Download DOK 2

Erica Duke
6th Grade Social Studies
Unit/ Time Frame
Program of Studies
Core Content 4.1
Student Learning
Targets (I Can…)
Geography Review/
Review of U.S. &
Canada
2-7 weeks
SS-6-G-U-1
SS-06-4.1.1
Students will use a
variety of geographic
tools (maps,
photographs, charts,
graphs, databases,
satellite images) to
interpret patterns and
locations on Earth’s
surface in the present
day.
DOK 3
I can use physical
maps & globes to
locate landforms.
Students will demonstrate
an understanding of
patterns on the Earth’s
surface, using a variety of
geographic tools (e.g.,
maps, globes, charts,
graphs, satellite images):
a) locate, in absolute
and relative terms,
landforms and
bodies of water.
b) Locate and interpret
patterns on Earth’s
surface (e.g., how
different factors,
such as rivers,
mountains and
plains affect where
human activities are
located)
River systems,
continents, lines of
latitude, lines of
longitude, equator,
I can find locations on prime meridian,
climate, natural
a political map.
resources, fossil fuel,
scarcity, migration,
I can give the latitude
& longitude of an exact urbanization,
population, physical
location.
characteristics, human
characteristics,
I can use absolute
physical maps,
location to find
political maps,
landforms, cities &
thematic maps,
bodies of water.
culture, technology,
ethic group, B.C.,
I can explain how
A.D., democracy,
longitude & latitude
rights, monarchy,
are used to find
dictatorship, free
locations.
enterprise, industry
I can explain relative
location.
I can locate landforms
in relative terms.
14-15
Critical Vocabulary
Resources
Promethean
Planet
Web
Resource
List:
http://www.
pkwy.k12.m
o.us/panda/c
urriculum/so
cmid6.htm
Google
Earth
United
Streaming
Geography
Alive
Teacher’s
Curriculum
Institute
2006
People,
Places, and
Change
Holt 2001
Erica Duke
I can interpret
information from
charts, graphs &
photos.
Geography
the World
and Its
People
Glenco 2000
I can interpret &
gather data from
thematic maps.
The World
and Its
People
Glenco 2005
Jr. Achievement
The following is the
template that you
need to use for each
of the regions of the
world as you teach
them in the sequence
at the end of this
document.
Middle America and
South America
4 weeks
SS-6-GC-S-1
Students will demonstrate an
understanding (e.g., speak,
draw, write, projects, present)
of the nature of government:
a) describe different
forms of government
in the present day
b) compare purposes
and sources of power
in the most common
14-15
SS-06-1.1.1
Students will compare
purposes and
sources of power in
the most comm. n
forms of government
(monarchy,
democracy, republic,
dictatorship) in the
present day.
DOK 2
I can identify
characteristics of
different forms of
government.
I can compare different
forms of government
(monarchy, democracy,
dictatorship, republic)
Monarchy,
democracy, republic,
dictatorship,
government, print &
nonprint sources,
primary & secondary
sources
Erica Duke
forms of government
(e.g., monarchy,
democracy, republic,
dictatorship) in the
present day
I can read and explain
information from a
variety of sources.
I can compare rights and
responsibilities.
SS-6-GC-U-2
Students will understant that
individual rights of people
vary under different forms of
government.
I can explain how the
Rights, responsibilities
rights and
responsibilities vary
within different forms of
government.
SS-6-GC-S-2
Students will describe/give
examples of similarities and
differences between rights
and responsibilities of
individuals living in countries
with different forms of
government.
SS-6-GC-S-3
Students will analyze
information from a variety of
print and non-print sources
(e.g., books, documents,
articles, observations,
interviews) to investigate,
explain and answer questions
about different forms of
government in the present
day
SS-6-GC-U-3
Students will understand
that democratic
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SS-06-1.1.2
Students will describe
and give examples to
I can identify the
characteristics of
Rights, voting,
responsibilities,
Erica Duke
governments of the present
day function to protect the
rights, liberty and property
of their citizens while
promoting the common
good.
SS-6-GC-U-4
Students will understand
that the United States does
not exist in isolation; its
democratic form of
government has played and
continues to play a role in
our interconnected society
support how present
day democratic
governments function
to preserve and
protect the rights
(e.g., voting), liberty
and property of their
citizens by making,
enacting and
enforcing appropriate
rules and laws.
DOK 3
democratic
governments.
SS-06-2.1.1
Students will explain
how elements of
I can list the elements
Culture, elements of
of culture (e.g., clothing, culture (Language,
liberty, laws, rules,
enacting & enforcing
rules & laws
I can explain how a
democratic
government makes and
enforces rules and laws
to protect the rights of
its citizens.
SS-6-GC-S-1
Students will demonstrate an
understanding (e.g., speak,
draw, write, projects, present)
of the nature of government:
c)
explain how
democratic
governments of the
present day function
to preserve and
protect the rights (e.g.,
voting), liberty, and
property of their
citizens by making,
enacting and
enforcing appropriate
rules and laws
SS-6-CS-U-1
Students will understand
14-15
Erica Duke
that culture is a system of
beliefs, knowledge,
institutions,
customs/traditions,
languages and skills
shared by a group of
people. Through a
society’s culture,
individuals learn the
relationships, structures,
patterns and processes to
be members of the
society.
culture (e.g.,
language, the arts,
customs, beliefs,
literature) define
specific groups in the
global world of the
present day and may
result in unique
perspectives.
DOK 2
religions, language, art,
music, food,
government, dance, etc.)
SS-06-2.2.1
Students will compare
I can list various social
I can compare
characteristics of
various cultures.
customs, music,
dance, arts, food,
clothing, religious
beliefs, literature, etc.)
perspectives
I can explain how
culture influences
peoples’ perspectives.
SS-6-CS-S-1
Students will demonstrate
an understanding (e.g.,
speak, draw, write, sing,
create) of the complexity
of culture by exploring
cultural elements (e.g.,
beliefs, customs/traditions,
languages, skills, literature,
the arts) of diverse groups
and explaining how culture
serves to define present
day groups and may result
in unique perspectives
SS-6-CS-U-2
14-15
Social institutions,
Erica Duke
Students will understand
that cultures develop
social institutions (e.g.
government, economy,
education, religion,
family) to structure
society, influence
behavior and respond to
human needs.
how cultures (present
day) develop social
institutions (family,
religion, education,
government, economy)
to respond to human
needs, structure society
and influence behavior.
institutions.
SS-06-2.3.1
Students will explain
how conflict and
competition (e.g.,
political, economic,
religious, ethnic)
occur among
individuals and
groups in the present
day.
DOK 2
I can give examples of
conflict and
competition.
I can explain what a
social institution is.
I can explain how social
institutions meet human
needs and influence
behavior.
family, religion,
education,
government, economy,
ethnic groups,
alliances, values,
traditions
SS-6-CS-S-2
Students will investigate
social institutions (e.g.,
family, religion, education,
government, economy) in
relation to how they
respond to human needs,
structure society and
influence behavior in the
present day
SS-6-CS-U-3
Students will understand
that interactions among
individuals and groups
assume various forms
(e.g., compromise,
cooperation, conflict,
competition) and are
influenced by culture.
14-15
I can list possible causes
of conflict and
competition among
groups of people.
Conflict, competition,
Ethnic groups, cultural
change, trade, beliefs,
treaty
Erica Duke
I can explain political
causes of conflict.
SS-6-CS-S-3
Students will explain how
communications between
groups can be influenced by
cultural differences; explain
how interactions (e.g.,
political, economic, religious,
ethnic) can lead to conflict
and competition among
individuals and groups in the
present day
SS-06-2.3.2
Students will explain
how compromise and
cooperation are
possible choices to
resolve conflict
among individuals
and groups in the
present day.
DOK 2
I can explain economic
causes of conflict.
Compromise,
Cooperation, conflict
resolution, trade
agreements
I can give examples of
ways to resolve conflict
(compromise &
cooperation)
SS-6-CS-S-4
Students will describe
conflicts between
individuals or groups and
explain how compromise
and cooperation are
possible choices to resolve
conflict among individuals
and groups in the United
States and across regions
of the world in the present
day
SS-6-CS-U-4
Students will understand
that culture affects how
people in a society behave
in relation to groups and
their environment.
14-15
SS-06-2.3.1
Students will explain
how conflict and
competition (e.g.,
political, economic,
religious, ethnic)
occur among
individuals and
I can explain religious
causes of conflict.
I can explain and give
examples of ethnic
conflict in the past and
Political conflict,
Economic competition
Religious conflict
Ethnic conflict
Compromise
Political change
Erica Duke
SS-6-CS-S-3
Students will explain how
communications between
groups can be influenced by
cultural differences; explain
how interactions (e.g.,
political, economic, religious,
ethnic) can lead to conflict
and competition among
individuals and groups in the
present day
groups in the present
day.
DOK 2
SS-06-2.3.2
Students will explain
how compromise and
cooperation are
possible choices to
resolve conflict
among individuals
and groups in the
present day.
DOK 2
SS-6-CS-S-4
Students will describe
conflicts between
individuals or groups and
explain how compromise
and cooperation are
possible choices to resolve
conflict among individuals
and groups in the United
States and across regions
of the world in the present
day
SS-6-CS-U-5
Students will understand
that an appreciation of
the diverse complexity of
14-15
SS-06-2.1.1
Students will explain
how elements of
culture (e.g.,
language, the arts,
present day.
Economic change
Cultural change
I can explain
compromise.
I can give examples of
compromise in real life
situations.
I can explain
cooperation.
I can give examples of
cooperation in the
present day.
I can give examples of
modern day cultural
conflicts.
Culture, elements of
culture (Language,
customs, music,
dance, arts, food,
Erica Duke
cultures is essential in our customs, beliefs,
literature) define
global society.
SS-6-CS-S-5
Students will compare
examples of cultural
elements (e.g., language,
the arts, customs/traditions,
beliefs, skills and
literature) of diverse
groups in the present day,
including non-western
cultures within the United
States, in current
events/news using
information from a variety
of print and non-print
sources (e.g., media,
literature, interviews,
observations,
documentaries, artifacts)
SS-6-E-U-1
Students will understand
that the basic economic
problem confronting
individuals, societies and
governments across
present day geographic
regions is scarcity: as a
result of scarcity, economic
choices and decisions
must be made.
14-15
specific groups in the
global world of the
present day and may
result in unique
perspectives.
DOK 2
SS-06-3.1.1
Students will explain
and give examples of
how scarcity requires
individuals, groups
and governments in
the present day to
make decisions about
how productive
resources (natural
resources, human
I can use the elements of
cultural to compare
ethnic groups from
various regions.
clothing, religious
beliefs, literature, etc.)
Perspectives
Print & nonprint
sources
I can explain and give
examples of scarcity.
Scarcity, productive
resources, natural
resources, human
resources, capital
goods, limited
resources,
Supply & demand
I can explain and give
examples of productive
resources (natural,
human, capital
resources)
Erica Duke
SS-6-E-S-1
Students will demonstrate an
understanding of the nature
of limited resources and
scarcity, using a variety of
print and non-print sources
(e.g., news media, news
magazines, textbook,
Internet) to investigate
present day economic
problems within the U.S. and
in world regions:
resources capital
goods) are used.
DOK 2
I can explain how
scarcity causes people to
make decision about
resources.
SS-06-3.2.1
Students will compare
present day economic
systems (traditional,
command, market,
mixed).
DOK 2
I can identify
characteristics and give
examples of a traditional
economic system.
a) explain how scarcity
requires individuals,
groups and
governments to make
decisions about the
use of productive
resources (e.g.,
natural resources,
human resources and
capital goods)
SS-6-E-U-2
Students will understand
that economic systems (e.
g., traditional, command,
market, mixed) and a
variety of fundamental
economic concepts (e. g.,
supply and demand,
opportunity cost) affect
individuals, societies and
governments of the present
day.
14-15
SS-06-3.3.1
Students will explain
how in present day
I can identify and give
examples of command
economic system.
I can identify and give
examples of market
Economic systems
(traditional, command,
market, mixed)
Supply & demand
Goods & services
scarcity
Goods & services
Supply & demand
Erica Duke
SS-6-E-S-1
Students will demonstrate an
understanding of the nature
of limited resources and
scarcity, using a variety of
print and non-print sources
(e.g., news media, news
magazines, textbook,
Internet) to investigate
present day economic
problems within the U.S. and
in world regions:
market economies,
the prices of goods
and services are
determined by supply
and demand.
DOK 2
I can identify and give
examples of mixed
economic system.
I can define and give
examples of supply and
demand.
I can explain how
supply and demand
influences the prices of
goods and services.
b) compare economic
systems (e.g.,
traditional, command,
market, mixed)
c) explain how the prices
of goods and services
are determined by
supply and demand in
market economies
14-15
economic system.
I can give examples of
present day economic
problems within the
U.S. and around the
world.
SS-6-E-U-3
Students will understand
that individuals,
businesses and
governments must make
economic decisions about
the use of resources in the
production, distribution
and consumption of goods
and services.
SS-06-3.4.1
Students will explain
ways in which the basic
economic questions
about the production,
distribution and
consumption of goods
and services are
addressed in the
present day.
SS-6-E-S-3
SS-06-3.4.2
I can identify and give
examples of production.
Production,
distribution,
consumption
I can identify and give
Productivity
examples of distribution. Goods & services
Scarcity, tools
I can identify and give
examples of
consumption.
Erica Duke
Students will investigate the
production and distribution of
goods and services in present
day societies:
a) describe how
competition among
buyers and sellers
impacts the price of
goods and services
b) explain ways in which
societies (within the
U.S. and in world
regions) address basic
economic questions
(e.g., how resources
are used to produce
goods and services,
how regions increase
productivity) about the
production, distribution
and consumption of
goods and services
SS-6-E-U-4
Students will understand
that markets are
institutional arrangements
that enable buyers and
sellers to exchange goods
and services.
SS-6-E-S-2
Students will demonstrate an
understanding of markets by
providing scenarios to
illustrate how goods and
services are exchanged;
14-15
Students will describe
how new knowledge,
technology/tools and
specialization
increase human
productivity in the
present day.
I can identify and give
examples of goods and
services.
SS-06-3.3.1
Students will explain
how in present day
market economies,
the prices of goods
and services are
determined by supply
and demand.
DOK 2
I can explain how the
prices of goods and
services are determined
by supply and demand.
I can explain how
regions use new
DOK 2 knowledge and
technology/
specialization to
increase productivity.
SS-06-3.3.2
Students will explain
how money (unit of
Technology
Specialization
Productivity
Tractor, plow,
combine, irrigation
Market economies
Goods & services
Supply & demand
I can compare bartering
with the use of money.
I can explain how the
use of money makes it
easier to trade, borrow,
Market value
Goods & services
Barter/trade, invest
Erica Duke
explain how money can be
used to express the market
value of goods and services;
describe the relationship
between money and ease of
trading, borrowing, investing
and saving; analyze the
connections between
economic conditions and
current events of the present
day
SS-6-E-U-5
Students will understand
that our global economy
provides for a level of
interdependence among
individuals, regions and
nations of the present day.
SS-6-E-S-3
Students will investigate
the production and
distribution of goods and
services in present day
societies:
14-15
account) can be used
to express the market
value of goods and
services and how
money makes it easier
to trade, borrow, invest
and save in the present
day.
invest, and save.
Economy, buyers,
sellers, impacts,
European Union,
competition, scarcity,
market
SS-06-3.3.3
Students will explain
how competition among
buyers and sellers
impacts the price of
goods and services in
the present day.
I can identify examples
of competition among
buyers and sellers.
competition
SS-06-3.4.3
Students will explain
how international
economic activities
are interdependent in
the present day.
DOK 2
I can give examples of
international economic
activities (e.g., banking,
investing, corporations)
I can explain how
competition among
buyers and sellers
effects the price of
goods and services.
I can explain how
national economies are
interdependent upon one
another.
Interdependence,
international economic
activities
Global economy
Fall of communism
War, famine, tsunami,
Hurricane Katrina
Erica Duke
c) analyze examples
that demonstrate
interdependence
of international
economic activities
SS-6-G-S-1
Students will demonstrate an
understanding of patterns on
the Earth’s surface, using a
variety of geographic tools
(e.g., maps, globes, charts,
graphs, satellite images);
a) locate, in absolute and
relative terms,
landforms and bodies
of water.
b) Locate and interpret
patterns on Earth’s
surface (e.g., how
different factors, such
as rivers, mountains
and plains affect
where human
activities are located)
SS-6-G-U-2
Students will understand that
patterns emerge as humans
move, settle, and interact on
Earth’s surface and can be
identified by examining the
location of physical and
human characteristics, how
14-15
SS-06-4.1.2
Students will describe
how different factors
(e.g., rivers, mountains,
plains) affect where
human activities are
located in the present
day.
SS-06-4.3.1
Students will describe
patterns of human
settlement in the
present day and
explain how these
patterns are
influenced by human
I can explain how
landforms such as
rivers, mountains, and
plains affect where
human activities are
located.
Mountains, plains,
plateau, valleys,
rivers, hills,
landforms, river
systems, etc.
I can describe patterns
of human settlement.
Physical
characteristics, human
characteristics,
interdependence,
cooperation, conflict
I can identify basic
human needs.
I can explain how these
Erica Duke
they are arranged, and why
they are in particular
locations. Economic, political,
cultural and social processes
interact to shape patterns of
human populations,
interdependence, cooperation
and conflict.
SS-6-G-S-2
Students will investigate
regions of the Earth’s surface
using information from print
and non-print sources (e.g.,
books, films, magazines,
Internet, geographic tools):
a) explain relationships
between and among
physical
characteristics (e.g.,
mountains, bodies of
water, valleys) of
present day regions
and how they are
made distinctive by
human characteristics
(e.g., dams, roads,
urban centers);
describe advantages
and disadvantages for
human activities (e.g.,
exploration, migration,
trade, settlement) that
resulted
b) describe patterns of
human settlement in
14-15
needs.
DOK 2
SS-06-4.3.2
Students will explain
why and give
examples of how
human populations
may change and/or
migrate because of
factors such as war,
famine, disease,
economic opportunity
and technology in the
present day.
DOK 3
patterns of human
settlement are
influenced by human
needs.
I can describe migration.
I can list factors that
cause human
populations to migrate.
(war, famine, disease,
economic opportunity,
and technology)
I can explain how these
factors cause human
populations to migrate.
Migration, technology
Erica Duke
the present day;
explain relationships
between these
patterns and human
needs; analyze how
factors (e.g., war
famine, disease,
economic opportunity,
technology) impact
human migration
today.
SS-6-G-U-3
Students will understand that
regions help us to see Earth
as an integrated system of
places and features
organized by such principles
as landform types, political
units, economic patterns and
cultural groups.
SS-6-G-S-3
Students will investigate
interactions among human
activities and the physical
environment in the present
day:
c) explain cause and
effect relationships
between the natural
resources of a place
or region and its
political, social, and
economic
development
14-15
SS-06-4.2.1
Students will describe
how regions in the
present day are made
distinctive by human
characteristics (e.g.,
dams, roads, urban
centers) and physical
characteristics (e.g.,
mountains, bodies of
water, valleys) that
create advantages
and disadvantages for
human activities (e.g.,
exploration,
migration, trade,
settlement,
development).
DOK 2
I can identify
geographic regions of
the world. (e.g.,
Southwest Asia, North
America, Central
America, South
America, Western
Europe, Eastern Europe,
Russia, Eurasia, East
Asia, South Asia,
Southeast Asia,
Australia, etc.)
I can identify and give
examples of physical
characteristics (ex:
mountains, rivers,
plains, etc)
I can explain how
regions are changed by
Human characteristics,
physical
characteristics,
migration, trade/barter
Urban, rural,
population, density,
growth, distribution,
cities, regions,
traditions, values,
ethnic groups,
immigration,
architecture, industry,
land utilization, trade,
consumption, natural
resources, places,
Erica Duke
human characteristics
(ex. dams, roads, urban
centers, etc.).
SS-06-4.4.3
Students will explain
how the natural
resources of a place or
region impact its
political, social and
economic development
in the present day.
SS-06-4.4.4
Students will explain
how individual and
group perspectives
impact the use of
natural resources (e.g.,
urban development,
recycling) in the present
day.
I can explain how
physical characteristics
limit or promote human
activities (e.g.,
exploration, trade,
settlement, etc.)
I can identify the natural
resources of a region.
I can explain how the
natural resources of a
region impact political,
social, and economic
development of that
area.
Natural resources
Perspectives, urban
development,
recycling
I can explain the term
perspective.
I can explain how
individual and group
perspectives impact the
use of natural resources
of a region.
SS-6-G-U-4
Students will understand that
14-15
SS-06-4.2.1
Students will describe
I can list advances in
Human characteristics,
Erica Duke
people depend on, adapt to,
or modify the environment to
meet basic needs. Human
actions modify the physical
environment and in turn, the
physical environment limits or
promotes human activities in
the present day.
SS-6-G-S-2
Students will investigate
regions of the Earth’s surface
using information from print
and non-print sources (e.g.,
books, films, magazines,
Internet, geographic tools):
c) evaluate how
availability of
technology, resources
and knowledge
causes places and
regions in the present
day to change;
SS-6-G-S-3
Students will investigate
interactions among human
activities and the physical
environment in the present
day:
a)
14-15
explain how people
modify the physical
environment (e.g.,
dams, roads, bridges)
to meet their needs in
how regions in the
present day are made
distinctive by human
characteristics (e.g.,
dams, roads, urban
centers) and physical
characteristics (e.g.,
mountains, bodies of
water, valleys) that
create advantages
and disadvantages for
human activities (e.g.,
exploration,
migration, trade,
settlement,
development).
DOK 2
SS-06-4.2.2
Students will describe
and give examples of
how places and
regions in the present
day change over time
as technologies,
resources and
knowledge become
available.
DOK 2
technology.
I can explain how new
technology assists
humans in changing the
physical environment.
I can give examples of
how regions have
changed over time as
new technology and
knowledge has become
available.
I can list ways people
modify the physical
SS-06-4.4.1
environment (e.g., dams,
Students will explain
roads, bridges) to meet
how technology in the
their needs.
present day assists
human modification
urban centers, physical
characteristics
Population density,
growth, distribution,
regions, traditions,
values, ethnic groups,
immigration,
architecture, land use,
utilization, trade,
consumption,
production
Physical environment
Urbanization,
economics, computers,
internet, migration,
population growth
Technology, irrigation
Natural resources,
natural disaster,
natural barriers,
exploration,
settlement,
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different regions
b) describe how the
physical environment
can promote or restrict
human activities (e.g.,
exploration, migration,
trade, settlement,
development) in the
present day
(e.g., irrigation,
clearing land, building
roads) of the physical
environment in
regions.
DOK 2
SS-06-4.4.2
Students will describe
ways in which the
physical environment
(e.g., natural
resources, physical
geography, natural
disasters) both
promotes and limits
human activities (e.g.,
exploration,
migration, trade,
settlement,
development) in the
present day.
DOK 2
I can explain how
people modify the
physical environment to
meet their needs.
development
SS-6-G-U-5
Students will understand that
citizens in an interdependent
global community change
their environment through the
use of land and other
resources. Many of the
important issues facing
societies and nations involve
the consequences of
interactions between human
and physical systems.
SS-06-4.4.4
Students will explain
how individual and
group perspectives
impact the use of
natural resources (e.g.,
urban development,
recycling) in the present
day.
I can recall current
events from around the
world.
Natural resources,
urban development,
recycling, industrial,
residential,
recreational, farming
SS-6-G-S-2
14-15
I can geographically
locate where these
current events take
place.
I can read and interpret
geographic information
about regions of the
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Students will investigate
regions of the Earth’s surface
using information from print
and non-print sources (e.g.,
books, films, magazines,
Internet, geographic tools):
Earth.
d) interpret current
events in the world
from a geographic
perspective
SS-6-G-S-3
Students will investigate
interactions among human
activities and the physical
environment in the present
day:
d )describe how individual
and group perspectives
impact the use (e.g.,
urban development,
recycling) of natural
resources using current
events.
SS-6-HP-U-1
Students will understand
that interactions among
countries and people are
complex because of
cultural, political,
economic, geographic and
historical differences
14-15
SS-06-5.1.1
Students will use a
variety of tools (e.g.,
primary and secondary
sources) to describe
and explain historical
events and conditions
and to analyze the
perspectives of different
I can give examples of
primary sources of
information.
I can give examples of
secondary sources of
information.
Primary sources,
secondary sources,
ethnic groups,
perspectives,
timelines, journals,
gender, race, region,
economic status,
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SS-6-HP-S-1
Students will demonstrate an
understanding of the
interpretative nature of history
using a variety of tools and
resources (e.g., primary and
secondary sources, Internet,
timelines, maps):
a) investigate and
chronologically
describe (e.g., using
timelines, charts,
fictional and report
writing, role playing)
major events in
present day regions of
the world and draw
inferences about their
importance
b) examine potential
causes of recent
historical events and
show connections
among causes and
effects; use causeeffect relationships to
identify patterns of
historical change
influenced by
government, culture,
economics and/or
geography
SS-6-HP-U-2
Students will understand
that people and groups
14-15
individuals and groups
(e.g., gender, race,
region, ethnic group,
age, economic status,
religion, political group)
in present day regions
I can use both primary
and secondary sources
of information to
explain major historical
events in regions of the
world.
I can use a variety of
tools to describe modern
day conditions of
regions of the world.
I can analyze the
perspectives of different
groups in present day
regions of the world.
I can chronologically
describe major historical
events of regions of the
world.
I can identify causes of
major historical events
from regions of the
world.
I can use cause and
effect relationships to
identify change
religion, political
groups, political
events, print &
nonprint sources
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react and adapt to change
over time in a variety of
ways based on their needs,
goals, and experiences.
SS-6-HP-S-1
Students will demonstrate an
understanding of the
interpretative nature of history
using a variety of tools and
resources (e.g., primary and
secondary sources, Internet,
timelines, maps):
c) analyze
historical
events,
conditions and
perspectives of
different
individuals and
groups (e.g., by
gender, race,
region, ethnic
group, age,
economic
status, religion,
political group)
in present day
regions of the
world)
SS-6-HP-S-2
Students will analyze major
historical events and people
in present day regions of the
14-15
influenced by
government, culture,
economics, and
geography in regions
around the world.
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world using information from
print and non-print sources
(e.g., biographies,
autobiographies, films,
magazines, Internt)
When studying the world regions, the sub domains of geography (including map skills), economics,
government and civics, cultures and societies, and historical perspectives will be addressed for each
region. Teachers may choose representative countries within each region to use in addressing core
content. It is impossible to focus on every country within a region. Use teacher judgment in choosing
countries that will fit all sub domain criteria.
The sixth grade Social Studies content will be organized around the study of nine world regions: North
America, Southwest Asia & North Africa, Western & Eastern Europe, Russia & Eurasia, Asia (South,
East & Southeast Asia), Western & Central Africa, Eastern & Southern Africa, Australia & the Pacific
Realm, Middle America & South America. In each region of the world the following content needs to be
addressed: Economy, Cultures and Society, Government, and Historical Perspective. In order to
ensure all students (transient and non-transient) are exposed to the same content, the world regions
study will follow this timeline throughout the district:
1.
2.
3.
4.
5.
6.
7.
14-15
Geography, Economics, and Themes of Geography Review & North America (weeks 2-7)
Middle America & South America (weeks 8-11)
Western & Eastern Europe (weeks 12-15)
Eastern and Western Asia (weeks 16 -20)
Middle East Asia and North Africa (weeks 21-24)
Western & Central Africa (weeks 25-28)
Eastern & Southern Africa (weeks 29-32)
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8. Australia & the Pacific Realm (weeks 33-35)
Additional Social Studies Websites
www.timeforkids.com
www.weeklyreader.com
www.worldalmanacforkids.com (Nations, Geography, Populations)
www.harcourtschool.com/socialstudies/
www.kcee.org
www.econedlink.org
www.warren.kyschools.us/~lfrint/interactivesocst.html
www.smithsonianeducation.org/students/
www.nationalgeographic.com/kids/
www.internet4classrooms.com/social.htm
http://bensguide.gpo.gov
http://news.bbc.co.uk/2/hi/country_profiles/ -This is a significant source of continent/country
resources.
www.NASA.gov
www.marcopolo-education.org/
www.ask.com
www.searchopolis.com
14-15
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14-15