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Sixth Grade Social Studies Curriculum and Assessment Alignment
GRADE 6 Content Expectation
Focus Question
*Assess
10-16-08 DRAFT
Response to Focus Question
H1.1 Temporal Thinking
Use historical conceptual devices to organize and study the past.
6 – H1.1.1 Explain why and how historians use eras and
periods as constructs to organize and explain human
activities over time.
6 – H1.1.2 Compare and contrast several different
calendar systems used in the past and present and their
cultural significance (e.g., Olmec and Mayan calendar
systems, Aztec Calendar Stone, Sun Dial, Gregorian
calendar – B.C./A.D.; contemporary secular –
B.C.E./C.E.; Note: in 7th grade Eastern Hemisphere the
Chinese, Hebrew, and Islamic/Hijri calendars are
included).
C
S
What conceptual devices
do people use to organize
and study time?
We use eras, millennia, periods, decades, and centuries. We use these devises to organize time
and to describe the common characteristics of events during that time period. The era of the Ice
Age is characterized, for example, by a certain climate which affected large areas of the Earth.
The decades of the “Cold War” were characterized by the polarization of power between two super
powers. Looking for common characteristics in devices that help us organize time helps historians
and students explain and compare human activity.
What conceptual devices
do people use to organize
and study time?
People keep track of time and develop calendar systems based on both natural and cultural
events. Calendars and time-keeping are significant aspects of cultural traditions. Historical events,
holidays, religious celebrations, birthdays and anniversaries are recorded on calendars for
respective cultural groups to use. People around the world may use more than one calendar. They
may keep one calendar to maintain cultural and ethnic heritage and use another calendar for
business.
W1.1 Peopling of the Earth
Describe the spread of people in the Western Hemisphere during Era 1.
6 – W1.1.1 Describe the early migrations of people
among Earth’s continents (including the Berringa Land
Bridge).
S
How did people live in the
earliest times and where
did they migrate?
The early migration of people from Africa throughout the Earth's continents via land and water is
early evidence of movement of people; other examples are the Berringa Land Bridge and Pacific
Islanders reaching South America.
W1.2 Agricultural Revolution
Describe the Agricultural Revolution and explain why it is a turning point in history.
6 – W1.2.1 Describe the transition from hunter gatherers
to sedentary agriculture (domestication of plants and
animals).
S
How did people live in the
earliest times?
When hunters and gathers settled in favorable areas, they domesticated plants and animals,
specialized in goods, and participated in trade. The focus for people began to change from a
nomadic lifestyle to living in a specific location. The growing of maize and squash required a
continued human presence to care for the fields, protect crops from predators, and to harvest and
store of food.
6 – W1.2.3 Explain the impact of the Agricultural
Revolution (stable food supply, surplus, population
growth, trade, division of labor, development of
settlements).
S
Why was the Agricultural
Revolution a turning point in
history?
The Agricultural Revolution changed life during this time period by providing a stable food supply,
which enabled trade possibilities, population growth, division of labor, and the development of
settlements.
W2.1 Early Civilizations and Early Pastoral Societies
Describe the characteristics of early Western Hemisphere civilizations and pastoral
societies.
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Sixth Grade Social Studies Curriculum and Assessment Alignment
GRADE 6 Content Expectation
6 – W2.1.1 Explain how the environment favored huntergatherer, pastoral, and small scale agricultural ways of
life in different parts of the Western Hemisphere.
6 – W2.1.3 Use multiple sources of evidence to describe
how the culture of early peoples of North America
reflected the geography and natural resources available
(e.g., Inuit of the Arctic, Kwakiutl of the Northwest Coast;
Anasazi and Apache of the Southwest).
*Assess
S
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Focus Question
10-16-08 DRAFT
Response to Focus Question
How did the environment
favor hunter-gatherer,
pastoral, and small scale
agricultural ways of life?
Areas with regular and abundant precipitation, soil and adequate growing seasons developed
societies that utilized small scale agriculture; as well as opportunities for hunting, fishing and
gathering of berries and other plants for food, dye, and medicine. Drier and more mountainous
climates developed small pastoral societies, which often supplemented agriculture with hunting and
gathering. Agriculture could be sustained through irrigation of specialty crops such as potatoes.
How did the cultures of
early people of North
America reflect the natural
resources present in their
environment?
Some examples of how the geography and natural resources of North America influenced food,
clothing and housing of the people who lived there are: Apache food: deer, wild turkey, rabbit,
buffalo, bear, mountain lion; clothing: deerskin shirts, skirts, moccasins, and leggings; housing:
single family, thatched grass over bent pole frame; Anasazi food: rabbit, deer, maize, squash,
beans; clothing: skirts for women, loin cloths for men made from cotton cloth and woven yucca;
housing: apartment type, cliff dwellings of adobe; Inuit food: fish, sea mammals, land animals,
seaweed; clothing: parkas and pants made from hides and skins; housing: single family, skin tent in
summer, igloo in winter; Kwakiutl food: deer, moose, fish, shellfish, seaweed, berries; clothing:
cedar bark and fur robes for men and women, cedar bark capes and hats; housing: multi-family,
wood frame, cedar bark covering, pitched slanted roof.
W3.1 Classical Traditions and Major Empires in the Western Hemisphere
Describe empires and agrarian civilizations in Mesoamerica and South America.
6 – W3.1.2 Explain the role of economics in shaping the
development of early civilizations (trade routes and their
significance – Inca Road, and supply and demand for
products).
S
What were the
characteristics of empires
and agrarian civilizations in
the Western Hemisphere?
Economics played an important role in early civilizations. The size of the empires resulted in a
diversity of products which encouraged trading. For example: agricultural products, items made
from volcanic glass, and shells were exchanged. This was made possible with transportation
systems such as the Incan Road which was over 1000 miles long. Another example is
Tenochtitalan as the central trade location for the Aztec empire. The trade region for the Aztec
empire extended northward across Mexico and into the southern part of what became the United
States. Established trade and trade routes made control of the trade area attractive. Armies and
alliances were necessary to maintain the order and the power of the empire.
G1.1 Spatial Thinking
Use maps and other geographic tools to acquire and process information from a spatial
perspective.
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Sixth Grade Social Studies Curriculum and Assessment Alignment
GRADE 6 Content Expectation
6 – G1.1.1 Describe how geographers use mapping to
represent places and natural and human phenomena in
the world.
*Assess
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Focus Question
How do we use maps and
other geographic tools to
acquire and spatially
process information?
G1.2 Geographical Inquiry and Analysis
Use geographic inquiry and analysis to answer important questions about relationships
between people, cultures, their environment, and relations within the larger world context.
How do we use maps and
6 – G1.2.1 Locate the major landforms, rivers (Amazon,
other geography tools to
Mississippi, Missouri, Colorado), and climate regions of
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acquire and spatially
the Western Hemisphere.
process information?
6 – G1.2.5 Use information from modern technology,
such as Geographic Positioning System (GPS),
Geographic Information System (GIS), and satellite
remote sensing, to locate information and process maps
and data to analyze spatial patterns of the Western
Hemisphere to answer geographic questions.
S
What methods of inquiry
and analysis do
geographers use to answer
geographic questions?
10-16-08 DRAFT
Response to Focus Question
We use maps to show what places and regions are like. At the most basic level, the maps are
used to show information, location and names of places, and data such as population density,
economic productivity, and climate. At more complex levels, maps are used to explain why a place
or region is particularly well suited for an activity. For example, Central Chile produces many grape
vineyards. We ask why and compare regions using the climate map. The climate map tells us the
region has a Mediterranean climate which has dry, hot summers and mild winters – conditions
which are excellent for vineyards. We can locate other areas of the world with Mediterranean
climates and predict that vineyards are grown there as well. The spatial pattern of the climate map
has enabled us to predict spatial patterns for vineyards.
We can use maps of the locations of major landforms and climate regions to answer geographic
questions.
New maps and satellite images which employ science and technology will be more accurate, show
greater detail, provide more data, and be updated more frequently. They assist in answering
geographical questions, such as where is something located? Why is it there? With what is it
associated? What are the consequences of its location and associations? What is this place like?
How has this place changed over time? This information will allow us to identify and analyze
spatial patterns, where things are located and why, and answer geographic questions.
G1.3 Geographical Understanding
Use geographic themes, knowledge about processes and concepts to study the Earth.
6 – G1.3.1 Use the fundamental themes of geography
(location, place, human environment interaction,
movement, region) to describe regions or places on
Earth.
S
What methods of inquiry
and analysis do
geographers use to answer
questions?
We use location, human environment interaction, movement, and region to describe regions or
places on Earth. The themes include the information that is essential to understand the geographic
significance of places and regions and to answer the geographic questions: Where is something
located? Why is it there? With what is it associated? What are the consequences of its location
and associations? What is this place like? How has this place changed over time?
G2.2 Human Characteristics of Place
Describe the human characteristics of places.
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Sixth Grade Social Studies Curriculum and Assessment Alignment
GRADE 6 Content Expectation
6 – G2.2.1 Describe the human characteristics of the
region under study (including languages, religion,
economic system, governmental system, cultural
traditions).
6 – G2.2.2 Explain how communities are affected
positively or negatively by changes in technology (e.g.,
Canada with regard to mining, forestry, hydroelectric
power generation, agriculture, snowmobiles, cell
phones, air travel).
*Assess
Focus Question
10-16-08 DRAFT
Response to Focus Question
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How do we use human
characteristics to study
places on the Earth?
We can describe the human characteristics of a region by identifying the unifying characteristics
such as the Spanish language in South America, except Brazil; cultural traditions maintained in
French-speaking Canada; and free market economic systems present in NAFTA countries.
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How do we use human
characteristics to study
places on the Earth?
A human characteristic can affect places positively or negatively. The use of technology can
provide jobs, safety, hydroelectric power, improved agricultural methods, and improved
communication and transportation. Technology can produce negative changes in a community as
well. Some examples would be destruction of natural habitat, pollution of water and/or air; and loss
of cultural identity.
G3.2 Ecosystems
Describe the characteristics and spatial distribution of ecosystems on the Earth’s surface.
6 – G3.2.2 Identify ecosystems and explain why some
are more attractive for humans to use than are others
(e.g., mid-latitude forest in North America, high latitude
of Peru, tropical forests in Honduras, fish or marine
vegetation in coastal zones).
S
How are the Earth's
ecosystems described?
We use information about ecosystems and biomes, or zones with the same vegetation, to
document the diversity of plant and animal life on Earth. People are particularly attached to certain
ecosystems and biomes because they provide large, direct benefits. For example, a forest is often
viewed as a valuable biome, while a desert is viewed as less valuable. Forests have direct benefits
to people since trees provide wood products such as lumber, paper, synthetic fibers, and open land
can be used for farming or urban development when the forest is removed. Desert is a biome with
fewer opportunities and people must first obtain water for a successful settlement. If water is
available, then the desert has many uses ranging from agriculture to recreation and industry.
Notable desert settlements are Phoenix, Arizona and Antofagasto, Chile in the Atacama desert. All
ecosystems and biomes require environmental management by the people who use them.
G4.1 Cultural Mosaic
Describe the characteristics, distribution and complexity of Earth’s cultural mosaic.
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Sixth Grade Social Studies Curriculum and Assessment Alignment
GRADE 6 Content Expectation
6 – G4.1.1 Identify and explain examples of cultural
diffusion within the Americas (e.g., baseball, soccer,
music, architecture, television, languages, health care,
Internet, consumer brands, currency, restaurants,
international migration).
*Assess
S
10-16-08 DRAFT
Focus Question
Response to Focus Question
How are cultures affected
by diffusion of products and
ideas?
People exchange products and ideas with one another. Those exchanges sometimes reach only
the group of people that is living close by and at other times reach across the Earth. Potatoes were
first raised in the Andes of South America. Today potatoes are grown in many places. There are
many uses for potatoes, such as potato dumplings, French fries, potato chips, mashed potatoes,
etc. The potato has diffused globally. If a product is accepted, then the new group may make
changes that fit it into its culture. A technology that has diffused across the earth is the cell phone.
Since cell phones operate with satellite links, there are few places on Earth where cell phones are
not used. One particular use of cell phones became text messaging, and while the first use for the
cell phone was for voice communications, the use of sending text message diffused along with it.
The acceptance of new ideas and products changes the culture. Sometimes the change is fast as
with the acceptance of fast foods and other changes are slow as with the reduction in tobacco use
for health and second hand smoke reasons.
G4.3 Patterns of Human Settlement
Describe patterns, processes, and functions of human settlement.
6 – G4.3.1 Identify places in the Western Hemisphere
Where and how have
that have been modified to be suitable for settlement by
places been modified for
describing the modifications that were necessary (e.g.,
S
human settlement and what
Vancouver in Canada, irrigated agriculture, or clearing
are some common patterns
of forests for farmland).
of settlement?
G4.4 Forces of Cooperation and Conflict
Explain how forces of conflict and cooperation among people influence the division of the
Earth’s surface and its resources.
6 – G4.4.1 Identify factors that contribute to conflict and
cooperation between and among cultural groups
(control/use of natural resources, power, wealth and
cultural diversity).
S
Why do culture groups
cooperate or fall prey to
conflict?
We can identify places in the Western Hemisphere where the natural environment has been
modified so the places were more suitable for people to live. Some examples include the terracing
of steep slopes by the Incas in South America, the cutting of tropical forests for farmland and
grazing land in the Amazon, the levees along the Mississippi for flood control, and the cutting of
Michigan's White Pine for lumber and to clear land for farming.
Some factors that contribute to cooperation between and among culture groups are common
cultural ancestry, common economic or political systems, common religions and language. An
example of cooperation would be the establishment of the border between the United States and
Canada. Some factors that contribute to conflict are disagreement over the control of natural
resources, religious differences and language differences or long standing animosity based on
warfare or military occupation. The ongoing conflict between Bolivia and Peru over the location of
the border relative to natural resource deposits is an example.
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Sixth Grade Social Studies Curriculum and Assessment Alignment
GRADE 6 Content Expectation
6 – G4.4.2 Describe the cultural clash of First Peoples,
French and English in Canada long ago, and the
establishment of Nunavut in 1999.
*Assess
S
Focus Question
Why do culture groups
cooperate or fall prey to
conflict?
10-16-08 DRAFT
Response to Focus Question
Early European settlers in Canada had conflicts with the First Peoples over resources. Those
clashes often resulted in the First Peoples losing their land. In 1999, the Canadian government
and a group of First Peoples leaders cooperated in the establishment of Nunavut, a territory
governed by the First Peoples. Another example of conflict was caused because Canada was
colonized by both French and English speakers which resulted in a cultural clash over the official
language of the country. It was resolved when Canadians agreed that the country would recognize
both French and English as official languages.
C3.6 Characteristics of Nation-States
Describe the characteristics of nation-states and how they may interact.
6 – C3.6.1 Define the characteristics of a nation-state (a
specific territory, clearly defined boundaries, citizens,
and jurisdiction over people who reside there, laws, and
government), and how Western Hemisphere nations
interact.
6 – C3.6.2 Compare and contrast a military dictatorship
such as Cuba, a presidential system of representative
democracy such as the United States, and a
parliamentary system of representative democracy such
as Canada.
S
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What are the characteristics
of a nation-state?
A nation-state can be defined as having a specific geographic territory, permanent citizenry,
jurisdiction over the people that reside there, political sovereignty, and a government. Most nations
in the Western Hemisphere exchange diplomats and participate in the Organization of American
States (OAS). Most countries have economic and cultural exchange agreements.
What are the differences
between government
systems?
We can ask three questions to compare parliamentary systems, presidential systems and
dictatorships. Question 1: How is a leader chosen? In the presidential system, the president is
chosen by the people, in the United States through the electoral college; in a parliamentary system,
the prime minister is chosen by the majority political party; and in a dictatorship, the leader is
chosen by decree backed by force. Question 2: How many political parties does the country have?
Presidential and parliamentary are multi-party systems, in dictatorships there are no political parties
or one legally recognized party.
Question 3: How are laws made? In the presidential system, laws are passed by Congress and
approved or vetoed by the President; in a parliamentary system, the laws are passed by the
Parliament, in a dictatorship laws are passed by decree of the leader or ruling party.
C4.3 Conflict and Cooperation Between and Among Nations
Explain the various ways that nations interact both positively and negatively.
6 – C4.3.3 Give examples of how countries work
together for mutual benefits through international
organizations (e.g. North American Free Trade
Agreement (NAFTA), Organization of American States
(OAS), United Nations (UN).
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What challenges do
countries face that need to
be solved together?
Countries work together for their mutual benefit through international organizations. Governments
work together when it is more efficient to work together than it would be to work independently.
Some regional examples of governments working together are the trade agreements between
United States, Canada, and Mexico known as NAFTA; and The Organization of American States
(OAS), working to strengthen democracy in the region through the overseeing of fair and free
elections, working for peace by leading negotiations to resolve border disputes, and fighting the
drug trade. Globally, the United Nations (UN) seeks to maintain international security, cultural
treasures, and protect human rights.
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Sixth Grade Social Studies Curriculum and Assessment Alignment
GRADE 6 Content Expectation
*Assess
Focus Question
10-16-08 DRAFT
Response to Focus Question
E1.1 Individual, Business, and Government Choices
Describe how individuals, businesses and government make economic decisions when
confronting scarcity in the market economy.
6 – E1.1.1 Explain how incentives vary in different
economic systems (e.g. acquiring money, profit, goods,
wanting to avoid loss in position in society, job
placement).
S
What role do incentives
play in economics decision
making?
Individuals respond predictably to positive and negative incentives in market economies.
Productive resources, such as natural resources, labor or human resources, and capital resources
are privately owned. Incentives and profits motivate producers to produce the best product at the
lowest cost. In a command economy where the profit motive is not present, there exists little
incentive, outside of loyalty, to work hard, contain costs, or produce quality goods.
E2.3 Role of Government
Describe how national governments make decisions that affect the national economy.
6 – E2.3.1 Describe the impact of governmental policy
(sanctions, tariffs, treaties) on that country and on other
countries that use its resources.
S
When do economic
decisions made by a
country affect other
countries?
Governmental policies regarding trade, like the imposition of tariffs, sanctions, and treaties have
negative impact on foreign companies and domestic consumers. Sanctions and tariffs increase the
cost of foreign goods, protecting the dominance of domestic companies and products. Foreign
companies are forced to charge higher prices as compared to domestic goods or services.
Consumers are hurt because the lack of competition from foreign companies keeps prices
artificially high. For example through the use of sanctions, Chile could restrict the import of salmon
to protect its salmon farming industries causing the prices for salmon in Chile to be higher for
Chilean consumers.
E3.1 Economic Interdependence
Describe patterns and networks of economic interdependence, including trade.
6 – E3.1.2 Diagram or map the movement of a
consumer product from where it is manufactured to
where it is sold to demonstrate the flow of materials,
labor, and capital (e.g., global supply chain for
computers, athletic shoes, and clothing).
S
What are the global
patterns and networks of
trade for goods and
services?
We can map the production of consumer products including raw materials, labor, and capital to
demonstrate the economic interdependence of countries in a global market system.
Social Studies Curriculum and Assessment Alignment
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Sixth Grade Social Studies Curriculum and Assessment Alignment
GRADE 6 Content Expectation
*Assess
Focus Question
10-16-08 DRAFT
Response to Focus Question
E3.3 Economic Systems
Describe how societies organize to allocate resources to produce and distribute goods and
services.
6 – E3.3.1 Explain and compare how economic systems
(traditional, command, and market) answer four basic
questions: What should be produced? How will it be
produced? How will it be distributed? Who will receive
the benefits of production? (e.g., compare United States
and Cuba, or Venezuela and Jamaica.)
S
How do economic systems
answer the four economics
questions?
Who produces a good or service in a traditional economy is inherited or determined by gender
roles. Tradition dictates what and how products are produced. Barter or local currency is most
often the medium of exchange. In command economies, economic goals are set in multiyear plans.
Decisions about what is produced are made by a central planning committee of the government.
Allocation of resources to produce and distribute goods and services is also determined by the
planning group. The benefits of production are shared by society. In market economies, what
should be produced is determined by consumer demand. How goods and services will be
produced and distributed will be determined by entrepreneurs who must compete for resources in
the market place. The benefits of production will go to those consumers who can pay the market
price and to producers and distributors who earn a profit because they have risked their
investment.
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