missions to claim land that was
inaccessible to settlers; constant invasions from other groups (e.g., Dutch) into rich Brazilian territory
Danube, Volga, and other transportation corridors in Europe; importance of agricultural lands in France, Spain, Italy, etc.
Angkor Wat (SE Asia), trade routes with Hindus
Southern Europe and North Africa were more closely linked than North Africa and sub-Saharan Africa due to the relative difficulty of
crossing the desert.
Dominated by Pacific Ocean, fishing industry

Places? Climate, natural resources, geography, animals
Rich in mineral resources (tin in Peru) and fertile land for agricultural development (Argentine pampas, Brazilwood in Amazon and sugar
plantations)
North Sea oilfields
SE Asia: Angkor Wat, proximity to India and trade
Unique animals in Australia

Environments? Desirable or undesirable features, modifications, adaptations, pollution
Andes and Amazon as protection from invasion because of difficult transportation; several harsh environments, difficult to modify
(plantation rubber failed, but wild rubber plentiful in Amazon)
Green movement in Europe, alternative energies, recycling, etc.
Reclaimed land (polders) in the Netherlands.
Sahara served as an impediment to trade.
Tropical, idyllic – perfect for tourism
6.3B Pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps,
graphs,charts, models, and databases.
Pose, Answer
QUESTIONS ABOUT GEOGRAPHIC DISTRIBUTIONS AND PATTERNS
Including, but not limited to:
Examples from modern societies in Europe, Asia, the Americas, Africa, and Australia
Regions – climate, vegetation, culture, and/or location or environmental factors
Population density
Population pyramids
Population heavy along coastal regions, but not in mountains (too difficult to live in that geographic area – also notable exceptions, such as
traditional settlement in the Andes region of South America, the Atlas Mountains of North Africa, and the Zagros Mountains of the Iranian
plateau)
Mayan population moved far from reach of Europeans (still in mountains, away from cities); population patterns affected by building of
Panama Canal
Patterns of migration during Soviet Union (Russians to other areas, forced migration so that ethnic groups always in minority) and migration
now for work and political reasons
How migration affected spread of religion and density of religious populations in Southeast Asia today
6.3C Compare various world regions and countries using data from geographic tools including maps, graphs, charts, databases, and
models.
Compare
WORLD REGIONS AND COUNTRIES
Including, but not limited to:
Gain information from more than one data source for use in comparing (e.g., a map and a graph)
World regions based on climate, culture, and location factors (e.g., latitude, longitude, equator) or environmental factors
Maps of ancient cultures to make generalizations about settlement patterns
Historical maps – connection between geographical factors and major historical events (e.g., WWI and WWII)
Rice and wheat regions of India indicate basis of diet.
6.3D Create thematic maps, graphs, charts, models, and databases depicting aspects of such as population, disease, and economic
activities of various world regions and countries.
Create
MAPS, GRAPHS, CHARTS, MODELS, DATABASES
Including, but not limited to:
Pie charts based on fractional parts and double or triple bar graphs and computer databases
Free hand maps or outline maps with key and symbols
Population data (e.g., population pyramids, demographics, population density maps)
Demographics (e.g., birth rate, death rate, population growth rate, life expectancy, literacy level, individual purchasing power, average family
size)
Ethnic Russian makeup of Eurasian republics
Plight of poverty-stricken countries (e.g., spread of AIDS, famine, lack of water)
6.4 Geography. The student understands the factors that influence the locations and characteristics of various contemporary societies
on maps and globes and uses latitude and longitude to determine absolute location. The student is expected to:
6.4A Locate various contemporary societies on maps and globes.
Locate
CONTEMPORARY SOCIETIES
Including, but not limited to:
Locate various societies in the Americas, Europe, Asia, Middle East, Africa, Australia, and Oceania today on maps and globes
6.4B Identify and explain the geographic factors responsible for patterns of population in places and regions.
Identify, Explain
GEOGRAPHIC FACTORS
Including, but not limited to:

Factors such as natural disasters; climatic phenomena; water, land, and natural resource distribution; etc.
Early Maya settled in the mountains because of rich natural resources; those populations are still there instead of the large cities even now
because they are difficult to reach.

Major cities in various areas and the geographic and historical reasons for their locations
Cities on coast for access to trade

Bodies of water that form the borders of selected areas
Major water sources that have been significant in the settlement of selected areas
Panama Canal
Countries impacted by contemporary natural disasters (e.g., tsunami in 2004, earthquake in Haiti in 2010); rebuilding efforts today
6.4C Explain ways in which human migration influences the character of places and regions.
Explain
HUMAN MIGRATION INFLUENCES PLACES AND REGIONS
Including, but not limited to:

Cultural exchanges, adaptations and clashes, advances in technology, use of natural resources, trade, etc.
African presence in South America due to plantation economies (use of natural resources/trade); affected development and culture in areas
where slavery was most prominent
Spanish influence on Central America – Spaniards and indigenous elite worked together (Spanish needed the elite to support their
government so as to control the masses.)
Presence in Europe of immigrants from former colonies
Russians were encouraged to migrate to other republics to spread the “dominant” Russian culture; other ethnicities were moved around to
make them easier to control.

Push and pull factors that influence patterns of migration
Migration within North American region (e.g., to U.S. and Canada) because of both push and pull factors
Migration to Central America during colonial period; economic motivation (extractive economies), brought in African slaves for labor
Desire to “whiten” caused South American countries to advertise for European labor after end of slavery; brought large-scale waves of
European immigrants for economic opportunity in former colonies
Migration to Europe from former colonies – developing world; looking for work; intra-European migration because of labor surpluses
Human and physical geography provide reasons some countries are significantly more populated than others.
6.4D Identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various
places and regions.
Identify, Locate
PHYSICAL AND HUMAN GEOGRAPHIC FEATURES OF VARIOUS PLACES AND REGIONS
Including, but not limited to:
Landforms – mountains, deserts, fertile soil
Water bodies – oceans, seas, lakes (including man-made), rivers, fjords
Urban centers – dependent upon place and region studied
Note:
Europe – natural resources are shared, certain nations are landlocked, trade routes may have to pass through other nations. (e.g., Danube
River, oil fields in North Sea, English Channel, Alps, distance of Black Sea, and Mediterranean ports from northern Europe)
Oceania – dominance of Pacific Ocean; different kinds of island formation (volcanic, atolls, etc.), Great Barrier Reef
6.4E 6.4E Draw sketch maps that illustrate various places and regions.
Draw
SKETCH MAPS THAT ILLUSTRATE VARIOUS PLACES AND REGIONS
Including, but not limited to:
Free-hand maps illustrating physical and human features of various places and region
Free-hand maps showing the location of various places and regions
Free-hand maps showing various relationships of places and regions
6.4F Identify the location of major world countries such as Canada, Mexico, France, Germany, the United Kingdom, Italy Spain, Norway,
Sweden,
Russia, South Africa, Nigeria, Iraq, Afghanistan, Israel, Iran, India, Pakistan, the People’s Republic of China, the Republic of China
(Taiwan),
Japan, North and South Korea, Indonesia, and Australia.
Identify
LOCATION OF MAJOR WORLD COUNTRIES
Including, but not limited to:
Studied within the region/unit
Canada
Mexico
France
Germany
The United Kingdom
Italy
Spain
Norway
Sweden
Russia
South Africa
Nigeria
Iraq
Afghanistan
Israel
Iran
India
Pakistan
The People’s Republic of China
The Republic of China (Taiwan)
Japan
North Korea
South Korea
Indonesia
Australia
6.5 Geography. The student understands how geographic factors influence the economic development, political relationships, and
policies of societies. The student is expected to:
6.5A Identify and explain the geographic factors responsible for the location of economic activities in places and regions.
Identify, Explain
GEOGRAPHIC FACTORS RESPONSIBLE FOR THE LOCATION OF ECONOMIC ACTIVITIES
Including, but not limited to:
Rivers – trade
Panama Canal
Nile River is the only river crossing the Sahara, but it is not navigable due to rapids (cataracts) south of Egypt.
The Suez Canal is an important source of revenue for Egypt.
Natural resources (e.g., oil, wind power, solar power)
Oil is located in the Arabian Peninsula and very small pockets in Libya. Other countries are significantly poorer and less developed
because they do not have oil revenue; labor migration is important for poorer countries.
Sub-Saharan Africa: Natural resources needed for industrialization in Europe (agriculture, minerals)
Sea coasts (ports)
Cuba and Haiti in key positions during colonial era for protection and trade
SW Asia/N. Africa – important ports include Mediterranean ports for European trade and Persian Gulf ports for oil exports.
Fertile soil/mild climate (agriculture)
Haiti – sugar
SW Asia/N. Africa – limited fertile land is very important to use wisely
6.5B Identify geographic factors such as location, physical features, transportation corridors and barriers, and distribution of natural
resources that influence a society's ability to control territory.
Identify
GEOGRAPHIC FACTORS THAT INFLUENCE SOCIETY’S ABILITY TO CONTROL TERRITORY
Including, but not limited to:
Location and physical features
Steppes in Central Asia allowed for the development of skilled horsemanship which led to conquering surrounding areas (e.g., Mongols
and Huns)
Romans’ (Roman Empire) proximity to the Mediterranean Sea enabled them to control regions/people living along the Mediterranean Sea.
U.S. manifest destiny (geography allowed control).
Pull factors, such as fertile land between the Tigris and Euphrates, enabled people to settle and control the territory.
Panama’s crucial location on trade route, so as to avoid sailing around South America.
Sahara desert and Atlas Mountains were barrier to trade south from the Mediterranean short of North Africa.
Transportation corridors and barriers
Bodies of water (rivers, etc.)
Himalaya Mountains protected the Indian subcontinent until warriors crossed through the Khyber Pass and invaded India.
U.S. northern/southern borders are not major barriers, but the oceans are.
Panama lost control over canal because of larger economic interests.
Amazon’s massive tributary system allowed for early travel and communication through much of the region; Amazon rainforest and Andes
create natural borders because they are difficult to penetrate.
The cataracts on the Nile made it difficult for Egypt to control Nubia (now Sudan) militarily or politically.
Distribution of natural resources
Minerals (gold); fertile land; access to fresh water, vegetation, petroleum
South America: minerals (silver, tin); fertile land; access to fresh water, vegetation, oil, natural gas. The region is rich in natural resources,
which was the cause of much conflict in early years.
Oil is limited to the Persian Gulf and Arabian Peninsula, with smaller deposits in Mediterranean off Libya.
6.5C Explain the impact of geographic factors on economic development and the domestic and foreign policies of societies.
Explain
IMPACT OF GEOGRAPHIC FACTORS ON ECONOMIC DEVELOPMENT AND THE DOMESTIC AND FOREIGN POLICIES OF SOCIETIES
Including, but not limited to:
Economic development
Limited
Unlimited resources
Agriculture (farming communities)
Land good for grazing/livestock
Europe's geographic compactness allows for cross-border markets and international trade
Domestic and foreign policies
Geographic proximity (in Europe it is difficult for countries to have differing foreign policies toward their neighbors – this is alleviated by
adopting similar foreign policies through the EU)
Geographic isolation (Japan – location allowed it to be relatively unaffected by West for centuries)
Conservation
Government regulation vs. no government regulation (multinational corporations/environmental factors)
NAFTA, CAFTA, GATT
Global climate change
Agreements/disagreements over the sharing of rivers and waterways
Seed conservation in India (domestic), Green Revolution
Sub-Saharan Africa: limited types of natural resource requires dependence on foreign aid for development.
6.6 Geography. The student that geographical patterns result from physical environmental processes. The student is expected to:
6.6A Describe and explain the effects of physical environmental processes such as erosion, ocean currents, and earthquakes on Earth's
surface.
Describe, Explain
EFFECTS OF PHYSICAL ENVIRONMENTAL PROCESSES ON EARTH’S SURFACE
Including, but not limited to:
Erosion
Fertile soil is lost
Coastlines are diminished by hurricanes and typhoons every year
Wind erosion creates unusual rock formations
Beaches of Pacific islands
Yangtze River, China – sediment flows into the ocean
Grand Canyon, U.S. – created by the erosion of the Colorado River
Dust Bowl, U.S. (1930s) – decimated thousands of acres of crop land
Ocean currents
Typhoons and cyclones
Monsoons
Changes climate of places
Gulf Stream keeps Norway’s coast ice-free, despite being so close to the Artic Circle
Gulf Stream helps generate tropical cyclones
Reduce fuel costs of shipping
Disperse life forms
Earthquakes – Haiti (2010); Krakatoa (1883); Indian Ocean (2004)
Can cause tsunamis (2004), landslides, avalanches, fires, soil liquefaction, and floods; compare 2004 tsunami (devastated low-lying
islands that lacked natural protection against the strong currents; these can wash away barriers and change the physical geography of
islands), and 2011 earthquake/tsunami in Japan
6.6B Identify the location of renewable and nonrenewable natural resources such as fresh water, fossil fuels, fertile soils, and timber.
Identify
RENEWABLE AND NONRENEWABLE NATURAL RESOURCES
Including, but not limited to:
Geologic forces, decay of plant and animal remains, deposition, and erosion, etc.
Renewable resource – a resource that can be regenerated (fresh water)
Mountain snow melts and replenishes rivers and streams
Fish
Fertile soils
Tigris, Euphrates, Nile rivers flood and deposit silt to fertilize soil
Tropical South America – for large-scale agricultural development (sugar, coffee); little input, but large profits
Tropical African woods
Timber
Brazilwood as first export; timber from Amazon still exported today
Parts of Southeast Asia (teak)
Nonrenewable resource – a finite resource that cannot be replaced once it is used
Coal, petroleum, minerals, etc.
South America – large deposits throughout region (oil, gems, minerals)
Newly-discovered oil reserves are key to Brazil’s emerging economy
Aral Sea
Many minerals in Sub-Saharan Africa
6.6C Analyze the effects of the interaction of physical processes and the environment on humans.
Analyze
EFFECTS OF INTERACTION OF PHYSICAL PROCESSES AND ENVIRONMENT ON HUMANS
Including, but not limited to:

Processes and environmental adaptations that allow humans to thrive physically and economically vs. those that don’t. Examples include:
Andes mountains – people adapted in order to survive at high altitude (lung capacity, sturdy build, legs for climbing)
Pigment of skin where sun is intense (like Africa)
Oil spills and the effect on environment, trade, income, etc.
Civilizations and trading that occurs along rivers or at major port cities
Effects of natural events (tsunamis, earthquakes)
How monsoon seasons affect local cultures
Monsoons and how humans have implemented strategies to benefit from them
Major disasters such as typhoons can have a tremendous impact on the economy, on politics (as nations must respond, rebuild, and
prepare for future occurrences), and on societies.
The hole in the ozone layer has led to political and social shifts in Australia and New Zealand, such as a massive public health campaign
alerting citizens to the danger of sun exposure without proper protection. 2 out of 3 Australians are likely to develop skin cancer in their
lifetime because of the increase exposure to dangerous ultra-violet rays. This will have an economic impact – companies must
manufacture and sell more sunscreen, hats, etc., and health insurance companies must deal with the increased number of patients and
cases they will be seeing.
6.7 Geography. The student understands the impact of interactions between people and the physical environment on the development
and conditions of places and regions. The student is expected to:
6.7A Identify and analyze ways people have adapted to the physical environment in various places and regions.
Identify, Analyze
WAYS PEOPLE HAVE ADAPTED TO THE PHYSICAL ENVIRONMENT
Including, but not limited to:
Examples from all continents, past and present
The importance of transportation and communications systems to residents of the Australian outback
People settle near rivers, lakes, and oceans (Tigris, Euphrates, Nile, Indian Ocean, Mediterranean Sea)
People settle where land is suitable for cultivating (near rivers where soil is fertile, where rainfall is sufficient, etc.)
People settle where climate is comfortable (temperate climate zones)
How might different groups want to use a rain forest as a resource (inhabitants, tourists, environmentalists, businesses)? How might they
conflict with one another?
Siberia-adaptation to harsh climate
Houses on stilts for monsoons in Southeast Asia
Monsoons in South Asia have affected farming practices.
Australia/Oceania: the massive public health campaign in cultures that grew up close to the beach and have developed a strong culture of
outdoorsmanship are now being urged to wear more sunscreen, wear hats and protect their skin.
6.7B Identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation
infrastructure.
Identify, Analyze
WAYS PEOPLE HAVE MODIFIED THE PHYSICAL ENVIRONMENT
Including, but not limited to:

Mining – permanently changes physical environment (e.g., deforestation, water pollution, loss of aquatic life)

Irrigation – building dams to store water for irrigation

Transportation infrastructure – building canal for trade; new highways, public transportation, use of airplanes, trucks, trains, etc. to transport
goods

Large-scale agriculture – removing forests for plantation sugar in Haiti

Environmental degradation in the Aral Sea – pollution and overuse of water have shrunk the Aral Sea

Energy production – the Three Gorges Dam (China)

Ozone hole created by chemicals

Overfishing in Pacific Islands
6.7C Describe ways in which technology influences human Interactions with the environment such as humans building dams for flood
control.
Describe
WAYS IN WHICH TECHNOLOGY INFLUENCES HUMAN INTERACTIONS WITH THE PHYSICAL ENVIRONMENT
Including, but not limited to:
Building dams to control flooding or change patterns of water flow
Clearing and building roads, drilling, aerospace
The role of technology in changing the physical environment through agricultural activities
China funding scientific research to improve agriculture
Lists the environmental consequences of actions (e.g., the effects of using chemical fertilizers and pesticides, the impact of modern farm
equipment, the hybridization of crops)
In India (the “Green Revolution”)
Mining techniques
Industrialization (factories)
Buildings designed to sustain earthquakes (Japan)
Irrigration in Central Asia has led to environmental degradation in the Aral Sea and Lake Baikal regions
6.8 Economics. The student understands the factors of production in a society's economy. The student is expected to:
6.8A Describe ways in which factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of
various contemporary societies.
Describe
WAYS FACTORS OF PRODUCTION INFLUENCE ECONOMIES
Including, but not limited to:

Natural resources:
Petroleum has influenced countries in Southwest Asia/OPEC
Mexico – fertile land, long history of agriculture
Rich soil in Haiti for large-scale agriculture drew interest from those who wanted to extract resources.
Coal
Diamonds
Fishing
Rice
Land for agriculture is limited and often tightly controlled.
Oil is an important source of revenue for countries in the MENA region; oil companies are often state-owned to guarantee that income will
benefit the government

Labor
Trends in population growth (skilled and unskilled labor)
English-speaking work force in India
Specialization
Lots of farm labor, but migration to U.S.
Slavery and its downfall in Haiti
Factors of production in communist economy; control of natural resources, labor, capital
Oil-producing countries are frequently dependent on labor from other countries (see: United Arab Emirates, where more than 90% of the
population are foreigners)
SW Asia/N. Africa: young people are often well-educated, but unemployment remains extremely high (50% in Egypt in 2010), leading to
frustration

Capital
Consumers (purchasing power)
Effects of NAFTA and U.S. capital on corn
Haiti had no capital after revolution, had to repay France
SW Asia/N. Africa – most capital is owned or sanctioned by the state (cronyism); opportunities for private investment are limited to those
who are wealthy and able to pay bribes. Private loans for business or to purchase homes is non-existent; most major purchases have to
be made in cash
Capital to support import substitution and diversification of exports after independence in African countries

Entrepreneurs
Job creation
Economic growth
Inventiveness
Competition
Global interdependence
Lacking in Mexico and Haiti
Much labor in U.S.
Changes after end of Cold War- now emerging markets in many former communist countries with much capital and entrepreneurial projects
coming from outside
Entrepreneurship is limited and discouraged in many SW Asian/N. African countries (exceptions: Israel and Turkey). Opportunities for
social mobility are rare.
6.8B Identify problems and issues that may arise when one or more of the factors of production is in relatively short supply.
Identify
PROBLEMS AND ISSUES THAT ARISE WHEN FACTORS OF PRODUCTION ARE IN SHORT SUPPLY
Including, but not limited to:

Natural resources in short supply – if the demand is high (e.g., petroleum), countries have to rely on other nations that may have an
overabundance of that resource. This often leads to inflated prices on natural resources with high demand.
Sub-Saharan Africa: great number of countries with the same natural resources; also, many countries were encouraged to base their
economies predominately on one crop (monoculture).

Labor
Outsourcing
Pull factors (dependence on immigration)
Immigration to U.S.
Slave system in Haiti; now a relatively uneducated work force
South America – slavery was used because of shortage of labor in early economy, then hard push for immigration when slavery was
abolished

Capital
Countries remain underdeveloped (Haiti)
remittances to Mexico not reinvested
Shortages of capital caused bank runs in Argentina in early 2000s; led to huge economic crisis
Impoverished nations have limited capital for development
Capital to support import substitution and diversification of exports after independence in African countries

Entrepreneurs – countries that are unable to provide for public education and are underdeveloped will likely not have entrepreneurs willing to
invest in the region; they will choose to invest elsewhere.
6.8C Explain the impact of relative scarcity of resources on international trade and economic interdependence among and within
societies.
Explain
IMPACT OF RELATIVE SCARCITY OF RESOURCES ON INTERNATIONAL TRADE AND ECONOMIC INTERDEPENDENCE AMONG AND
WITHIN
SOCIETIES
Including, but not limited to:
Many developing nations around the world depend upon the developed and wealthy resources they lack.
Companies in the U.S. are dependent upon underdeveloped nations to supply them with cheap labor (low-wage workers); outsourcing
U.S. embargo and its effects on Cuba’s economy
Haiti’s dependence on foreign Non-Governmental Organizations (NGOs)
6.9 Economics. The student understands the various ways in which people organize economic systems. The student is expected to:
6.9A Compare ways in which various societies organize the production and distribution of goods and services.
Compare
WAYS IN WHICH SOCIETIES ORGANIZE PRODUCTION AND DISTRIBUTION OF GOODS AND SERVICES
Including, but not limited to:
Example:
Traditional Economies – Custom and tradition determines what is to be produced, and things are owned by families, or the entire village.
Distribution of goods and services are kept locally.
Capitalism – Production and distribution of goods and services is based on private ownership.
Socialism – The government owns some factors of production (usually the major industries).
Communism – National ownership of all production and distribution of goods and services
Command economy – State directs the economic system, central government controls industry (North Korea)
South American economies reflect both capitalist and socialist tendencies (privatization was a trend in the 20th century, but some industries
have been nationalized again).
6.9B Compare and contrast free enterprise, socialist, and communist economies in various contemporary societies, including the
benefits of the U.S. free enterprise system.
Compare, Contrast
FREE ENTERPRISE, SOCIALIST, AND COMMUNIST ECONOMIES
Including, but not limited to:

A free enterprise system is a market economy in which individuals depend on supply, demand, and prices to determine the answers to four
economic questions: “what to produce,” how to produce,” “how much to produce,” and “for whom to produce.” The system has four
characteristics: economic freedom, voluntary exchange, private property, and profit motive. (TEA Social Studies Center)

A socialist system is a market economy in which government owns some factors of production and participates in answering the four
economic questions of "what to produce," "how to produce," "how much to produce," and "for whom to produce." Politics play a role in the
operation of the economy, and it is often less efficient because of these influences. (TEA Social Studies Center)

A communist system is a political economy in which factors of production are collectively owned and directed by the state. Because
everything in a communist system is theoretically for the common good, communism fosters a classless society in which everyone contributes
equally toward a shared goal. There is no private property, no voluntary exchange because the government owns and controls all resources
and means of production, no economic freedom, and no profit motive.

Benefits of a U.S. free enterprise system
Individuals and businesses have the freedom to operate and compete (minimum government regulation)
Private ownership (land, minerals, manufacturing plants, goods and services)
Opportunities for innovativeness and inventiveness
Opportunities to earn a profit
6.9C Understand the importance of morality and ethics in maintaining a functional free enterprise system.
Understand
IMPORTANCE OF MORALITY AND ETHICS IN MAINTAINING A FUNCTIONAL FREE ENTERPRISE SYSTEM
Including, but not limited to:
Recent events in the U.S. (e.g., mortgage crisis, Enron, Madoff) show the importance of morality and ethics in the system. Without those
elements, consumers lose confidence and the economy weakens.
6.9D Examine the record of collective, non-free market economic systems in contemporary world societies.
Examine
THE RECORD OF COLLECTIVE, NON-FREE MARKET ECONOMIC SYSTEMS IN CONTEMPORARY WORLD SOCIETIES
Including, but not limited to:
Cuba – basic standard of living assured, but talented professionals make no more than unskilled laborers; dual economies (Cuban peso
cannot buy certain commodities, must have access to hard currency)
The collapse of collective economies in Eastern Europe and Eurasia in the late 1980s
Many countries in Southwest Asia/North Africa are command economies masquerading as capitalism; governments control everything and
only those in favor with the ruling party or ruling family (or able to pay bribes to them) can overcome this obstacle. Opportunities for normal
middle or lower class people to take part in economic development are limited.
6.10 Economics. The student understands categories of economic activities and the economic data used to measure a society's
economic level. The student is expected to:
6.10A Define and give examples of agricultural, wholesale, retail, manufacturing (goods), and service industries.
Define, Give examples
AGRICULTURAL, WHOLESALE, RETAIL, MANUFACTURING (GOODS), AND SERVICE INDUSTRIES
Including, but not limited to:

Industries differ in their involvement in the processing of natural resources, the production and marketing of goods, and the development of
products and ideas.

Agriculture/primary source industries – agricultural industries like farming and ranching are the first line in a country’s economy in that their
product directly makes use of the natural resources.
Mexico’s agricultural exports
South America: sugar, coffee, timber, oil, guano, cattle, precious metals
Agriculture big in China (historically, a rural country)
Southeast Asia is primarily agricultural (various crops) and source-focused
India’s agricultural industry and the Green Revolution, which sought to increase agricultural production to reduce dependency on food
imports

Manufacturing industries may take raw materials, buy materials from wholesalers, or buy materials from a retailer to make new products
(e.g.,clothing, toys, cars, houses)
Manufacturing in Mexico, but many are not actually Mexican-owned companies
Cars and airplanes in Brazil, shoes in Argentina
Japan and Korea are export-focused.

Service industries provide intangible goods directly to the public, not final products.
Hotel, restaurant, theme park workers, salespeople, etc.
Maquilas in Mexico (they provide labor, but companies are not Mexican)
tourism is one of Mexico’s biggest industries after oil production
Tourism as major industry in Peru
India’s labor force is English speaking and highly educated, and many foreign companies are investing in India’s service and manufacturing
sectors to take advantage of low labor costs; now that more people have disposable income, foreign wholesale and retail companies are
moving into India.
A wholesale industry acts as a middleman in the industrial process. They take the products from the producers, sometimes package them,
and sell them to retailers, commercial, professional, or educational buyers.
Examples exist in every industry
A retail industry buys goods from the wholesaler and after marketing them, sells them to the public.
Manufacturing industries may take raw materials, buy materials from wholesalers, or buy materials from a retailer to make new products.
6.10B Describe levels of economic development of various societies using indicators such as life expectancy, gross domestic product
(GDP), GDP per capita, and literacy.

Describe
LEVELS OF ECONOMIC DEVELOPMENT USING INDICATORS
Including, but not limited to:
Life expectancy – the average number of years remaining in the life span of a person at a given age – also influences purchasing decisions
Gross domestic product (GDP) – the measure of all goods and services produced within a country in a year – helps track and compare a
country’s wealth
GDP per capita is the GDP divided by the country’s population
Literacy – the ability to read and write
Effects of regional labels and images (e.g., labeling an African country “less developed” or “third world”)
Economic indicators can be used to determine whether the economy is advanced or developing.
How do indicators improve for nations after joining the European Union? What are the benefits to GDP/GDP per capita?
How did these change in East Europe after the fall of the Berlin Wall?
GDP and other levels of economic development of countries which represent all or most continents of the world
Data from charts and graphs to make comparisons and generalizations about economic development
Economic indicators in terms of export vs. import in Japan, China, Korea
6.10C Identify and describe the effects of government regulation and taxation on economic development and business planning.
Identify, Describe
EFFECTS OF GOVERNMENT REGULATION AND TAXATION ON ECONOMIC DEVELOPMENT AND BUSINESS PLANNING
Including, but not limited to:
Governments regulate business to prevent monopolies and to protect the public.
“Economic miracles” of Argentina and Brazil happened under strict government controls of the dictatorship periods. Heavy government
regulation increased economic development in both countries.
Effect of command economy on business and economy in Eurasia; how things changed after 1990 when economies began transition to
free marketenterprise
Governments’ investment in industry and the benefit to foreign companies outsourcing to other countries (e.g., India)
6.11 Government. The student understands the concepts of limited governments and unlimited governments. The student is expected
to:
6.11A Identify and describe examples of limited and unlimited governments such as constitutional (limited) and totalitarian (unlimited).
Identify, Describe
EXAMPLES OF LIMITED AND UNLIMITED GOVERNMENTS
Including, but not limited to:

In a limited government led by the citizens, everyone, including all authority figures, must obey the laws. Constitutions, statements of rights,
or other laws define the limits of those in power, so they cannot take advantage of their elected, appointed, or inherited positions.
Our constitutional government and the system of checks and balances in the three branches of U.S. government
U.S. citizens care about individual freedoms, equal opportunities, and fair treatment of all people, as well as private ownership (e.g., our
government protects the people)
Most South American countries (Venezuela is the exception) currently have limited governments. Constitutions are relatively recent, and
voting is mandatory.
The Philippines, Thailand, Indonesia
Southwest Asia/North Africa – Israel and Turkey are the only democracies in the region. Citizens in other North African and Southwest
Asian countries care about these things as well, but are denied these freedoms and rights by their governments.

In an unlimited government, control is placed solely with the ruler and his/her appointees, and there are no limits imposed on his/her
authority.
Castro’s control or influence in Cuba is a totalitarian form of government (unlimited government)
Saddam Hussein’s regime in which he had unlimited power and control over the people of Iraq
Iraq is developing government and constitution; other Middle Eastern countries are experiencing popular uprisings in order to limit the
power of authoritarian or autocratic regimes.
Argentina’s “Dirty War” (1976-83), Brazil’s military dictatorship (1964-85), Peru’s Fujimori had an auto-coup (1990-2000)
Myanmar, Indonesia in recent past
Israel and Turkey are parliamentary democracies; Iraq is developing government and constitution; other Middle Eastern countries are
experiencing popular uprisings in order to limit the power of authoritarian or autocratic regimes. (Egypt and Tunisia are undergoing
constitutional reforms in the hope of establishing a more representative government). Saudi Arabia is an absolute monarchy.

Recognize that each country has its own form of government

Governments moving further toward democracy: South Africa, Russia, Poland, and Iraq
6.11B Compare the characteristics of limited and unlimited governments.
Compare
CHARACTERISTICS OF LIMITED AND UNLIMITED GOVERNMENT
Including, but not limited to:

Limited – U.S.; Argentina; Brazil; Peru
Multi party, free elections
Limitations placed on rulers by laws/constitution
Freedom of speech and other human rights

Unlimited – Cuba
One-party rule, no elections or controlled elections
Written laws suspended or not upheld
Repression of rights
Rights suspended by rulers (e.g., censorship of press in Argentina and Brazil under dictatorships, “disappearances” of opposition groups,
torture, curfews)
Control in hands of ruler or appointees (e.g., Fujimori dismissed congress in Peru, military rulers passed from one general to another in
Brazil)
Soviet Union is an example of unlimited government; the new, modern republics are moving towards limited government.
6.11C Identify reasons for limiting the power of government.
Identify
REASONS FOR LIMITING THE POWER OF GOVERNMENT
Including, but not limited to:
Human rights
Torture was common in dictatorship period, Mothers of the Disappeared brought this to light in Argentina, religious groups published about
it in Brazil
Myannmar
Economic freedom
Tyranny
Roles of federal, state, and local governments in U.S. and other countries. What is good and bad about each level?
Iraq’s government then and now
Magna Carta
Bill of Rights
U.S. citizenship as compared to citizenship in selected countries.
6.11D Review the record of human rights abuses of limited or unlimited governments such as the oppression of the Christians in Sudan.
Review
HUMAN RIGHTS ABUSES BY GOVERNMENTS
Including, but not limited to:

Human rights, as defined by the U.N. Commission for Human Rights, are rights inherent to all human beings, without distinction as to race,
color, gender, language, religion, political or other opinion, national or social origin, property, birth or other status.
Governments abuse human rights when they directly engage or turn a deaf ear to violations within their borders.
Example within limited governments
Forcible removal of Roma families from Germany to be returned to Kosovo
Hindu extremist movements in India (anti-Sikh; anti-Muslim)

Examples within unlimited governments
Disruption of food and supplies to aid refugees by governments around the world
Civil war/ethnic conflict
Rwanda, Burundi genocides
Congo

Extreme enforcement of religious principles on a nation
Persecution of Christians under Islamic law in Sudan
Taliban law in Afghanistan
Suppression of Tibetan religion and culture in China
Myanmar – repression of protest, restricted Internet access, Aung San Suu Kyi
Iran’s imprisonment of hikers as spies
Torture and disappearances of those who protested the regimes (Argentina, Brazil)
Censorship of the press (Argentina, Brazil, Peru)
China – suppression of student demonstrators in Tiananmen Square, oppression in Tibet, limited access to Internet
Nigeria, Ivory Coast
6.12 Government. The student understands various ways in which people organize governments. The student is expected to:
6.12A Identify and give examples of governments with rule by one, few, or many.
Identify, Give examples
GOVERNMENTS WITH RULE BY ONE, FEW, OR MANY
Including, but not limited to:
Rule by one – monarchy or dictatorship
A single ruler controls government and claims the responsibility due to divine or hereditary right. Either birth or God determines who will
rule, the people do not. Dictators or despots also maintain complete control of government in their countries. (unlimited government)
Example: Cuba, North Korea, Peru under Fujimori, Indonesia until recently
Rule by a few – small group has power; oligarchy
Government with rule by a few also occurs when a group of persons seize power after an overthrow of the previous government. The new
rulers constitute a junta. (usually an unlimited government)
Example: Iran, Nepal, Vietnam, military dictatorships in Argentina and Brazil, China, military junta in Myanmar
Rule by many – people have power
A government ruled by many is a republic or a democracy. (limited government)
Example: United States, Germany, Israel, present-day Argentina, Brazil and Peru, Japan, South Korea, The Philippines, Thailand
6.12B Compare ways in which various societies such as China, Germany, India, and Russia organize government and how they
function.
Compare
WAYS VARIOUS SOCIETIES ORGANIZE GOVERNMENT AND HOW THEY FUNCTION
Including, but not limited to:
People’s Republic of China
Communist party-led state
Constitution written in 1982 – revised several times
Executive – President, Vice-President, State Council, Premier
Legislative – unicameral – National People’s Congress
Judicial – Supreme People’s Court
23 provinces (PRC considers Taiwan as 23rd province) – five autonomous regions, including Tibet, which has five municipalities directly
under State Council
Source – http://www.state.gov/r/pa/ei/bgn/18902.htm
Federal Republic of Germany
Federal republic
Founded 1949 – constitutional – unified 1990
Executive – president (titular chief of state), chancellor (executive head of government)
Legislative – bicameral parliament
Judicial – independent, Federal Constitutional Court
16 leanders (states)
Source – http://www.state.gov/r/pa/ei/bgn/3997.htm
Republic of India
Federal Republic
Constitution – 1950
Executive – president (chief of state), prime minister (head of state), Council of Ministers (cabinet)
Legislative – bicameral parliament (Rajya Sabha or Council of States, and Lok Sabha or House of the People)
Judicial – Supreme Court
28 states (including Jammu and Kashmir – India, Pakistan and China each control part of Kashmir), seven union territories (including
National Capital Territory of Delhi)
Source http://www.state.gov/r/pa/ei/bgn/3454.htm
Russian Federation
Federation
Constitution – 1993
Executive – president, prime minister (chairman of government)
Legislative – Federal Assembly (Federation Council, State Duma)
Judicial – Constitutional Court, Supreme Court, Supreme Court of Arbitration, Office of the Procurator General
83 federal subjects (members of the Federation), including 21 republics, 9 krays, 46 oblasts, 2 federal cities, 1 autonomous oblast, 4
autonomous okrugs
Source http://www.state.gov/r/pa/ei/bgn/3183.htm
Cuba
Communist
Single ruler until recently (cult of personality)
Haiti
Nominal democracy with dictatorial periods
Kleptocracy
6.12C Identify historical origins of democratic forms of government such as Ancient Greece.
Identify
HISTORICAL ORIGINS OF DEMOCRATIC FORMS OF GOVERNMENT
Including, but not limited to:
Athens and the beginnings of the democratic system of government
Legacies of ancient Greeks and ancient Romans as they relate to government and formation of democratic societies
Development of democratic society
Development of democracy in the United States
6.13 Citizenship. The student understands that the nature of citizenship varies among societies. The student is expected to:
6.13A Describe roles and responsibilities of citizens in various contemporary societies including the United States.
Describe
ROLES AND RESPONSIBILITIES OF CITIZENS
Including, but not limited to:

Responsibilities of a citizen – voting, obeying laws, paying taxes, serving on juries, serving in military, volunteering
Special emphasis now in South America on voting
Apartheid in South Africa ended and rights changed

Rights of a citizen – life liberty, pursuit of happiness, unalienable rights, freedom, equal opportunity, privacy
Rights revoked under 20th century dictatorships (especially privacy)
Canadian constitution is similar to U.S. Constitution’s Bill of Rights
Women’s rights

Religious minorities (Muslims, Sikhs, Jains) are very supportive of the democratic system in India because it protects their rights in a Hindumajority country.

Pakistan has flirted with military dictatorships many times; many groups (secular and religious) regularly protest in opposition, asking for the
restoration of democracy.

Nepal has gone through a rapid transition from absolute monarchy to Republic following the end of a decades-long civil war.

Egyptian constitutional reform movement includes demands for presidential term limits; equality for men and women; recognition of rights for
minorities.
6.13B Explain how opportunities for citizens to participate in and influence the political process vary among various contemporary
societies.
Explain
HOW OPPORTUNITIES FOR CITIZENS TO PARTICIPATE IN AND INFLUENCE POLITICAL PROCESS
Including, but not limited to:
Voting in elections
In Myannmar, there are no viable parties; voting is outlawed.
Organizations to develop economic activities or protect environment
Protesting peacefully
Mothers of the Disappeared in Argentina used their status as mothers to protest dictatorship, helped bring about end of Dirty War
Letters to the editor
Signing petitions
Contacting representatives
Political action committees
Terrorist/insurgent groups
Reporting of governmental abuses (Truth & Reconciliation Commissions)
6.13C Compare the role of citizens in the United States with the role of citizens from various contemporary societies with representative
and nonrepresentative governments.
Compare
ROLE OF CITIZENS IN THE U.S. WITH ROLE OF CITIZENS FROM VARIOUS SOCIETIES WITH REPRESENTATIVE AND NONREPRESENTATIVE
GOVERNMENTS
Including, but not limited to:
Role of women
Voting age
Direct vs. indirect voting
Suffrage
Opportunities to participate
6.14 Citizenship. The student understands the relationship among individual rights, responsibilities, and freedoms in societies with
representative governments. The student is expected to:
6.14A Identify and explain the duty of civic participation in societies with representative governments.
Identify, Explain
IMPORTANCE OF CIVIC PARTICIPATION IN SOCIETIES WITH REPRESENTATIVE GOVERNMENTS
Including, but not limited to:
Civic participation – being concerned with and involved in the public affairs of a community, state, nation, and world
Voting
Being educated/informed on the issues
Political advocacy
Volunteering
Charity work
6.14B Explain relationships among rights, responsibilities, and duties in societies with representative governments.
Explain
RELATIONSHIPS AMONG RIGHTS, RESPONSIBILITIES, AND DUTIES IN SOCIETIES WITH REPRESENTATIVE GOVERNMENTS
Including, but not limited to:
Responsibilities are actions that a person morally, socially, or legally should do. Citizens in societies with representative governments have a
responsibility to all other citizens to ensure that the enjoyment of their individual rights does not impede the development of the common
good of society. There are two categories of responsibilities:
Personal responsibilities (e.g., taking care of themselves; accepting responsibility for the consequences of their actions; taking advantage
of the opportunity to be educated; supporting their families)
Civic responsibilities are actions a citizen needs to perform (e.g., respecting the right of others; being informed and attentive to the needs of
their community, staying informed about issues impacting the decisions of elected leaders; paying attention to how well their elected
leaders are doing their jobs; communicating with their representatives in their school, local, state, and national governments; voting;
paying taxes; serving in the armed forces)
A representative government seeks to protect individual rights- the unalienable rights to life, liberty, and the pursuit of happiness listed in the
Declaration of Independence.
Personal rights in democratic societies (e.g., freedom to travel, to live where one chooses, to marry and have children, and to have
freedom of thought)
Political rights (e.g., right to vote, petition, assemble, and speak or publish freely)
Economic rights (e.g., ability to own property, change employment, join a union, or start a business)
Duties are actions that are punishable if not performed (e.g., obeying the law and paying taxes).
Rights, responsibilities, and duties often overlap (e.g., The right to vote is also understood as a responsibility to vote. The right to safe schools
includes the responsibility to promote them.).
6.15 Culture. The student understands the similarities and differences within and among cultures in various world societies. The
student is expected to:
6.15A Define culture and the common traits that unify a culture region.
Define
CULTURE AND THE COMMON TRAITS THAT UNIFY A CULTURE REGION
Including, but not limited to:
Culture – the way of life of a group of people who share similar beliefs and customs
The Maya are a culture.
African tribes
Culture region – a way of dividing the world into areas that a particular form of government, religion, economic system, language, or traditions
predominate
National and regional cultures in the U.S. and North America as a whole (the U.S. South, New England, Canadian, and Mexican culture,
etc.)
Central America – different indigenous groups in history, but shared colonial past
South America as a culture region because of shared colonial past, movement to independence, religion, similar languages, etc.
European Union (EU) – defined by convergence criteria
Russian culture permeated the republics of the former Soviet Union. Language was enforced; monumental architecture, food, and
traditions all focused on Russian heritage.
Berbers traditionally occupied the mountains for defense reasons.
Persians settled in the Iranian plateau and cultivated a rich material culture.
Turks were traditionally nomads associated with the Mongols who migrated into the region around the 10th century.
Arabs were desert dwellers and learned to adapt to other environments.
Jewish populations were brought to Israel through a deep traditional link to the area.
Pre-colonial African kingdoms expanded across cultural groups.
6.15B Identify and describe common traits that define cultures.
Describe
COMMON TRAITS THAT DEFINE CULTURES
Including, but not limited to:
Religion
Language
Food preferences
Celebrations
Types of shelters
Rules and mores
Art
Music
Folklore
Family structures
Educational systems
Culture trait – a single element of common practice in a culture
6.15C Define a multicultural society and consider both the positive and negative qualities of multiculturalism.
Define, Consider
MULTICULTURAL SOCIETY WITH POSITIVE AND NEGATIVE QUALITIES
Including, but not limited to:
Multicultural society is one in which two or more cultures exist within close proximity
Positive qualities of multiculturalism
Cultures borrow from each other, bringing larger varieties of food, traditions, music, religions, which creates opportunities.
African slaves brought their music with them and were blended into many other forms (e.g., Reggae, Calypso, Southern Gospels, Blues
and Jazz, Rock and Roll).
Blending of French and English in Canada has created a multilingual society.
African slaves brought their traditions with them, introducing capoeira, samba, Candomblé, and African foods to Brazil.
Inca descendants still celebrate ancient rituals in Peru today.
Indian food is at its height in England.
Negative qualities of multiculturalism
Cultures often clash socially, economically, or politically, and minority cultures still feel oppressed.
French in Canada
Hutus and Tutsis in Rwanda
Serbs and Croats in Kosovo
Shi’a, Sunnis, and Kurds of the Middle East
Because of racism, many African-derived practices were outlawed in Brazil into the 20th century.
Moves to ban the veil in France, Minarets in Switzerland, racism in Netherlands, Germany, and Scandinavia
6.15D Analyze the experiences and evaluate the contributions of diverse groups to multicultural societies.
Analyze, Evaluate
EXPERIENCES AND CONTRIBUTIONS OF DIVERSE GROUPS TO MULTICULTURAL SOCIETIES
Including, but not limited to:

Experiences of diverse groups within multicultural societies will vary by society
Mexicans and other immigrant groups in U.S., French in Canada, native groups in both countries
Access to/comfort with different traditions than in one’s own culture; sometimes acceptance of cultural traditions, but still have racism
(Brazil)
Muslims in Europe
Positive impacts include economic impacts, cultural impacts (food, entertainment, access to new ideas, etc.)
Contributions of diverse groups to multicultural societies will vary by society.
Foods from throughout the world
Religions that come from diverse groups
Spiritual beliefs of native groups – people from other backgrounds draw on these elements for their own lives
Economic contributions (need for labor)
Architecture
6.15E Analyze the similarities and differences among various world societies.
Analyze
SIMILARITIES AND DIFFERENCES AMONG WORLD SOCIETIES
Including, but not limited to:
Cultural traits (see 15B) in the U.S. and other world regions
Similar histories, religions, celebrations, rules, and mores due to Iberian settlement; differences in language (Spanish, Portuguese,
indigenous), foods, art, music
Different cultural and religious groups in the Middle East, or different language groups and history (Iran and Iraq)
6.15F Identify and explain examples of conflict and cooperation between and among cultures.
Identify, Explain
EXAMPLES OF CONFLICT AND COOPERATION BETWEEN AND AMONG CULTURES
Including, but not limited to:
French Canada and British Canada
Maya and Spanish in Guatemala – cooperation of Maya elite with new Spanish system, but overall conflict and oppression; contemporary:
attempted genocide of Maya by government in 1980s
Tribal groups in Rwanda
Various ethnic cultures of former Yugoslavia
Ethnic cultures of the Russian Republics
Various cultures of the European Union
Religious sects in Iraq
Arab-Israeli conflict
Various cultures of the European Union – especially looking at former enemy nations (France and Britain vs. Germany and Italy; NATO vs.
Warsaw Pact) now in the same economic bloc working toward a common goal
Religious sects in Iraq
Arab-Israeli conflict
Tribal groups in Rwanda and other Sub-Saharan African nations (Burundi, Congo)
Europeans and African kingdoms
Religious strife in Sub-Saharan Africa (Sudan)
6.16 Culture. The student understands that all societies have basic institutions in common even though the characteristics of these
institutions may differ. The student is expected to:
6.16A Identify institutions basic to all societies, including government, economic, educational, and religious institutions.
Identify
INSTITUTIONS BASIC TO SOCIETIES
Including, but not limited to:
Government
India, Nepal, and Bangladesh have a British-style parliamentary democracy, as does Pakistan.
Economic
India and Bangladesh are rapidly growing economic powers with an expanding middle class
Educational
Religious
How are religious institutions in Europe, such as national churches, similar to one another? How are educational institutions similar to one
another? How are they different?
How religion spread into different world regions (Islam into SE Asia)
Hindu and other religious institutions provide a moral and social framework for life in South Asia
Social
6.16B Compare characteristics of institutions in various contemporary societies.
Compare
CHARACTERISTICS OF INSTITUTIONS IN SOCIETIES
Including, but not limited to:
Examples of institutions from all regions
Government
East Asia – historic forms (dynasties, shoguns, samurai) vs. contemporary (communist, constitutional monarchy)
Education
Ways of work
Religion
Social
Rural vs. urban culture in China and Japan
6.16C Analyze the efforts and activities institutions use to sustain themselves over time such as the development of an informed
citizenry through education and the use of monumental architecture by religious institutions.
Analyze
EFFORTS AND ACTIVITIES INSTITUTIONS USE TO SUSTAIN THEMSELVES OVER TIME
Including, but not limited to:
Government – with regular elections, government tends to reinvent, re-organize, and sustain itself every few years.
Education – trends often change, but the need for an informed citizenry helps sustain the institution.
Through the use of murals in Mexico; a way to promote Mexican history and identity to the masses
Education, government, and social structure was set up to encourage the supremacy of Russian culture during the Soviet Union. What
was the impact on other cultures in Russia and Eurasia?
Ways of work – methods and tasks change as technology impacts the workplace, but the need for income continues to be a necessity,
therefore sustaining the institution.
Religion – many denominations use monumental architecture to attract new members, thus sustaining their impact on communities.
Social – these institutions sustain themselves in various ways depending upon the group.
The use of the caste system within Hindu/Vedic tradition to enforce social roles has lasted for millennia. Even though it was officially
banned in 1947, it remains a strong cultural force within South Asia.
The media industry in India is well established (Bollywood produces more films annually than anyone else in the world); religious themes are
used in many Bollywood productions.
6.17 Culture. The student understands relationships that exist among world cultures. The student is expected to:
6.17A Identify and describe how culture traits such as trade, travel, and war spread.
Identify, Describe
HOW CULTURE TRAITS SPREAD
Including, but not limited to:
Trade
SE Asia with S and SW Asia brought religion to region
Travel
Traits that moved through Silk Road (Hellenistic influences on Chinese art); Buddhism
Traits that moved through Silk Road (Hellenistic influences on Chinese art); Islam and elements of Islamic culture moved across the
Sahara with caravans
War
Culture traits define a culture and are evident throughout the culture. The spread of culture traits is called diffusion.
6.17B Identify and describe factors that influence cultural change such as improved communication, transportation, and economic
development.
Identify, Describe
FACTORS THAT INFLUENCE CULTURAL CHANGE
Including, but not limited to:
Improved communication – brings about much faster change and change from unexpected places
Improved transportation – allows people to go more places in the world, seeing more cultures that will influence their own
Economic development – allows for more purchasing power to acquire culture changing items; also allows for increased education which can
change the way people view their, and other’s, cultures
As required through the EU, improves standard of living in member countries, allowing for purchasing power, education, upward mobility of
workers
6.17C Evaluate the impact of improved communication technology among cultures.
Evaluate
IMPACT OF IMPROVED COMMUNICATION TECHNOLOGY AMONG CULTURES
Positive impact
People who never had land-based telephone service now have cellular telephones. Cell phone technology and wireless internet is difficult
to control by governments and allows for freer expression.
Ability to communicate with other citizens and the rest of the world during Egyptian revolution; ease and accessibility of communicating with
Truth & Reconciliation Commission after human rights violations/genocide; ability of NGOs to quickly disseminate vital human rights
information
Negative impact
6.17D Identify and define the impact of cultural diffusion on individuals and world societies.
Identify, Define
IMPACT OF CULTURAL DIFFUSION ON INDIVIDUALS AND WORLD SOCIETIES
Including, but not limited to:
Positive impact
Negative impact
Guatemala
Positive impact – Maya spread throughout region, strong cultural traits still there; Colombian exchange; Spanish brought global trade
networks, language, religion, government
Negative impact – subjugation of Maya, racism still apparent today
Europe
European culture has diffused throughout the world as a product not only of colonialism, but also through media and cultural production.
Europe has also been on the receiving end of cultural diffusion due to in-migration from former colonies and other places. There are a
number of South Asians in Britain; North and Sub-Saharan Africans in France. Non-colonial relationships include Turks in Germany,
Afghans and Kurds and Iranians in Netherlands and Scandinavia due to low birth rate after World War II.
Soviet Union
Cultural situation has changed since the fall of the Soviet Union (e.g., Are ethnic Russians treated differently now that they are in the
minority in the republics and not in power? How are other ethnicities treated in Russia?).
Southwest Asia/North Africa
Positive impact – more exposure to societies that involve popular expression (as seen in the media or through travel) has led to an
increase in demand for the same level of civic participation and human rights at home.
Negative impact – some in the SWNA region believe that satellite television, the import of western technology, etc., is a corrupting influence
that runs counter to traditional culture or religious beliefs (this applies equally within ultra-orthodox Muslim and Jewish populations).
Negative impact – European racism was brought to Sub-Saharan Africa during colonial period.
6.17E Identify examples of positive and negative effects of cultural diffusion.
Identify
EXAMPLES OF POSITIVE AND NEGATIVE EFFECTS OF CULTURAL DIFFUSION
Including, but not limited to:
Soviet Union
Cultural situation has changed since the fall of the Soviet Union (e.g., Are ethnic Russians treated differently now that they are in the
minority in the republics and not in power? How are other ethnicities treated in Russia?).
Japan
Cultural situation changed in Japan since 1861 with the influence of West, which brought in centralized government, a constitution and
elected parliament; good transportation/communication, education, industry
Southwest Asia/North Africa
Positive impact – more exposure to societies that involve popular expression (as seen in the media or through travel) has led to an
increase in demand for the same level of civic participation and human rights at home.
Negative impact – some in the SWNA region believe that satellite television, the import of western technology, etc., is a corrupting influence
that runs counter to traditional culture or religious beliefs (this applies equally within ultra-orthodox Muslim and Jewish populations).
6.18 Culture. The student understands the relationship that exists between the arts and the societies in which they are produced. The
student is expected to:
6.18A Explain the relationships that exist between societies and their architecture, art, music, and literature.
Explain
RELATIONSHIPS BETWEEN SOCIETIES AND THEIR ARCHITECTURE, ART, MUSIC, AND LITERATURE
Including, but not limited to:
Architecture
movements influenced by ancient Greece and Rome (Renaissance and Humanism)
Eiffel Tower, Arc de Triomphe, Brandenburg Gate
Art
Muralism movement in Mexico – developed by government as a way to educate people
Monet, Picasso, Impressionism, Cubism, Surrealism
Buddhist, Confucian, Shinto themes in art
Traditions of calligraphy in China and Japan
Martial arts in Japan
The media industry in India is well-established (Bollywood produces more films annually than anyone else in the world), and religious
themes are used in many Bollywood productions.
Music
Bach, Beethoven, etc.
Literature
Shakespeare, Cervantes, Dickens, other epic poetry
6.18B Relate ways in which contemporary expressions of culture have been influenced by the past.
Relate
WAYS CONTEMPORARY CULTURE HAS BEEN INFLUENCED BY THE PAST
Including, but not limited to:
Architecture, art, literature, clothing, ceremonies and rituals, etc.
Diego Rivera – drawing on pre-Colombian history to depict Mexican identity; uses folklore and heritage in his murals
Folklore as a reflection of long time community value systems
Hinduism and traditional folklore appears regularly in Indian comics, art, television, and movies
6.18C Describe ways in which contemporary issues influence creative expressions.
Describe
WAYS SOCIETAL ISSUES INFLUENCE CREATIVE EXPRESSIONS
Including, but not limited to:
A culture’s art form is often an expression of contemporary issues
Murals an expression of desire to promote a specific history and identity to Mexican people
How European movements related to philosophies and even political or religious movements of different eras
6.18D Identify examples of art, music, and literature that have transcended the boundaries of societies and convey universal themes
such as religion, justice and the passage of time.
Identify
EXAMPLES OF ART, MUSIC, LITERATURE THAT HAVE TRANSCENDED SOCIETY, CONVEYED UNIVERSAL THEMES
Including, but not limited to:
European art that transcends the boundaries of Europe and is recognized and celebrated around the world (e.g., Mona Lisa)
Universal themes: religion, justice, the passage of time, desire for equality and freedom, love, respect
6.19 Culture. The student understands the relationships among religion, philosophy, and culture. The student is expected to:
6.19A Explain the relationship among religious ideas, philosophical ideas, and cultures.
Explain
RELATIONSHIP AMONG RELIGIOUS IDEAS, PHILOSOPHICAL IDEAS, CULTURES
Including, but not limited to:
To believe means to accept the truth or actuality of something. When people believe in a number of related truths or tenets, the body of
knowledge is a belief system.
Religious ideas come from pondering the big questions, thinking of the world and life as a whole, and developing philosophical ideas.
A person’s culture, everything about him, contributes to the development of his religious and philosophical ideas.
Religious and philosophical ideas have concrete manifestations in Japanese and Chinese art and design.
Religious and philosophical ideas have concrete manifestations in the design and art of Angkor Wat.
6.19B Explain the significance of religious holidays and observances such as Christmas, Easter, Ramadan, the annual hajj, Yom Kippur,
Rosh Hashanah, Diwali, and Vaisakhi in various contemporary societies.
Explain
SIGNIFICANCE OF RELIGIOUS HOLIDAYS AND OBSERVANCES
Including, but not limited to:
Christmas – Christian celebration of the birth of Jesus Christ, the Son of God made man; generally observed December 25 (other dates for
many Orthodox churches and Armenian churches)
Easter – Christian observance of Jesus Christ’s resurrection from the dead, thus fulfilling prophecies in the Old Textament of the Bible, proving
His divinity, and bringing the hope of restoration from the grave and eternal life for those who believe in Jesus Christ. Easter follows Lent, 40
days of grace.
Ramadan – the ninth month of the Muslim (lunar) calendar, this month-long observance is characterized by almsgving and fasting each day
from dawn until the end of sunset. Fasting in Islam does not just consist of refraining from eating and drinking, but from every kind of selfish
desire and wrong-doing. It was during the month of Ramadan that the Holy Qur'an was revealed to the Holy Prophet Muhammad as
guidance to mankind.
The Hajj – Islamic act of worship, Hajj (Pilgrimage) is the fifth pillar of Islam. It is a visit to the Ka'ba, the house of Allah and is compulsory for
every Muslim to make at least one journey in their lifetime to Makkah for Hajj if they can afford it. It is an act of recollection and worship, but
also a symbolic act representing the spirit's return to its homeland, one of the central elements of the Muslim life.
Rosh Hashanah – it is the Jewish New Year and usually occurs in September or October, during the Hebrew month of Tishrei. During the
prayer service, a ram’s horn is blown to symbolically “wake-up” the congregation to think about how they can lead better lives. It is
customary to eat apples and honey on these days as a symbol of a wish for a sweet new year. Rosh Hashanah is the Day of Judgment and
marks the beginning of the Ten Days of Repentance, which end on Yom Kippur. During this time, Jews reflect on their actions during the
past year, seek forgiveness from those they may have upset, and think about how they can improve in the year to come.
Yom Kippur – this is the Day of Atonement, and it is the most solemn holy day in the jewish calendar. It is devoted to fasting and prayer and
marks the end of the Ten Days of Repentance, when Jews ask for forgiveness from other people and from God. A ram’s horn is blown to
mark the end of the fast, which lasts from sundown to nightfall the following day.
Diwali – popularly known as the “festival of lights," the five-day festival is celebrated between mid-October and mid-November in Hinduism,
Buddhism, Jainism, and Sikhism. It falls on the day of 'Amavasyaa' when the moon does not rise and there is darkness all around. It
commemorates the return of Lord Rama, along with Sita and Lakhshmana, from his fourteen-year-long exile and vanquishing the demon
king Ravana. Celebration involves the lighting of small clay lamps (diyas) filled with oil to signify the triumph of good over evil and the
bringing light (knowledge) to the darkness (ignorance) because through light the beauty of the world is revealed. During Diwali, celebrants
wear new clothes and share sweets and snacks with family members and friends. People forget and forgive the wrongs done by others. The
celebration brings about unity and instills charity in the hearts of people.
Vaisakhi – marks the beginning of the Hindu solar year; it is one of the most important holidays in the Sikh calendar, essentially celebrating
the establishment of the Sikh community, when, in the year 1699, the Tenth Guru of Sikhs, Guru Gobind Singh, founded Khalsa Panth (the
Order of Pure Ones) and gave identity to Sikhs. Celebrations involve offerings of flowers at the gurdwara (Sikh place of worship) before
dawn and parades through the community.
6.20 Science, technology, and society. The student understands the influences of science and technology on contemporary societies.
The student is expected to:
6.20A Give examples of scientific discoveries and technological innovations, including the roles of scientists and inventors, that have
transcended the boundaries of societies and have shaped the world.
Give
EXAMPLES OF SCIENTIFIC DISCOVERIES AND TECHNOLOGICAL INNOVATIONS THAT HAVE TRANSCENDED BOUNDARIES OF
SOCIETIES
AND SHAPED THE WORLD
Including, but not limited to:
Technological innovations
New ways of doing things that are based in a technology (e.g., the telephone revolutionized the way people communicated because it
allowed people to hear the voices of friends and family living miles away.)
Countries in South America had poor infrastructure for landlines, but cell phones and wireless Internet have changed the face of those
countries. People who never had a phone now have multiple cell phones (generally because they use cheapest rates/times on each
one).
Roles of scientists and inventors
The demands of new technologies and their applications promote further innovation to meet changing needs.
Major discoveries in medicine, computers, communication, transportation, industry, etc.
6.20B Explain how resources, belief systems, economic factors, and political decisions have affected the use of technology.
Explain
HOW RESOURCES, BELIEF SYSTEMS, ECONOMIC FACTORS, POLITICAL DECISIONS AFFECT THE USE OF TECHNOLOGY
Including, but not limited to:
Resources
Scientific and technological discoveries, inventions, and innovations
Belief systems
Relate to religion, customs, values, attitudes, ideals, and world views
Include the beliefs and values shared by members of a racial, ethnic, or social group, as well as those held by individuals
Develop over time and reflect the ideology, religion, politics, social structure, and economic activities of a particular group
Influence all decisions, including economic ones
Economic factors
Include the cost of design and development, construction, and operation, the access to essential resources of materials and knowledge,
capital accumulation, investment needs, and proximity of supply lines and transportation routes to raw materials and potential consumers
Ex: The effects of Japanese electronics and transportation equipment exports on the U.S. economy, including the U.S. tariffs on Japanese
goods
Political decisions
Treaties, tariffs, trade sanctions
Southwest Asia/North Africa: command economies and lack of oil distribution have led to labor migration; camels are still used in caravans;
resource distribution led to the development of navigation technology to cross the water before the desert.
6.20C Make predictions about future social, political, economic, cultural, and environmental impacts that may result from future
scientific discoveries and technological innovations.
Make
PREDICTIONS ABOUT FUTURE SOCIAL, POLITICAL, ECONOMIC, CULTURAL, AND ENVIRONMENTAL IMPACTS FROM FUTURE
DISCOVERIES
AND INNOVATIONS
Including, but not limited to:
Predictions about future impacts
Social impacts
Political impacts
Economic impacts
Cultural impacts
Environmental impacts
6.21 Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established
research methodologies from a variety of valid sources including electronic technology. The student is expected to:
6.21A Differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies;
oral, print, and visual material; and artifacts to acquire information about various world cultures.
Differentiate between, Locate, Use
VALID PRIMARY AND SECONDARY SOURCES TO ACQUIRE INFORMATION ABOUT VARIOUS WORLD CULTURES
Including, but not limited to:
Computer software
Interviews
Biographies
Oral materials
Print materials
Visual material
Artifacts
6.21B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.
Analyze
INFORMATION
Including, but not limited to:
Sequencing
Categorizing
Identifying cause-and-effect relationships
Comparing
Contrasting
Finding the main idea
Summarizing
Making generalizations and predictions
Drawing inferences and conclusions
6.21C Organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps.
Organize, Interpret
INFORMATION
Including, but not limited to:
Outlines
Reports
Databases
Visuals
Graphs
Charts
Timelines
Maps
6.21D Identify different points of view about an issue or current topic.
Identify
DIFFERENT POINTS OF VIEW ABOUT AN ISSUE OR CURRENT TOPIC
6.21E Identify the elements of frame of reference that influenced participants in an event.
Identify
ELEMENTS OF FRAME OF REFERENCE THAT INFLUENCED PARTICIPANTS IN AN EVENT
6.21F Use appropriate mathematical skills to interpret social studies information such as maps and graphs.
Use
APPROPRIATE MATHEMATICAL SKILLS TO INTERPRET SOCIAL STUDIES INFORMATION
Including, but not limited to:
Maps
Graphs
6.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
6.22A Use social studies terminology correctly.
Use
SOCIAL STUDIES TERMINOLOGY CORRECTLY
6.22B Incorporate main and supporting ideas in verbal and written communication based on research.
Incorporate
MAIN, AND SUPPORTING IDEAS IN VERBAL AND WRITTEN COMMUNICATION BASED ON RESEARCH
6.22C Express ideas orally based on research and experiences.
Express
IDEAS ORALLY BASED ON RESEARCH AND EXPERIENCES
6.22D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on
research.
Create
WRITTEN AND VISUAL MATERIAL BASED ON RESEARCH
Including, but not limited to:
Journal entries
Reports
Graphic organizers
Outlines
Bibliographies
6.22E Use standard grammar, spelling, sentence structure, and punctuation.
Use
STANDARD GRAMMAR, SPELLING, SENTENCE STRUCTURE, AND PUNCTUATION
6.22.F Use proper citations to avoid plagiarism.
Use
PROPER CITATIONS TO AVOID PLAGIARISM
6.23 Social studies skills: The student uses problem-solving and decision-making skills, working independently and with others, in a
variety of settings. The student is expected to:
6.23A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and
disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
Use
PROBLEM-SOLVING PROCESS
Including, but not limited to:
Identify a problem
Gather information
List and consider options
Consider advantages and disadvantages
Choose and implement a solution
Evaluate the effectiveness of the solution
6.23B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict
consequences, and take action to implement a decision.
Use
DECISION-MAKING PROCESS
Including, but not limited to:
Identify a situation that requires a decision
Gather information
Identify options
Predict consequences
Take action to implement a decision