Download Grade 6 - Willmar Public Schools

Willmar Public Schools
Subject Area
Month
Social Studies
Grade
Grade 6
Date
June 2005
Content
Standards Addressed
Skills/Benchmarks
Essential Questions
Assessments
Minnesota History:
pre-contact to 1650
The student will demonstrate
knowledge of Minnesota’s
indigenous peoples.
What cultures developed in
Minnesota before the year
1700?
Chapter 2 Northern Lights
Test
Minnesota History:
pre-contact to 1650
The student will demonstrate
knowledge of Minnesota’s
indigenous peoples.
How did the Dakota life
change with the seasons?
What physical features of
Minnesota shaped the Dakota
life style?
How do the Dakota view the
past?
How were the Dakota and
Ojibwe similar and different?
Chapter 3 Northern Lights
Test
Minnesota History:
pre-contact to 1650
The student will demonstrate
knowledge of Minnesota’s
indigenous peoples.
Students will map and describe
evidence of Minnesota’s
indigenous cultures.
Students will understand how
the land and climate of
Minnesota have changed over
time.
Students will explain how
climate changes affected the
cultures.
Students will list location of
food sources and housing for
each season of the year.
Students will describe the
Dakota
Circle of history.
Students will cite evidence to
show similarities and
differences between the Dakota
and Ojibwe.
Students will describe or
diagram the Ojibwe migration.
Chapter 4 Northern Lights
Test
Minnesota History:
Contact and Fur
Trade 1600-1810
The student will demonstrate
know-ledge of early
explorers and fur traders in
Minnesota and the impact of
the fur trade on both
European and native
societies.
How and why did the Ojibwe
migrate to Minnesota?
What physical features of
Minnesota shaped the Ojibwe
life style?
What happened when the
Ojibwe entered Dakota
territory?
Who was involved in the fur
trade?
What was life like at a fur
trading post?
Why did explorers and
missionaries come to
Minnesota?
Students will identify the roles
of traders, clerks, Voyageurs,
and Indians in the fur trade.
Students will map major fur
trading routes.
Students will examine the
economic and cultural impact
Chapter 5 Northern Lights
Test
Willmar Public Schools
Minnesota History:
Early Settlement
and Statehood 18101860
The student will know and
understand the factors that
led to rapid settlement of
th
Minnesota in the 19 Century
and the changes the new
Minnesotans brought with
them.
Same as above
The student will know and
understand the factors that
led to rapid settlement of
th
Minnesota in the 19 Century
and the changes the new
Minnesotans brought with
them.
Minnesota History:
Civil War and
Dakota War 18601864
The student will know and
understand Minnesota’s role
in the Civil War and the
impact of the Dakota War of
1862.
Minnesota History:
Civil War and
Dakota War 18601864
The student will know and
understand Minnesota’s role
in the Civil War and the
impact of the Dakota War of
1862.
between the Indians and the
Europeans traders and
explorers.
Students will investigate the
role of the Voyageurs.
Students will map the
Minnesota land treaties.
From all points of view,
students will indicate the
reasons for wanting the treaties.
Students will identify new
settlements after the treaties.
Students will cite evidence to
show an effect of each treaty on
land ownership.
Students will explain why early
settlers came to Minnesota and
understand their impact on
policies and cultural
development.
Students will describe the
process of Minnesota’s
becoming a territory and then a
state.
Students will investigate
primary sources to create a
recruitment “tool” for
Minnesota.
Students will recount the story
of Eliza Winston.
Students will examine how
Minnesotans supported the
soldiers.
Students will map the battles of
the First Minnesota Regiment.
Students will understand the
roles of the government
officials, traders, missionaries,
and the Dakota in the causes
and effects of the Dakota War.
Why did government officials,
fur traders, and missionaries
want to make treaties?
Why did the Ojibwe and
Dakota agree to make treaties?
What were the results of these
treaties for the Indians and for
the settlers?
Chapter 6 Northern Lights
Test
Why did people move to the
Minnesota Territory?
How did the early settlers
affect Minnesota?
What was the process of
becoming a territory?
What was the process of
becoming a state?
Chapter 7 Northern Lights
Test
How did people in Minnesota
react to slavery?
What were the consequences
of the Civil War for
Minnesota?
Chapter 8 Northern Lights
Test
How were the Dakota treated
by the agents and government
officials?
Why did many Dakota choose
to fight?
Chapter 9 Northern Lights
Test
Willmar Public Schools
Minnesota History
Industrial Era 18651914
Minnesota History
Industrial Era 18651914
Minnesota History
Industrial Era 18651914
Minnesota History
Industrial Era 18651914
The student will know and
understand Minnesota’s
major industries and the
economic, social, political,
and technological changes
that accompanied
industrialization.
The student will know and
understand Minnesota’s
major industries and the
economic, social, political,
and technological changes
that accompanied
industrialization.
The student will know and
understand Minnesota’s
major industries and the
economic, social, political,
and technological changes
that accompanied
industrialization.
The student will know and
understand Minnesota’s
major industries and the
economic, social, political,
and technological changes
that accompanied
industrialization.
Students will give examples of
ways in which the Dakota were
pressured to give up their
traditional way of life.
Students will cite examples of
the effects of the war on the
Dakota people and the settlers.
Students will be able to list
evidence to support the
importance of the railroads to
western Minnesota.
Students will understand how
technology and politics
changed the farming industry.
Students will be able to identify
the 3 main industries that
developed in Minnesota in the
late 1800s.
Students will be able to
describe the combination of
natural resources, machines,
and people that spurred the
development of the flour
milling, lumber, and mining
industries.
Students will understand the
impact of industrialization on
work, home, leisure life,
politics, immigration,
urbanization and changes in the
physical landscape.
Students will be able to give
examples of Progressive efforts
and reforms.
How were settlers in
Minnesota affected?
What happened to the Dakota
after the war?
How did settlers acquire land
for farming?
How did railroads change
western Minnesota?
How did farming change from
the 1860s to the 1880s?
Chapter 10 Northern Lights
test
Why were Minnesota rivers
important to industries?
How did new machines
contribute to Minnesota
industries?
Why were Charles Pillsbury,
James J. Hill, Frederick
Weyerhauser and the Merritt
Brothers each important to
Minnesota industries
Chapter 11 Northern Lights
test
How did the people ,
buildings, and pace of life
change at this time?
What differences were there
between Minnesota’s rural and
urban areas?
Chapter 12 Northern Lights
test
What does the “common
good” mean?
Why couldn’t women vote?
What were some of the public
health problems?
How did boarding schools
affect the Ojibwe?
Chapter 13 Northern Lights
test
Willmar Public Schools
Minnesota History
World Wars I and II,
and the Interwar
period, 1914-1945
Minnesota History
World Wars I and II,
and the Interwar
period, 1914-1945
Minnesota History
World Wars I and II,
and the Interwar
period, 1914-1945
Minnesota History
Post-World War II
to the Present
Minnesota History
Post-World War II
to the Present
The student will know and
understand the impact on
Minnesota of World War I
and World War II, as well as
the social and economic
changes of the 1920s and the
1930s.
The student will know and
understand the impact on
Minnesota of World War I
and World War II, as well as
the social and economic
changes of the 1920s and the
1930s.
Students will understand the
issues that Minnesotans faced
during World War I and how
they responded to them.
What were some anti-German
feelings at the time of the war?
Chapter 13 Northern Lights
test
Students will identify the
social, political, and economic
changes of the 1920s and 1930s
and study the impact of the
Great Depression and the New
Deal.
Chapter 15 Northern Lights
test # 12-16
Putting It Together WS
For chapter 15
The student will know and
understand the impact on
Minnesota of World War I
and World War II, as well as
the social and economic
changes of the 1920s and the
1930s.
The student will know and
understand Minnesota’s role
in the major social, economic
and political changes, both
national and international, in
th
the last half of the 20
Century through the present,
and analyze the impact of
those changes.
The student will know and
understand Minnesota’s role
in the major social, economic
and political changes, both
national and international, in
th
the last half of the 20
Century through the present,
Students will describe
Minnesota’s contributions to
World War II and analyze the
impact of the war on
Minnesota.
What was the Great
Depression?
What events combined to
cause the Great Depression?
How did the New Deal change
the role of the government?
How did organizations work
to relieve the problems of the
Great Depression?
Why did the United States
enter the war?
What sacrifices did
Minnesotans make during the
war?
What were Minnesota’s
contributions to the war?
How were Minnesotans
involved in the Civil Rights
Movement?
How were Minnesotans
involved in the Women’s
Movement?
How were Minnesotans
involved in the American
Indian Movement?
What is urban sprawl? Urban
renewal?
How did farming change in
the late 1900s?
What is the BWCAW debate
all about?
Students will explain how
Minnesota has both affected
and been affected by the events,
people, and changes in the
nation and the world.
Students will identify and
describe significant land use
changes in Minnesota, issues
related to land use, and analyze
the impact of those changes and
issues.
Chapter 16 Northern Lights
test
Chapter 18 Northern LightsGet It! Guide
Pages 122 & 123
(teacher choice)
Chapter 19 Northern LightsGet It! Guide
Pages 129 & 130
Mapping Minnesota ws
page 131
Putting it Together
Page 132
Willmar Public Schools
Minnesota History
Post-World War II
to the Present
Historical Skills
Concept of Time
and analyze the impact of
those changes.
The student will know and
understand Minnesota’s role
in the major social, economic
and political changes, both
national and international, in
th
the last half of the 20
Century through the present,
and analyze the impact of
those changes.
The student will acquire
skills of chronological
thinking.
Historical Skills
Historical Resources
The student will begin to use
historical resources.
Geography
Concepts of
Location
The student will identify and
locate major physical and
cultural features that played
an important role in the
history of Minnesota
Geography
Interconnections
The student will identify
examples of the changing
relationships between the
patterns of settlement and
land use in Minnesota.
Investigation Guide
Students will identify and
describe significant
demographic changes in
Minnesota and issues related to
those changes and analyze the
significance of their impact.
What draws immigrants to
Minnesota now?
Chapter 20 Northern Lights
test
Mapping MN page 138
Putting It Together ws
Page 139
Students will develop a
chronological sequence of
persons, events and concepts in
each historical era studied in
these grades.
Students will identify, describe,
and extract information from
various types of historical
sources, both primary and
secondary.
Students will investigate the
ways historians learn about the
past if there are no written
records.
Students will locate major
Minnesota ecosystems,
topographic features,
continental divides, river
valleys, and cities.
How can we show events in
chronological order?
Student generated timeline
for chapter 9 in Northern
Lights
What are sources of value to
historians and archeologists?
(teacher choice)
Any of the chapter
investigation activities
Where are the main rivers and
watersheds of Minnesota?
What unique topographical
features does Minnesota have?
What are the natural resources
of Minnesota?
Essential questions already
addressed in these chapters.
Mapping Minnesota pages
7, 28, 64, 71, 86
Student generated maps
Students will understand how
changes in technology made
Duluth, Minneapolis, and St.
Paul more suitable for
urbanization than others.
Students will understand how
changes in transportation
affected settlement of the state.
Students will be aware of the
Northern Lights tests for
chapters 7, 10, 11, 12, 19,
and 20
Willmar Public Schools
Geography
Maps and Globes
Geography
Physical Features
and Processes
2-3
weeks
Government and
Citizenship
Government
Institutions and
Processes of the
United States
The student will use maps
and globes to demonstrate
specific and increasingly
complex geographic
knowledge.
The student will identify and
locate geographic features
associated with the
development of Minnesota.
The student will know the
functions of Minnesota state
and local governments and
describe their relationship
with the federal government.
importance of site features in
the establishment of
Minnesota’s largest cities.
Students will identify the areas
of origin for people coming to
Minnesota, and recognize the
settlement pattern of
Minnesota’s largest immigrant
groups.
Students will demonstrate
ability to use political, physical
and thematic maps.
Students will identify physical
features that shaped settlement
and life-ways of the Dakota and
the Ojibwe.
Students will understand the
relationship between the federal
government and state
government.
Students will understand the
basic structure and functions of
state and local governments.
Students will identify the major
state offices, the primary duties
associated with them, and know
the names of major local, state,
and federal elected officials and
describe how they are chosen.
Students will be able to
diagram/label the 3 branches of
government and name an
elected official at each level ;
local, state, and federal.
Students will have knowledge
of how a bill becomes a law in
the Minnesota State Legislature
Essential questions already
addressed in chapters 3 and 4.
Daily Oral Geography
And/or
Geo-Themes
Chapters 3 and 4 Northern
Lights tests
What does government do for
me?
What are the responsibilities
of the local and state
government?
Who are some important
elected officials?
What are the functions of the
legislative, executive, and
judicial branches?
What could I do if I have an
idea for a state law?
The “Who” in Government
Government Tree Diagram
“Whose Job is It?”
assessment
Flow Chart
Willmar Public Schools
2-3
weeks
World History
Beginnings of
Human Society
The students will
demonstrate knowledge of
selected attributes and
historical developments of
various ancient societies in
Africa, the Americas, Asia,
and Europe.
2-3
weeks
World History
Classical
Civilizations and
World Religions
1000 BC-600 AD
World History
Classical
Civilizations and
World Religions
1000 BC-600 AD
World History
Classical
Civilizations and
World Religions
1000 BC-600 A.D.
World History
Classical
Civilizations and
World Religions
1000 BC-600 A.D.
The student will describe
classical civilizations in
Europe and the West.
2-3
weeks
2-3
weeks
2-3
weeks
The student will describe
classical civilizations in
Europe and the West.
Students will understand how
the physical geography
impacted the development of
Ancient Egypt.
Students will demonstrate
knowledge of Ancient Egypt
civilization including art,
politics, and daily life.
Students will demonstrate
knowledge of Ancient Greek
civilization, including art,
politics, and daily life..
The Student will describe
classical civilization in
Africa, Asia, and
Mesoamerica.
Students will demonstrate
knowledge of Ancient Roman
civilization civilization,
including art, politics, and daily
life..
Students will demonstrate
knowledge of Ancient Mexican
civilization, including art,
politics, and daily life.
The Student will describe
classical civilization in
Africa, Asia, and
Mesoamerica.
Students will demonstrate
knowledge of Ancient Chinese
civilization, including art,
politics, and daily life..
Why would the ancient
Egyptians choose this place to
settle?
What do I see in my world
today that came from the
Ancient Egyptian civilization?
What was daily life like in
Ancient Egypt?
What was daily life like in
Ancient Greece?
What do I see in my world
today that came from the
Ancient Greek civilization?
What do I see in my world
today that came from the
Ancient Roman civilization?
What was daily life like in
Ancient Rome?
What was daily life like in
Ancient Mexico?
What do I see in my world
today that came from the
Ancient Mexican civilization?
What was daily life like in
Ancient China?
(Teacher choice)
Activity Master #15
Teacher created test
Map
(Teacher choice)
Act. Master #23
Teacher created test
Venn diagram
(Teacher choice)
Act. Master #31 & #32
Venn Diagram
Teacher created test
(Teacher choice)
Teacher created test
Poster
Venn Diagram
(Teacher choice)