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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)