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Orange School District
Social Studies
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Curriculum Guide – Grade 6
2011 Edition
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APPROVED ON:
________________________
BOARD OF EDUCATION
Patricia A. Arthur
President
Arthur Griffa
Vice-President
Stephanie Brown
Eunice Y. Mitchell
Members
Rev. Reginald T. Jackson
Maxine G. Johnson
David Wright
SUPERINTENDENT OF SCHOOLS
Ronald Lee
DEPUTY
SUPERINTENDENT
Dr. Paula Howard
Curriculum and Instructional Services
ADMINISTRATIVE ASSISTANT TO THE
SUPERINTENDENT
Belinda Scott-Smiley
Operations/Human Resources
BUSINESS ADMINISTRATOR
Adekunle O. James
DIRECTORS
Barbara L. Clark, Special Services
Candace Goldstein, Special Programs
Candace Wallace, Curriculum & Testing
CURRICULUM CONTRIBUTORS
Jacqueline Mole-Hsieh, Supervisor
Dr. E. Burroughs
Denise Trott
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TABLE OF CONTENTS
Philosophy……………………………………………………………..……..4
Course Description……………………………………………………… ….4
NJCCCS for Social Studies…………………………………………………..5
Performance Expectations…………………………………………………....6
Curriculum Blueprint …………………………..……………………………7
Social Studies Skill Table…………………………………………………... 17
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Philosophy
History provides students with an appreciation of their world and its diversity of cultures by learning the progress of
peoples, nations, values, and ideas. History is best understood when studied through geography, sociology, economics and the
humanities. By comprehending the means and using the skills of social studies, students will develop a common language needed to study
history and learn how to express concisely their own attitudes, interpretations, and judgments on history.
Course Description
The units of studies will focus on: Ancient Civilizations: Egypt, Mesopotamia, China, and India; Empires in the Making - Ancient
Greece, Rome: Myths, Legends and Heroes; The Middle Ages and Regional Civilizations and Renaissance, Reformation, and Revolution.
Within each unit, students will explore six social studies themes: Geography, History, Government and Politics, Economics, Cultural, and
Social Interactions. The curriculum is student-centered in that the student is being prepared to be the decision makers and problem solvers
of the 21st Century. Research shows that learning best occurs when students are engaged and therefore there is a heavy reliance on projectbased learning to encourage student development.
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NJCCCS for Social Studies
The revised social studies standards provide the foundation for creating local curricula and developing meaningful assessments.
The revised standards are as follows:

Standard 6.1 U.S. Histories: America in the World.
All students will acquire the knowledge and skills to think analytically about how past and present interactions of
people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to
make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local,
national, and global communities.

Standard 6.2 World History/Global Studies.
All students will acquire the knowledge and skills to think analytically and systematically about how past interactions
of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable
students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

Standard 6.3 Active Citizenship in the 21st Century.
All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural
understanding by working collaboratively to address challenges that are inherent in living in an interconnected
world.
Four strands frame the content within each standard: (A) Civics, Government, and Human Rights; (B) Geography, People, and the
Environment; (C) Economics, Innovation, and Technology; and (D) History, Culture, and Perspectives.
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Performance Expectations
6th Grade
1. Differentiate main ideas and subordinate ideas.
2. Use picture clues and picture captions to aid comprehension.
3. Read various forms of printed material: books, magazines, newspapers.
4. Take notes.
5. Prepare a bibliography.
6. Use OPAC system to locate books.
7. Use government publications.
8. Use news sources: newspapers, news magazines, television, radio, videotapes, and
artifacts.
9. Interpret history through artifacts.
10. Use sources of information in the community.
11. Use mental mapping.
12. Use the Internet as a resource.
13. Develop word processing skills.
14. Identify relevant and factual material.
15. Predict outcomes based on factual information.
16. Present visually information extracted from print.
17. Recognize values implicit in a situation and issues that flow from them.
18. Detect and chart cause and effect relationships.
19. Skim a reading selection to find relevant or important facts.
20. Express absolute location using maps found in the text and atlases.
21. Compare, contrast, and draw inferences from factual material and primary sources.
22. Summarize the main ideas related to an historical event.
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Grade 6
NJ Core Curriculum Content Standard
WORLD HISTORY/GLOBAL STUDIES All students will acquire the knowledge and skills to think analytically and systematically about
how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students
to make informed decisions as socially and ethically responsible world citizens in the 21st century.
Unit of Study: Unit #1 Ancient Civilizations:
Egypt, Mesopotamia, China, and India
A. Civics Government and Human Rights
Suggested Activities and Resources:
1. Have students read and analyze
A. Civics Government and Human Rights
Essential Questions:
Hammurabi’s Code then give them a problem
and assess how it would be decided using the 1. What are the key essential elements that led
code. See link below
to the development of ancient civilizations?
http://www.phillipmartin.info/hammurabi/h
2. What were the major developments and
ammurabi_teacherpage.htm
contributions of ancient civilizations?
2. Research the tombs of ancient Egyptian
Pharaohs and explain how it represents the
daily lives and society of the Egyptian people 3. Did slavery in ancient civilizations violate
and have students recreate how an “Egyptian essential human rights?
tomb” today would represent our society.
Assess how these tombs may not accurately
represent most Egyptian people.
B. Geography People and Environment
Essential Questions:
B. Geography People and Environment
Suggested Strategies and Assessments
1. Inference game. Select any standard item
be it a photograph, coin, or tool and have
student make inferences and conclusions
about what it says about the society and the
people in it. Students should look at issues
such as written language, mode and means of
production, purpose of the item, issues of
1. How do archeologists help scientists learn
about ancient civilizations?
2. Why did civilizations develop around river
valleys?
A. Civics Government and Human Rights
Examine how Egypt created centralized
systems of government and advanced
societies during the Middle Kingdom.
Explain why Hammurabi’s Code and his
reforms were important
Analyze why the Nile was important to the
growth and development of the Egyptian
Civilization.
Assess the impact of slavery to the
development of ancient civilizations
B. Geography People and Environment
Explore how ancient river valley civilizations
(e.g., Mesopotamia, Egypt, Indus River
[modern Pakistan and northwestern India],
and, later, Yellow River Valley in China)
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developed due to favorable geographic
conditions.
wealth or poverty, belief and value systems
that it may represent cultural components.
Have students write a lab report explain their
findings. Then have students apply their
knowledge to archeological findings at
ancient civilizations identified in the content
objectives.
2. Create a chart identifying the characteristic
of one of the River Valley civilizations using
visual as well as descriptions of the various
contributions and significant attributes of the
civilizations.
B. Geography People and Environment
Suggested Strategies and Assessments
1. Inference game. Select any standard item
be it a photograph, coin, or tool and have
student make inferences and conclusions
about what it says about the society and the
people in it. Students should look at issues
such as written language, mode and means of
production, purpose of the item, issues of
wealth or poverty, belief and value systems
that it may represent cultural components.
Have students write a lab report explain their
findings. Then have students apply their
knowledge to archeological findings at
ancient civilizations identified in the content
objectives.
2. Create a chart identifying the characteristic
of one of the River Valley civilizations using
visual as well as descriptions of the various
contributions and significant attributes of the
civilizations.
Explain how river valleys contributed to the
development of civilization.
Examine how the agricultural revolution led to
improvements in society and civilization
B. Geography People and Environment
Essential questions:
1. How do archeologists help scientists learn
about ancient civilizations?
2. Why did civilizations develop around river
valleys?
B. Geography People and Environment
Explore how ancient river valley civilizations
(e.g., Mesopotamia, Egypt, Indus River
[modern Pakistan and northwestern India],
and, later, Yellow River Valley in China)
developed due to favorable geographic
conditions.
Explain how river valleys contributed to the
development of civilization.
Examine how the agricultural revolution led to
improvements in society and civilization.
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C. Economics, Innovations and Technology
C. Economics, Innovations and Technology
Suggested Strategies and Assessments
Essential questions
How did trade help promote the
development of civilization?
1.
Assess and evaluate the significance of the
Rosetta Stone by having students simulate a
recreation of the Rosetta Stone using symbols
of the Phoenician Alphabet, hieroglyphics,
Greek and Roman alphabets.
2. Have students research the major trading
centers of ancient civilizations and have them
create an advertisements brochure or
multimedia presentation as to why visitors
should come to their city. Students will use
research skills to identify important cultural
and religious aspects that would be attractive
to visitors and tourists. They would identify
major industries and items available for sale
and trade as well as intangibles such as safety
of the region supported by acknowledgement
of the governing bodies and laws.
2. What impact did tools, innovations and
discoveries such as written languages have on
improving lives in ancient civilizations?
C. Economics, Innovations and Technology
Explain how hieroglyphics and the Phoenician
Alphabet developed and advanced civilization.
Analyze how trade routes were developed and
were used to spread ideas and cultures
throughout the Mediterranean region.
D. History, Culture, and Perspectives
Suggested Activities and Assessment
1. Examine the current conditions suffered by
the “Untouchables” as a result of the Hindu
Caste System. Have groups of students
assessed the specific social, religious,
cultural, economic and political problems
they face. Have the groups provide a plan of
action to address the problem, while
recognizing the deep-rooted nature of the
issue. Groups should provide a multi-faceted
approach to both dealing with the problem as
well as in their project incorporating multimedia presentation.
D. History, Culture, and Perspectives
Essential Questions
1. What role did religion play in the
development of ancient civilizations?
D. History, Culture, and Perspectives
2. How did ancient art and literature help to
represent the people of the time period?
Examine how the Egyptian “Book of the Dead”
explains Egyptian life and beliefs.
Assess the impact of ancient religions
including Confucianism, Zoroastrianism,
Taoism and Judaism,
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2. Jigsaw Activity – Have students research
one of the world religions identified in
content objectives – then as a larger group
present a chart that highlights the similarities
and differences of each religion.
Compare and contrast Hinduism and
Buddhism
Compare and contrast the Indian caste system
with Egyptian slavery
Unit of Study : Unit # 2 Empires in the
Making - Ancient Greece, Rome: Myths, Legends and
Heroes
A. Civics Government and Human Rights
Suggested Strategies and Assessments
1. Using the Athenian form of democracy,
have students debate a declaration of war
during the Trojan, Persian and Peloponnesian
conflicts.
2. Simulation role-plays. Provide students
with both historical and current crises and
examine how they would be handled by a
Roman dictator, under the Roman Republic or
during the rule of the Roman Empire.
A. Civics Government and Human Rights
Essential Questions
1. What challenges did the Greek city-states
face in promoting democratic principles?
2. What impact did wars between rival
factions have on the development of Greek
and Roman civilizations?
3. Why were the Romans able to build a
successful empire?
4. What rights were slaves granted under the
Greek and Roman rule? How did they
compare to slavery in the Americas?
5. What impact did Greece and Rome have on
the development of democracy today?
B. Geography People and Environment
Suggested Strategies and Assessments
B. Geography People and Environment
Essential Questions
A. Civics Government and Human Rights
Examine and assess the impact of Athenian
Democracy.
Evaluate the reforms instituted by Pericles and
assess their effectiveness.
Explain the causes and results of the following
conflicts – Trojan War, Persian Wars and
Peloponnesian War.
Investigate and explain the main functions of
the Roman Republic including the significance
of the Senate, Veto, Dictator and Plebeians.
Explain how the Roman Empire was able to
expand throughout Europe, Asia and Africa.
1) Examine the impact and influence of
Roman law then and now.
2) Explore the impact and influence of
Julius Caesar on the development of
the Roman Republic and Empire.
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1. Essay Development – Assess the
challenges of a multicultural society using the
vast Roman Empire as an example. How did
the multicultural nature of the Roman Empire
add to its strength while at the same time
create many challenges?
2. Essay Development – In a time of crisis,
which form of governance is most
appropriate, Athenian or Spartan? Give
examples to support your reasoning.
C. Economics, Innovations and Technology
Suggested Strategies and Assessments
1. Research the origins of the Hippocratic
Oath and assess its significance in today’s
society. Identify issues that are outdated,
those that are controversial and which are still
applicable today.
2. Examine Greek and Roman Architecture
and find images in today’s world. Create a
visual chart identifying similarities between
Greek, Roman and current architecture.
1. How did geography affect the development
of Greek City-States?
2. What challenges did the Roman Empire
face as s result of its expansive empire?
3. What impact did the Mediterranean Sea
have on the development and progress of
Greek and Roman empires?
1. Role-play Simulation Activity. Have
students research the Greek philosophers and
Compare and contrast the development of the
Greek City- States of Athens and Sparta.
Assess the effectiveness of Pax Romana in
managing the vast geographic and cultural
differences of the Roman Empire.
.
C. Economics, Innovations and Technology
Essential Questions
1. What was the impact of the Greek and
Roman alphabet on the development of
western civilization?
2. How did new tools and innovations
impacted military strategies?
C. Economics, Innovations and Technology
Explain the contributions of Hippocrates to the
study of medicine as well as the significance of
the Hippocratic Oath.
3. How did Roman aqueducts and architecture
influence development of western
Examine how the Greeks used mathematics to
civilization?
promote architectural designs and structures.
4. What were the lasting effects of Greek
contributions of people such as Euclid,
Pythagoras and Hippocrates in the areas of
math, science and medicine?
D. History, Culture, and Perspectives
Essential Questions
D. History, Culture, and Perspectives
Suggested Strategies and Assessments
B. Geography People and Environment
Explore the impact of Roman engineering in
the development of roads, architecture and
aqueducts in its ability to rule an empire.
D. History, Culture, and Perspectives
1. How can we apply the principle of the great
Read and analyze Greek literature including
Greek philosophers to the issues of today?
Homer, Sophocles, and Aristophanes.
2. Where can we find evidence of Greek
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conduct a roundtable discussion of current
issues. Students must respond to the topics as
if the philosophers were transported from
yesteryear to today, using their philosophies
to address current problems and topics.
mythology in current literature?
2.Simulation – the Trial of Socrates
4. How did Alexander the Great help to
spread Greek culture and influences?
3. Create a chart of Greek and Roman
Mythology.
4. Have students take recreate a Greek
tragedy in modern terms.
5. Write a research paper identifying the
cause of the fall of the Roman Empire.
Compare and contrast Greek and Roman
Mythology.
3. Where do we see influences of Greek
tragedy and comedy in the literature and art of Explain the teachings of the three great Greek
today?
philosophers Socrates, Plato and Aristotle.
5. Why were Christianity and the teachings of
Jesus able to spread throughout the Roman
Empire despite persecution?
6. What factors led to the fall of the Roman
Empire?
Examine the teachings of Jesus and explore
why he posed such a threat to the Roman
Empire.
Assess the impact of Alexander’s conquest of
Greece
Explain the social, political and economic
reasons for the fall of the Roman Empire
6. Develop a thesis and essay explaining why
Christianity was able to expand, spread and
grow into the world’s largest religion despite
Roman persecution.
Unit of Study: - Unit # 3 The Middle Ages
and Regional Civilizations
A. Civics Government and Human Rights
Suggested Strategies and Assessments
1. Assess the effectiveness of the feudal
system in providing safety and security
following the fall of the Roman Empire.
Examine from the view of serfs, lords, knights
and kings.
2. Make a presentation on the daily life of
A. Civics Government and Human Rights
Essential Questions
A. Civics Government and Human Rights
1. How effective was the feudal systems that
replaced the Roman Empire following the
fall of Rome?
Explain how Charlemagne was able to unify
the Christian world and explain the problems it
created.
2. How did England develop limited
principles of democracy, rule of law and
individual rights?
Examine the role of lords, knights and serfs in
the feudal system and the rights and privileges
afforded or denied each.
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women in the Middle Ages.
Conduct a conflict resolution activity between
King John and English lords that led to the
creation of the Magna Carta. Have students
assume various roles and interests to include
other members of English society as well
including peasant serfs.
3. How did war shape the future of European
nations and governance?
Explain the significance of the Magna Carta
and Parliament in the development of
England’s political systems.
Explain how Joan of Arc became a national
hero in France.
B. Geography People and Environment
Suggested Strategies and Assessments
B. Geography People and Environment
Essential Questions
1. Essay – were the Crusades justified or were
they a success.
1. How did the fall of the Roman Empire
lead to the creation of European nations?
B. Geography People and Environment
2. Develop a map that compares the travels of
Marco Polo with those of Ibn Battuta.
2. How were Muslims able to spread Islam
throughout Europe, Africa and Asia?
Explain the causes and the results of the
Crusades on the development of Medieval
Europe.
3. Use the current debate over the
Mosque/Cultural Center in lower Manhattan to
explain how conflicts develop between various
cultures. Students can then develop their own
solutions and write letters to the editors
explaining the cultural and historical
significance of the debate.
3. Why were the Crusades important to the
development and expansion of Christian
ideas and philosophies?
Identify the struggles between the Holy Roman
Emperor and the Pope in uniting Europe.
4. Why did the Holy Roman Empire fail to
unify Europe?
5. What impact did the Black Plague have on
Europe?
Identify the causes that led to the spread of the
bubonic plague.
Explain how Arabic language helped spread
ideas and unite the Muslim world.
C. Economics, Innovations and Technology
Suggested Strategies and Assessments
1. Develop a chart highlighting and explaining
significant contributions of Muslim
philosophers and scientists.
2. Create a journal of a member of the
Crusades explaining the places visited, people
seen, items purchased and events experienced.
Compare and contrast the travels of Marco
Polo and Ibn Battuta.
C. Economics, Innovations and Technology
Essential Questions
1. How did feudalism and manor life affect
economic development in the Middle Ages?
2. How did the Muslim world help to unify
trade practices throughout Europe, Africa
and Asia and foster economic development?
C. Economics, Innovations and Technology
Identify the various guilds and trades during
the Middle Ages and how they develop crafts
and trades.
Examine the work of Muslim scholars such as
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3. How did the Crusades open up trade and
prosperity in Europe and Asia during the
Middle Ages?
D. History, Culture, and Perspectives
Suggested Strategies and Assessments
1. Using the epic poem as a guide, have
students develop their own epic poem that
represents current issues and themes. Have
them relate it to historical themes in a
reflection paper about their poem.
2.Essay – did religions effectively address the
problems of lack of governments during the
Middle Ages
4. What role did Muslim scholars play in the
promotion of medicine, science and
mathematics during the Middle Ages?
Averroes, Muhammad al-Razi and Ibn Sina
(Avicenna) and their contributions to science,
philosophy and medicine.
Explain how feudalism revolved around manor
– also known as the lord’s estate. Identify the
role of serfs.
Identify major universities of the Middle Ages
and their significance.
D. History, Culture, and Perspectives
Essential Questions
D. History, Culture, and Perspectives
1. How did the Christianity and Islam affect
the social, political and economic
development of the Middle Ages?
Explain the development and building of
churches and cathedrals and their significance
to life in Medieval Europe.
2. What were the basic beliefs and practices
of feudal society?
How did epic poetry provide insight into
Medieval life as well as provide a lasting
legacy
Examine the code of chivalry and how it
affected lives of people in the Middle Ages.
Assess the impact that Christianity and the
church had on the daily lives of people.
Examine the works of Dante, Chaucer and
Diaz; analyze the significance of the work
anti’s impact on literature of today.
Unit of Study: Unit #4 Renaissance,
Reformation, and Revolution
A. Civics Government and Human Rights
Suggested Strategies and Assessments
A. Civics Government and Human Rights
Essential Questions
1. Role Play Simulation – A Parisian Salon
with students assuming the roles of the great
European philosophers.
1. What philosophical ideas of the
Enlightenment help to spread ideas of
revolution and governance?
A. Civics Government and Human Rights
Explain how the philosophies of Locke,
Rousseau Hobbes and Montesquieu led to
democratic revolutions.
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2. Conflict Resolution Activity – The French
Revolution. Have students assume the various
roles of players in the revolution and attempt
to reach a compromise that would avoid the
Reign of Terror that resulted. The same could
be done for the Latin American Revolutions
that resulted as well.
2. What were the goals of the French
Revolution and how successful were the
leaders in achieving those goals?
3. How did the democratic ideals and
principles of the American and French
Revolutions affect the independence
movements in Latin America?
4. What basic principles of liberty and
freedom have endured as a result of the
reforms and revolutions of the era?
B. Geography People and Environment
Suggested Strategies and Assessments
1. Research the life of Mansa Musa and
explain his impact on the development
intellectual thought and theories.
2. Compare and contrast the cultural centers
of Timbuktu and Florence. Have students
debate which was the most significant.
3. The true Renaissance Woman. As a
women’s history month project, have students
make presentations on women, current or
historical, who truly represent the essence of
the Renaissance Man/Woman.
B. Geography People and Environment
Essential Questions
1. Why did the Renaissance begin in Italy and
how did these ideas spread throughout
Europe?
2. What impact did the Age of Exploration
have on the African and American
continents?
3. How did the Ancient African trade routes
create international centers of learning and
trade?
C. Economics, Innovations and Technology
Suggested Strategies and Assessment
1. Conduct a mock trial of Galileo and the
charges brought forth before the Inquisition
for violating church doctrine professing that
C. Economics, Innovations and Technology
Essential Questions
Explain the causes of the French Revolution
and assess its significance.
Examine the significance of Toussaint
L’Overture in the promotion of Latin
American independence movements.
Assess the impact of Napoleon, his reforms
and Napoleonic Codes in promoting stability
and securing individual rights in liberties.
B. Geography People and Environment
Explain why Florence became the center of
Renaissance culture and learning.
Identify the factors that led to the spread of
new ideas of secular humanism and
Reformation.
Explain how Timbuktu became an
international center of learning.
Describe the travels of early European
explorers including Columbus, Dias, Da
Gama, and Magellan.
Assess the impact of the European exploration
and exploitation of African continent and the
impact of international slave trade.
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Earth revolves around the sun. Examining the
conflict between church philosophy and
science.
2. Write a research paper that shows how the
printing press revolutionized literature, ideas
and history and compare it to how the internet
has had a similar effect. Have students
develop a thesis explaining which one had the
greater impact.
D. History, Culture, and Perspectives
Suggested Strategies and Assessments
1. View the movie “A Man for All Seasons”
and recreate the trial of Sir Thomas More and
assess its impact of the ideas of the
Reformation.
2. Essay development – Do the ends justify
the means? Using the philosophy of
Machiavelli in The Prince has students use a
current issue to address the topic.
3. Have students research a religion and the
works that it does in the community and
compare that to the impact of religion during
the Reformation.
4. Develop a “95 Thesis” for a particular
religion in today’s society.
C. Economics, Innovations and Technology
1. How did the Scientific Revolution lead to
new ways in how people viewed the world?
2. How did the West African trade routes help
to build powerful kingdoms?
3. What role did the printing press play in the
spread of ideas?
4. What were the economic conditions that
led to the development of arts and literature
during the Renaissance?
Examine the impact of the ideas of Newton,
Galileo and Copernicus on the development of
science and scientific.
Identify and explain the contributions of
African leaders Mansa Musa and Askia
Muhammad and their scholarly influences on
learning and science.
Explore the role of the Medici family in
banking and finance and their promotion of art,
literature and Renaissance culture.
Explain how the printing press was influential
in the development of the Protestant
Reformation.
D. History, Culture, and Perspectives
Essential Questions
D. History, Culture, and Perspectives
1. What were the causes of the Protestant
Reformation and what was its impact on
Christianity and beyond?
Explain the reasons behind Martin Luther’s 95
Thesis and how it impacted the development of
the Reformation
2. How did the Renaissance change the way
that people looked at art, literature, politics
and economics?
Assess the impact of literary works such as
Machiavelli’s The Prince.
Examine the works of artists such as da Vinci,
Michelangelo, and Raphael
5. Create a museum of the “Hall of Fame” of
Renaissance art. Students have to pick one
piece of work – research it, and explain why it
deserves entry into the Hall of Fame.
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Social Studies Skills Table
Essential Question: What are effective strategies for accessing various sources of information and historical evidence, determining their validity, and using them to solve a problem or find a solution to a public
policy question?
Social Studies Skill
Chronological
Thinking
Spatial Thinking
Critical Thinking
K-4
5-8
9-12
• Place key historical events and people in
historical eras using timelines.
• Construct timelines of the events occurring during major
eras.
• Compare present and past events to evaluate the consequences of
past decisions and to apply lessons learned.
• Explain how the present is connected to the
past.
• Explain how major events are related to one another in
time.
• Analyze how change occurs through time due to shifting values and
beliefs as well as technological advancements and changes
in the political and economic landscape.
• Determine locations of places and interpret
information available on maps and
globes.
• Select and use various geographic representations to
compare information about people, places,
regions, and environments.
• Construct various forms of geographic representations to show the
spatial patterns of physical and human phenomena.
• Use thematic maps and other geographic
representations to obtain, describe, and
compare spatial patterns and information
about people, places, regions, and
environments.
• Use maps and other documents to explain the historical
migration of people, expansion and disintegration
of empires, and growth of economic and political
systems.
• Distinguish fact from fiction.
• Compare and contrast differing interpretations of
current and historical events.
• Identify and use a variety of primary and
secondary sources for reconstructing the
past (i.e., documents, letters, diaries,
maps, photos, etc.).
Presentational Skills
• Use evidence to support an idea in a written
and/or oral format.
Assess the credibility of sources by identifying bias and
prejudice in documents, media, and computergenerated information.
• Select and analyze information from a variety of sources
to present a reasoned argument or position in a
written and/or oral format.
Relate current events to the physical and human characteristics of
places and regions.
• Distinguish valid arguments from false arguments when
interpreting current and historical events.
• Evaluate sources for validity and credibility and to detect
propaganda, censorship, and bias.
• Take a position on a current public policy issue and support it with
historical evidence, reasoning, and constitutional analysis in
a written and/or oral format.
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