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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)