Download Social Studies - School District 49

Sand Creek Zone Curriculum Map
Horizon Middle School
Subject: 6th Grade Individuals & Society
Concept
Mapping Skills Global
interactions; Time,
Space & Place
Strand/Concept
Student Expectation
Geography Standard 1:
1a. Use longitude, latitude, and scale on
maps and globes to solve problems. (DOK
1-2)
1b. Collect and analyze data to interpret
regions in the Western Hemisphere. (DOK
2-3)
1c. Ask multiple types of questions after
examining geographic sources. (DOK 2-3)
1d. Interpret and communicate geographic
data to justify potential solutions to
problems. (DOK 1-3)
1e. Distinguish different types of maps and
use them in analyzing an issue. (DOK 1-3)
Geography Standard 2:
2a. Classify and analyze the types of
connections between places. (DOK 2-3)
2b. Identify physical features and explain
their effects on people in the Western
Hemisphere. (DOK 1-2)
2c. Give examples of how people have
adapted to their physical environment.
(DOK1)
Analyze positive and negative interactions
of human and physical systems in the
Western Hemisphere. (DOK 1-2)
Grade: 6
Student Friendly Learning
Objective (SLO)
I can use longitude, latitude and scale
on a map to solve geography problems.
I can use a map, an atlas and Google
Earth to analyze information.
I can identify the 5 Themes of
Geography.
I can describe the difference between a
physical and political map.
I can identify physical and human
features of a place.
I can describe how HumanEnvironmental Interaction affects a
place.
Quarter: 1st – 2nd
Level of thinking
Knowledge
Comprehension
Application
Knowledge
Comprehension
Application
Analyze
Vocabulary
Latitude
Longitude
Scale
Map
Atlas
5 Themes of
Geography:
Location
Place
Region
Movement
HumanEnvironmental
Interaction
Sand Creek Zone Curriculum Map
Horizon Middle School
Subject: 6th Grade Individuals & Society
Concept
Culture & Systems
– A Whole Bunch
of GRAPES (12
weeks)
Strand/Concept
Student Expectation
Grade: 6
Student Friendly Learning
Objective (SLO)
History Standard 2: The historical eras,
individuals, groups, ideas and themes in
regions of the Western Hemisphere and
their relationships with one another.
2a. Explain how people, products, cultures
and ideas interacted and are
interconnected over key eras in the
Western Hemisphere. (DOK 1-2)
2b. Determine and explain the historical
context of key people, events, and ideas
over time including the examination of
different perspectives from the people
involved. Topics to include but not limited
to Aztec, Maya, Inca, Inuit, early Native
American cultures of North America,
major explorers, colonizers of countries in
the Western Hemisphere, and the
Columbian Exchange. (DOK 1-3)
c. Identify examples of social, political,
cultural, and economic development in
key areas of the Western Hemisphere.
(DOK 1-2)
Quarter: 2nd
Level of thinking
Knowledge
Comprehension
Application
I can describe the beliefs and practices
of 1 of the 5 major religions.
I can describe how major
achievements of civilizations in areas
such as Art & Architecture impacted
other civilizations in the Western
Hemisphere.
I can explain the differences between
developed and developing nations.
I can identify how language connects
people to a region.
Knowledge
Comprehension
Knowledge
Comprehension
Application
Vocabulary
Geography
Religion
Achievements
Politics
Economics
Social
Structures
Education
Language
Family
Ethnicity
Civics Standard
1a. Discuss advantages and disadvantages
of living in an interconnected world. (DOK
I can compare and contrast the
1-2)
different types of governments.
1d. Explain how political ideas and
significant people have interacted, are
interconnected, and have influenced
nations.
Civics 2a. Describe the different forms of
government (DOK 1).
2b. Identify how different forms of
government relate to their citizens.
I can identify 3 types of governments
in which the citizens have rights.
2c. Compare the economic components of
different forms of government.
I can determine the economic
differences between a democratic type
of government and a dictatorship.
Economics 1: Identify and analyze
different economic systems.
1a. Describe the characteristics of
traditional, command, market and mixed
economic systems. (DOK 1-2)
I can describe the characteristics of a
market economy.
Knowledge
Comprehension
Government
Democracy
Monarchy
Communist
Oligarchy
Capitalism
Communism
Developed
Nation
Developing
Nation
Free market
Mixed
Command
Sand Creek Zone Curriculum Map
Horizon Middle School
Subject: 6th Grade Individuals & Society
Concept
Systems – Personal
Financial Literacy
(2 weeks)
Strand/Concept
Student Expectation
Economics 2: Savings and investing are
key contributors to financial well-being.
2a. Differentiate between saving and
investing.
2b. Give examples of how saving and
investing can improve financial wellbeing.
2c. Describe the advantages of saving for
short- and medium- term goals.
2d. Explain the importance of an
emergency fund.
2e. Explain why saving is a prerequisite to
investing.
2f. Explain how saving and investing
income can improve financial well-being.
Grade: 6
Student Friendly Learning
Objective (SLO)
I can demonstrate how to prepare a
budget.
I can explain the difference between
saving and investing.
I can describe how budgeting helps to
achieve financial goals.
I can explain how unexpected
expenses impact financial goals.
Quarter: 3rd
Level of thinking
Knowledge
Comprehension
Application
Vocabulary
Savings
Investments
Interest
Budget
Income
Expenses
Sand Creek Zone Curriculum Map
Horizon Middle School
Subject: 6th Grade Individuals & Society
Concept
Perspective – Got
Technology? Maya,
Aztec & Inca
Civilizations (3
weeks)
Strand/Concept
Student Expectation
Grade: 6
Student Friendly Learning
Objective (SLO)
Quarter: 3rd
Level of thinking
History Stand 2: The historical eras,
individuals, groups, ideas and themes in
regions of the Western Hemisphere and
their relationships with one another.
2a. Explain how people, products, cultures
and ideas interacted and are
interconnected over key eras in the
Western Hemisphere. (DOK 1-2)
2b. Determine and explain the historical
context of key people, events, and ideas
over time including the examination of
different perspectives from the people
involved. Topics to include but not limited
to Aztec, Maya, Inca, Inuit, early Native
American cultures of North America,
major explorers, colonizers of countries in
the Western Hemisphere, and the
Columbian Exchange. (DOK 1-3)
c. Identify examples of social, political,
cultural, and economic development in
key areas of the Western Hemisphere.
(DOK 1-2)
I can compare achievements of the
Mayan and Aztec civilizations.
Knowledge
Comprehension
I can explain how at least one
innovation of the Incan civilization
impacts our lives today.
Knowledge
Comprehension
Application
I can identify the Mayan farming
method of slash and burn agriculture.
Vocabulary
Maize
Hieroglyphics
Pyramids
Temples
Plazas
Slash and
Burn
Agriculture
Chinampas
Quipu
Aqueduct
Sand Creek Zone Curriculum Map
Horizon Middle School
Subject: 6th Grade Individuals & Society
Concept
Relationships –
Waste Not, Want
Not – Native
Americans (3
weeks)
Strand/Concept
Student Expectation
History Standard 1: Analyze and interpret
historical sources to ask and research
historical questions.
1b. Interpret documents and data from
multiple primary and secondary sources
while formulating historical questions.
History Stand 2: The historical eras,
individuals, groups, ideas and themes in
regions of the Western Hemisphere and
their relationships with one another.
2a. Explain how people, products, cultures
and ideas interacted and are
interconnected over key eras in the
Western Hemisphere. (DOK 1-2)
2b. Determine and explain the historical
context of key people, events, and ideas
over time including the examination of
different perspectives from the people
involved. Topics to include but not limited
to Aztec, Maya, Inca, Inuit, early Native
American cultures of North America,
major explorers, colonizers of countries in
the Western Hemisphere, and the
Grade: 6
Student Friendly Learning
Objective (SLO)
I can use primary sources to answer an
inquiry question. (Did Pocahontas
save John Smith’s life?)
Quarter: 3rd
Level of thinking
Knowledge
Comprehension
Application
I can explain how sources such as
artifacts connect civilizations.
I can explain how Native Americans
utilized and appreciated the land.
Knowledge
Comprehension
I can explain how some Native
American tribes were forced off of
their land and relocated to new areas.
Knowledge
Comprehension
Application
Vocabulary
Inuit
Seminole
Iroquois
Nez Perce
Sioux
Great Spirit
Animism
Shamans
Longhouse
Tipis
Plankhouses
Three Sisters
Chief
Moccasins
Breechcloths
Columbian Exchange. (DOK 1-3)
c. Identify examples of social, political,
cultural, and economic development in
key areas of the Western Hemisphere.
(DOK 1-2)
I can identify how some Native
American tribes migrated and settled
in new areas.
Knowledge
Comprehension
Sand Creek Zone Curriculum Map
Horizon Middle School
Subject: 6th Grade Individuals & Society
Concept
Systems –
Globalization and
Sustainability Explorers,
Colonizers and The
Columbian
Exchange
Strand/Concept
Student Expectation
Grade: 6
Student Friendly Learning
Objective (SLO)
Quarter: 4th
Level of thinking
Geography 2 – Human and physical
systems vary and interact.
2a. Classify and analyze the types of
connections between places. (DOK 2-3)
I can analyze the connection between
exploration and the trading of natural
resources.
Comprehension
Application
2d. Analyze positive and negative
interactions of human and physical
systems in the Western Hemisphere.
(DOK 1-2)
I can describe the challenges of
exploration.
Knowledge
Comprehension
History Stand 2: The historical eras,
individuals, groups, ideas and themes in
regions of the Western Hemisphere and
their relationships with one another.
2a. Explain how people, products, cultures
and ideas interacted and are
interconnected over key eras in the
Western Hemisphere. (DOK 1-2)
2b. Determine and explain the historical
context of key people, events, and ideas
over time including the examination of
different perspectives from the people
involved. Topics to include but not limited
to Aztec, Maya, Inca, Inuit, early Native
I can explain how Native Americans
and Africans were affected by the
colonization of the Americas.
I can describe the impact of the
Columbian Exchange.
Knowledge
Comprehension
Knowledge
Comprehension
Application
Vocabulary
Trade
Goods
Natural
Resources
Exploration
Columbian
Exchange
American cultures of North America,
major explorers, colonizers of countries in
the Western Hemisphere, and the
Columbian Exchange. (DOK 1-3)
c. Identify examples of social, political,
cultural, and economic development in
key areas of the Western Hemisphere.
(DOK 1-2)