Download progressive development of essential social studies skills

PROGRESSIVE DEVELOPMENT OF ESSENTIAL SOCIAL STUDIES SKILLS
(Across Connecticut Social Studies Content Standards 1-15)
Social Studies Inquiry and Literacy Skills
Grade 6
PROGRESSIVE DEVELOPMENT OF ESSENTIAL SOCIAL STUDIES SKILLS
(Across Connecticut Social Studies Content Standards 1-15)
Social Studies Inquiry and Literacy Skills
Big Idea: Information is accessed from multiple sources and processed in multiple forms to draw logical conclusions, to make informed decisions, and to be applied to societal issues.
Grades 6-8
Social Studies Inquiry, Information and
Communication Skills
Enduring Understanding:
Information and inquiry skills allow us to collect, organize,
synthesize, and communicate information from multiple sources.
Social Studies Interpersonal and Group Process Skills
Social Studies Critical Thinking and Problem Solving Skills
Enduring Understanding:
Interpersonal and group process skills enhance our ability to
understand and work effectively with others.
Enduring Understanding:
Critical thinking and problem solving skills allow us to evaluate and analyze
information to make informed decisions and draw evidence-based conclusions.

(5)Communicate a particular perspective

(2)Identify central issues and (4)formulate appropriate questions

(6)Formulate an essential question

(4)Listen critically and (4)build upon the ideas of others

(4)Distinguish between fact and opinion

(2)Identify key words

(2)Communicate content knowledge

(4)Compare and (4)contrast ideas, values, personalities, behaviors and institutions

(6)Develop and (3)apply search strategies

(5)Work effectively to achieve group goals

(4)Determine cause and effect relationships

(2)Locate appropriate and varied information sources


(4)Distinguish between primary and secondary sources

(2)Identify appropriate people to gain needed information,(4) ask 
relevant questions, (4)pose follow-up questions;(2)paraphrase

conversations
(4)Compare points of agreement and disagreement among sources

(2)Identify the time, place, audience, purpose, and form of a
source

(3)Use a variety of appropriate note-taking strategies

(4)Paraphrase, (4)summarize, (2)organize data

(2)Identify audience and purpose
(4)Recognize stereotypes, clichés, bias and propaganda techniques

(5)Determine authenticity and credibility of sources

(4)Compare advantages and disadvantages, (6)suggest alternate solutions;
(6)predict probable consequences, (5)provide evidence to (5)justify best solution

(4)Analyze and (5)evaluate the impact of ideas, events, and/or people on groups,
environments, economic systems, and/or subsequent events
(6)Create a product that uses social studies content to support
findings

(2)Group human and natural events into broadly defined eras and (2)construct
related timelines

(5)Present product in appropriate manner to a meaningful
audience

(3)Construct and(3)interpret charts, graphs and narratives


(3)Prepare a bibliography (3)using an accepted format
(3)Reconstruct and (2)express others’ points of view, highlighting a historic,
geographic, civic, or economic perspective
BLOOM’S NEW TAXONOMY
(1)Remembering(2)Understanding (3)Applying (4)Analyzing
(5)Evaluating (6)Creating
Inquiry & Literacy Pacing Guide
The following is a guide for choosing targeted objectives and assessing the students’ learning. These grade level expectations for Grades 6-8 are not to be taught in isolation.
This guide identifies featured skills to be assessed both formatively and summatively. Each assessment is cumulative, so all the expectations need to continue to spiral
throughout the year with a new group of identified skills featured.
The * indicates a featured skill for the quarter.
The <-> indicates continued instruction and possible assessment.
P indicates a prior grade’s GLE
Grade Level Expectations (GLE’s) — Grade 6
Social Studies Inquiry, Information and Communication Skills
Enduring Understanding:
Information and inquiry skills allow us to collect, organize, synthesize, and
communicate information from multiple sources.
Students will:
Fall
Winter
 (6)Formulate an essential question
*
 (6)Develop and (3)apply search strategies
 (2)Locate appropriate and varied information sources
*
 (4)Distinguish between primary and secondary
sources
 (4)Compare points of agreement and disagreement
among sources
 (2)Identify the time, place, audience, purpose, and
form of a source
 (3)Use a variety of appropriate note-taking strategies
Spring
<->
<->
*
*
<->
<->
*
<->
*
<->
<->
*
<->
*
<->
 (6)Create a product that uses social studies content to
support findings
 (3)Prepare a bibliography (3)using an accepted format
Strand
Big Idea/
Enduring
Understandings
Overarching
Question/ Essential
Questions(TBD)
Local, United
States and
World
History
Big Idea:
Overarching
Question:
What are the
characteristics of
human behavior in
Students will:
 (5)Communicate a particular
perspective
 (4)Listen critically and (4)build
upon the ideas of others
 (2)Communicate content
knowledge
 (5)Work effectively to achieve
group goals
 (2)Identify appropriate people to
gain needed information,(4) ask
relevant questions, (4)pose followup questions;(2)paraphrase
conversations
Fall
*
*
*
*
Winter
Spring
*
*
 (4)Paraphrase, (4)summarize, (2)organize data
The study of
historical eras,
events, trends and
themes shapes our
Enduring Understanding:
Interpersonal and group process skills enhance our ability to
understand and work effectively with others.
*
 (2)Identify key words
Social Studies Interpersonal and Group Process Skills
<->
Five Content Strands By Grade Level
Grade 6
CT Content Standards Listed
Grade Level Concepts
&
Priority Standards Powered, Unwrapped
& Highlighted(TBD)
*
<->
<->
<->
*
<->
<->
*
Social Studies Critical Thinking and Problem Solving
Skills
Enduring Understanding:
Critical thinking and problem solving skills allow us to evaluate and
analyze information to make informed decisions and draw evidencebased conclusions.
Students will:
Fall
Winter Spring
 (2)Identify central issues and (4)formulate
appropriate questions
 (4)Distinguish between fact and opinion
*
<->
*
 (4)Compare and (4)contrast ideas, values,
personalities, behaviors and institutions
 (4)Determine cause and effect
relationships
 (2)Identify audience and purpose
Grade Level Activities/
Unit Pacing
Students will use Social Studies Inquiry &  Movements of large groups Common Grade 6 Social Studies Core Words (see
Literacy Skills to develop an understanding of people can have positive
district website)
of: (Connecticut Social Studies Content
or negative impacts on the
Standards 2, 3)
place to which they migrate Canada
and on the place they leave 1. Identify when Canada became an independent
Historical Eras and Events:
nation and explain how independence was achieved.
behind.
*
*
*
 (4)Recognize stereotypes, clichés, bias
and propaganda techniques
 (5)Determine authenticity and credibility
of sources
 (4)Compare advantages and
disadvantages, (6)suggest alternate
solutions; (6)predict probable
consequences, (5)provide evidence to
(5)justify best solution
 (4)Analyze and (5)evaluate the impact of
ideas, events, and/or people on groups,
environments, economic systems, and/or
subsequent events
 (2)Group human and natural events into
broadly defined eras and (2)construct
related timelines
 (3)Reconstruct and (2)express others’
points of view, highlighting a historic,
geographic, civic, or economic
perspective
*
<->
<->
*
*
*
*
*
Common
Formative/
Summative
Assessments
(TBD)
Task #3:
Students will
read two articles
on a current
event and write a
paragraph using
<->
<->
*
<->
Resource
Materials
understanding of
the past, the
present, and the
future.
different times,
places, and
circumstances?
Essential
Questions:
Enduring
Understandings:
(Teacher created &
directed at the
Enduring
Understandings)
1. The history of the 1.
world can be
organized into eras
and the events that
characterized them.
2. Certain trends
2.
and patterns can be
seen in a variety of
civilizations and
transcend time and
place.
The history of the world can be organized
into eras and the events that characterized  Events in history have a
them.
temporal structure that can
2.5-6.1
Demonstrate an in-depth
be diagramed.
understanding of major events and trends of
United States history (e.g., the American
 Changing technologies
Revolution, the Civil War, industrialization,
have had an impact on
the Great Depression, the Cold War).
ideas, attitudes, and
2.5-6.2
Demonstrate an in-depth
cultures.
understanding of selected events representing
major trends of world history (e.g., emergence
of new centers of agrarian society in the 3rd
and 2nd millennia, BCE, the Black Death, the
Columbian voyages, the French Revolution,
World War II).
2.5-6.3
Demonstrate an in-depth
understanding of major events and trends in
local history (e.g., the Pequot war,
establishment of self-government,
disestablishment of the Puritan church,
industrialization, waves of in-and-out
migration,
suburbanization, racial
tensions).
2.5-6.4
Locate the events, peoples and
places they have studied in time and place
(e.g., on a timeline and map) relative to their
own location; and
2.5-6.5
Explain the relationships among
the events and trends studies in local, state,
national and world history.
(H, G)
details from the
articles to
2. Identify the location of at least two Native
support their
American tribes in Canada (e.g., Kwakiutl and
opinion on: (ie.
Micmac) and the Inuit nation and describe their major longer school
social features. (H, G)
year, war in Iraq,
evacuation for a
3. Identify the major language groups in Canada,
natural disaster).
their geographic location, and the relations among
Students and
them. (H, G)
teachers will use
Mexico
the Powerful
1.Identify the language, major religion, and peoples
Paragraph
of Mexico. (H)
checklist for
assessment.
2.Identify when Mexico became an independent
Timeline: this is
nation and describe how independence was achieved. a term 3 or 4
(H, G)
activity.
Central America and the Caribbean Islands
1.Identify the peoples that first settled in the different
regions in Central America and the Caribbean.
2.Identify the different languages used in different
countries in the Caribbean region today (e.g., Spanish
in Cuba, French in Haiti, English in Barbados and
Jamaica). (H)
3.Identify when the countries in the Caribbean and in
Central America became independent nations and
explain how independence was achieved. (H, G)
South America
Historical Trends and Themes:
Certain trends and patterns can be seen in
a variety of civilizations and transcend
time and place.
3.5-6.1
Explain the origins of American
religious diversity, showing knowledge of
some of the beliefs of Native Americans and
migrants to the new world and give examples
of ways those beliefs have changed over time.
3.5-6.2
Explain how roles and status of
people have differed and changed throughout
history based on gender, age, class, racial and
ethnic identity, wealth, and/or social position.
3.5-6.3
Describe examples of how
societies throughout history have used various
forms of visual arts, dance, theater, myths,
literature and music to express their beliefs,
sense of identity and philosophical ideas.
3.5-6.4
Explain reasons for conflict and
the ways conflicts have been resolved; and
3.5-6.5
Explain the significance of the
achievements of selected individual scientists
and inventors from around the world and from
various periods.
Geography
. Big Idea:
Geographic
locations,
characteristics,
Overarching
Question:
How do the
characteristics and
Content Standards:
Grade Level Concepts:
Students will use Social Studies Inquiry &  Map makers and map
Literacy Skills to develop an understanding readers use the coordinates
of: (Connecticut Social Studies Content
of latitude and longitude to
Grade Level Activities/
Unit Pacing:
Common Grade 6 Social Studies Core Words (see
district website)
CF/SA’S:
Task #1: Using
the Geography
theme of place,
Resources:
patterns, and
processes describe
and explain the
relationship and
interactions
between the
physical
environment and
human activity.
Enduring
Understandings:
1. Each place and
region in the world
has distinct physical
and cultural
characteristics that
affect the people
who live and travel
there.
location of a place or
region help to
identify and explain
the impact of
geography on people
and their interaction
with their physical
environments?
Essential
Questions:
(Teacher created &
directed at the
Enduring
Understandings)
1.
2. The location of
each place can be
described and
identified.
2.
3. Human and
environment
interactions change
our lives
3.
Standards 9, 10, 12)
Places and Regions:
locate and place countries,
cities, deserts, mountain
ranges, and bodies of water
on the continents on which
they are located.
Each place and region in the world has
distinct physical and cultural
characteristics that affect the people who
live and travel there.
 Changes in technology,
9.5-6.1
Describe human and natural
transportation,
characteristics of places and how they shape
communication and
or place identity.
resources affect the
9.5-6.2
Examine ways in which regions
distribution patterns of
are interconnected.
economic activities such as
9.5-6.3
Identify and evaluate various
agriculture; mining; fishing;
perspectives associated with places and
and manufacturing.
regions.
9.5-6.4
Use latitude and longitude to
 Push and pull factors such
locate places and calculate differences
as: oppression/freedom;
between places; and
poverty/opportunity;
9.5-6.5
Locate natural and cultural
cultural ties; political
features in their own and nearby communities, conflict; and environmental
in the United States and in other regions of
factors cause people to
the world, as needed, to answer geographic
migrate from place to place.
questions.
 The uneven distribution of
natural resources explains
The location of each place can be described the primary geographic
and identified.
causes for world trade.
10.5-6.1 Understand how concepts of
physical geography can be applied to explain  Various physical and
natural processes; and
human regions can be
10.5-6.2 Use basic climatic and other
analyzed with the use of
physical data to understand how natural
maps, charts, and graphs
processes shape environmental patterns.
that show patterns of
characteristics that define
Human and Environmental
regions.
1.Use map and globe skills learned in
prekindergarten to grade five to interpret different
kinds of projections, as well as topographic,
landform, political, population, and climate maps.
(G)
2.Use geographic terms correctly, such as delta,
glacier, location, settlement, region, natural
resource, human resource, mountain, hill, plain,
plateau, river, island, isthmus, peninsula, erosion,
climate, drought, monsoon, hurricane, ocean and
wind currents, tropics, rain forest, tundra, desert,
continent, region, country, nation, and urbanization.
(G)
3.Interpret geographic information from a graph or
chart (e.g., about rainfall, temperature, or population
size ). (G)
4.Explain the difference between absolute and
relative location and give examples of different ways
to indicate relative location for countries or cities
across the world. (G)
Location:
5.Identify how current world atlases are organized
and the kind of information they provide for each
continent and country. (G)
6.Identify what time zones are and how they are
used. Understand how latitude and longitude are used
by cartographers, the historical development of these
measurements and how they are used today. Give
examples of differences in time in countries in
different parts of the world. (G)
Interaction:
Human and environment interactions
 Human settlements and
change our lives.
activities are influenced by
12.5-6.1 Explain the essential features and environmental factors and
functions of maps, globes, photographs,
processes in different places
geographic models and satellite images.
and regions.
12.5-6.2 Make maps, globes, models,
charts and geographic databases.
 Human migration has an
12.5-6.3 Compare and contrast differences impact on the physical and
among maps, globes, photographs, models
human characteristics of
and satellite images for solving geographic
places through
problems.
urbanization;
12.5-6.4 Use maps, globes, models,
desertification; and
graphs, charts and databases to analyze
deforestation.
distributions and patterns; and
12.5-6.5 Demonstrate and explain ways
 Humans depend on and
that humans depend on, adapt to and alter the modify the environment in
physical environment.
both positive and negative
ways.
7.Use the following demographic terms correctly:
ethnic group, religious group, and linguistic group.
(G)
8.Explain the theory of continental drift.
9.Identify the factors that influence climate.
10 Identify & locate the major climate regions.
11 Explain the five themes of geography and give
examples of each.
12 Explain how the earth’s landforms were created
13 Identify how the landscape of the Eastern US is
different from the Western and Central US.
Canada
1.On a map of North America, locate Canada, its
provinces, and major cities. (G)
2.Describe the climate, major physical
characteristics, and major natural resources of
Canada and explain their relationship to settlement,
trade, and the Canadian economy. (G, E)
students will
select a unique
and special
location for
themselves and
create a welldeveloped
paragraph about
“place” (physical
and human
characteristics).
The paragraph
should include a
lead/topic
sentence; 3
supporting,
descriptive
details; transition
words; a
clincher/concludi
ng statement; and
proper mechanics
and correct
spelling.
Timeline: first
term/fall. See
attached
Powerful
Paragraph
checklist for
student and
teacher
assessment.
Task #3:
Students will
read two articles
on a current
event and write a
paragraph using
details from the
articles to
support their
opinion on: (ie.
longer school
year, war in Iraq,
evacuation for a
natural disaster).
Students and
teachers will use
the Powerful
Paragraph
checklist for
assessment.
Timeline: this is
a term 3 or 4
activity.
3.Identify and explain the population density of
Canada and why people live where they do.
Mexico
1. On a map of North America, locate Mexico and
its major cities. (G)
2. Describe the climate, major physical
characteristics, and major natural resources of
Mexico and explain their relationship to the Mexican
economy. (G)
3. Explain how Mexico differs from Canada and the
US in its land forms, climate, people, and economy.
Central America and the Caribbean Islands
1.On a map of North and South America, locate the
Isthmus of Panama which divides North from South
America. Use a map key to locate islands, countries,
and major cities of Central America and the
Caribbean Islands. (G, E)
2. Describe the climate and major natural resources
of Central America and the Caribbean Islands and
explain their relationship to the economy of those
regions. (G, E)
South America
Identify the major land forms and resources of South
America
Comparative
Cultures
Big Idea:
The identity,
behavior, and
networks among
groups of people
influence cultural
characteristics,
cooperation,
interdependence,
and conflict with
others.
Enduring
Understandings:
1. The
characteristics of
cultural elements
can be both
common and
distinct across
groups of people.
2. The practices,
products, and
perspectives of a
society impact
people within and
across the regions
of the world.
Overarching
Question:
How do cultural
characteristics
influence the
behavior of people
in a region?
Essential
Questions:
(Teacher created &
directed at the
Enduring
Understandings)
1.
Content Standards:
Students will use Social Studies Inquiry &
Literacy Skills to develop an understanding
 Cultural practices and
of: (Connecticut Social Studies Content
products include: class
Standards 4, 11)
structure, gender roles,
Cultural Characteristics:
beliefs, customs, and
The characteristics of cultural elements can traditions.
be both common and distinct across groups
of people.
 All religions and belief
4.5-6.1
Describe and analyze, using
systems have geographic
historical data and understandings, the options
origins, founding leaders,
which are available to parties involved in
principles, and teachings.
contemporary conflicts or decision-making,
and
 Factors such as language,
4.5-6.2
Be active learners at cultural
religion, government,
institutions such as, museums and historical
historic relationships, and
exhibitions.
economic interests foster
conflict or cooperation
Cultural Contributions:
2.
Grade Level
Concepts:
The practices, products, and perspectives
of a society impact people within and
across the regions of the world.
11.5-6.1 Explain the patterns and
characteristics of human migrations at various
levels; and
11.5-6.2 Identify processes that divide
Earth’s surface into different political and
economic units from local to international
levels.
Diffusion:
Grade Level Activities/
Unit Pacing:
CF/SA’S:
Task #2:
Students will
utilize their
knowledge about
the Aztec or
1.Explain how the environment affects people in a
Maya
given area.
civilizations to
2.Identify the elements that makeup a people’s culture create a
journal/diary
(Inca) and give examples.
entry on a typical
“day in the life”
Canada
of one of these
1.Identify & explain how Canadians are the
Native peoples.
same/different from Americans.
Entry needs to be
a minimum of
2.Describe the major ethnic and religious groups of
one paragraph
modern Canada. (G, H, C, E)
(five sentences)
Mexico
Identify and explain the important contributions of the in expository
writing style.
Mayan people.
Students and
teacher will
Central America and the Caribbean Islands
utilize the
Powerful
South America
Paragraph
checklist for
assessment.
Timeline will
coincide with the
reading of
Esperanza Rising
Common Grade 6 Social Studies Core Words (see
district website)
Resources:
3. People from
diverse cultures
interact and
influence each
other’s practices
and products.
Government
and Civics
Big Idea:
American
democracy, one of
numerous possible
forms of
government, is
defined by the
United States
Constitution and
includes numerous
rights and
responsibilities for
its citizens.
Enduring
Understandings:
1. Government in
the United States
allocates power and
authority to protect
the rights of
individuals and to
promote the
common good.
2. United States
citizens have
certain rights and
responsibilities
3. The government
established by the
Constitution
embodies the
purposes, values
and principles of
American
democracy.
4. The major
elements of
international
relations and
world affairs
affect the security
and well-being of
the individual, the
community, the
state, and the
nation.
in Language Arts
class.
People from diverse cultures interact and
influence each other’s practices and
products.
3.
Overarching
Question:
Content Standards:
Grade Level
Concepts:
Students will use Social Studies Inquiry &
Literacy Skills to develop an understanding  Every civilization has a
What does it mean
of: (Connecticut Social Studies Content
form of law or order.
to be an informed
Standards 5, 6, 7, 8)
and responsible

Different systems of
citizen of the United Government and Political Systems:
government have different
Government
in
the
United
States
allocates
States and the global
power and authority to protect the rights of features.
community?
individuals and to promote the common
 Nations have certain
good.
common characteristics.
Essential
Questions:
(Teacher created &
directed at the
Enduring
Understandings)
1.
2.
5.5-6.1 Identify their representatives
in national and state legislatures, and the  Nations interact with one
another in a global
heads of the executive branch at the
community.
national, state and local levels.
4.
Common Grade 6 Social Studies Core Words (see
district website)
1. Define what a nation is and give examples of the
different ways nations are formed. (C)
2. Give examples of several well-known international
organizations (e.g., the North Atlantic Treaty
Organization, and the United Nations) and explain
their purposes and functions. (C)
Canada
Mexico
Rights and Responsibilities of
Citizenship:
United States citizens have certain rights
and responsibilities
6.5-6.1
Describe how one becomes a
citizen of the United States.
6.5-6.2
Identify significant characteristics
of an effective citizen and know how to
influence public policy by participating in the
government of their school; and
6.5-6.3
Identify and apply criteria useful
in selecting political leaders at the local, state
and national levels.
US Constitution:
3.
Grade Level Activities/
Unit Pacing:
The government established by the
Constitution embodies the purposes, values
and principles of American democracy.
7.5-6.1
Describe and compare unlimited
and limited government.
7.5-6.2
Explain the meaning of civic life,
politics and government.
7.5-6.3
Compare and evaluate forms of
government found outside the United States;
and
7.5-6.4
Describe the role of the U.S.
Constitution of the limitation of government
powers.
International Relations:
The major elements of international
relations and world affairs affect the
security and well-being of the individual,
the community, the state, and the nation.
8.7-8.1
Explain what foreign policy is
and give examples of United States foreign
policy.
Central America and the Caribbean Islands
South America
Identify & explain how the various cultures of South
America are similar/different from the cultures found
in the US, Canada, Central America, and the
Caribbean
CF/SA’S:
Resources:
8.7-8.2
Describe the influence of U.S.
political, economic and cultural ideas on other
nations and the influence of other nations’
ideas on the United States.
8.7-8.3
Evaluate the impact of significant
international events on the United States and
on other nations.
8.7-8.4
Describe the roles of the three
branches of U.S. government in developing
and conducting foreign policy.
8.7-8.5
Describe how foreign policy
decisions may affect domestic groups and
organizations; and
8.7-8.6
Describe how domestic groups
and organizations seek to influence foreign
policy decisions.
Economics
Big Idea:
Economic reasoning
skills and
knowledge of major
economic concepts,
principles, issues,
and systems allow
people to make
informed choices as
producers,
consumers, savers,
investors, workers,
and citizens in an
interdependent
world.
Enduring
Understandings:
1. Limited
resources affect
choices by
individuals,
households,
businesses, and
governments.
2. The economic
system in a region
affects goods and
services.
Overarching
Question:
How do our
resources, choices,
and economic
system affect our
own lives and our
interactions with
others?
Essential
Questions:
(Teacher created &
directed at the
Enduring
Understandings)
1.
Content Standards:
Students will use Social Studies Inquiry &
Literacy Skills to develop an understanding
 Entrepreneurs and inventors
of: (Connecticut Social Studies Content
often create a new product
Standards 13, 14, 15)
or service based on
consumer problems, needs,
Limited Resources:
and demand.
Limited resources affect choices by
 Businesses need a supply of
individuals, households, businesses, and
resources to create their
governments.
goods and services.
13.5-6.1 Compare the resources used by
various cultures, countries and/or regions
 Businesses often get funds
throughout the world.
to start their businesses
13.5-6.2 Explain that households,
through investors or bank
businesses, governments and societies face
loans.
scarcity just as individuals do.
13.5-6.3 Define opportunity and cost,
 Businesses often create a
giving examples; and
division of labor to improve
13.5-6.4 Illustrate how resources can be
efficiency, employee
used in a variety of ways.
expertise, and productivity.
 Businesses must operate at
a profit to stay healthy.
The economic system in a region affects
goods and services.
 Businesses set their prices
14.5-6.1 Explain how different economic
for goods, services,
systems (traditional, market and command)
resources, wages, and
use different means to produce, distribute and dividends, based on sales,
exchange goods and services.
costs, and consumer
14.5-6.2 Describe the relationships among demand.
demand, supply and price and their roles in a
 Advertising helps
market system; and
businesses showcase their
14.5-6.3 Describe how, in a market
goods and services to
system, government enforces property rights
potential consumers.
and provides for standardized systems (e.g.,
weights and measures, and money).
 Inflation occurs when there
is an imbalance between
Economic Interdependence:
resource cost, demand,
Economic interdependence affects the
competition, interest rates,
economic lives of people.
and consumer confidence.
15.5-6.1 Explain how specialization leads
to more efficient use of economic resources  Bankruptcy occurs when
and economic growth; and
businesses continue to
15.5-6.2 Explain why trade encourages
operate at a loss, can’t pay
specialization.
their bills, or can’t honor
Economic Systems:
2.
3. Economic
3.
interdependence
affects the economic
lives of people.
Grade Level
Concepts:
Grade Level Activities/
Unit Pacing:
Common Grade 6 Social Studies Core Words (see
district website)
1.Provide examples of currencies from several
countries and explain why international trade requires
a system for exchanging currency between nations.
(E)
2.Give examples of products that are traded among
nations, and examples of barriers to trade in these or
other products. (E)
3.Define supply and demand and describe how
changes in supply and demand affect prices of
specific products. (E)
4.Supply is what producers or sellers want to sell or
exchange. Demand is what consumers or buyers want
to get in exchange or buy.
5.Identify the key elements of a market economy. (E)
In a market economy, the major decisions about
production and distribution are made in a
decentralized manner by individual households and
business firms following their own self- interest.
6.Describe how different economic systems
(traditional, command, market, mixed) try to answer
the basic economic questions of what to produce, how
to produce, and for whom to produce. (E)
7.Compare the standard of living in various countries
today using gross domestic product per capita as an
indicator. (E)
8.Identify how the economy of the US differs from
region to region.
Canada
Mexico
CF/SA’S:
Resources:
their loan payment.
Central America and the Caribbean Islands
South America