Download Sixth Grade Social Studies

ELMS Curriculum Map for: 6th grade Social Studies
ELMS Curriculum Map for: 6th grade Social Studies
Semester 1
EUROPE
Unit 1
Name: Europe/Geography
Time frame: 2 weeks
Standards/Elements:
SS6G8, SS6G9, SS6G10, SS6G11
KUDs
Know:
*The major physical and political
features of Europe
*German, English, Russian,
French, and Italian are the main
languages of Europe
Understand:
*How location, climate, and
natural resources impact where
people live in Europe and how they
trade
*Judaism, Christianity, and Islam
are the major religions in Europe
Unit 1
Name: Europe/Government
Time frame: 2 ½ weeks
Standards/Elements:
SS6CG4, SS6CG5
Unit 1
Name: Europe/Economics
Time frame: 3 weeks
Standards/Elements: SS6E5,
SS6E6, SS6E7
Unit 1
Name: Europe/History
Time Frame: 3 weeks
Standards/Elements:
SS6H6, SS6H7
KUDs
KUDs
KUDs
Know:
*The difference between unitary,
confederation, and federal
governments
*How autocratic, oligarchic,
democratic types of citizen
participation differs
*The distinguishing features of
both parliamentary and presidential
forms of democracy
Understand:
*Germany has a federal system
*France has a unitary system
Know:
*Difference between market,
command, and traditional
economies
*Define specialization
*Define trade barriers: tariff, quota,
embargo
Know:
*Prince Henry wanted to create a
route around Africa to the Asian
markets. Also, he wanted to spread
Christianity.
*Christopher believed that the
Bahamas were a part of Asia.
Understand:
*How traditional, command, and
market, economies answer the
economic questions of 1-what to
produce, 2-how to produce, and 3for whom to produce.
*Compare and contrast the basic
types of economic systems found
in Germany, Russia, United
Kingdom, France, Italy
*How specialization encourages
trade between countries.
*Difference between types of trade
barriers, such as tariffs, quotas, and
embargos.
*Why international trade requires a
system for exchanging currencies
Understand:
*Captain James Cook claimed
Australia for Great Britain.
*Most of the first British colonist
in Australia were prisoners.
*Which countries were a part of
the Central and Allied Powers
*The cause of The Russian
Revolution
*The goal of the Treaty of
Versailles and which part of the
Treaty was most damaging to the
Germans.
*Effects of worldwide depression
*Rise of Nazism and the impact of
the Holocaust
*The cold war and the countries
ELMS Curriculum Map for: 6th grade Social Studies
between nations
*The relationship between
physical/human capital and GDP
(Gross Domestic Product)
*Personal money management
choices in terms of income,
spending, credit, saving, and
investing.
affected
Do:
*Locate on a physical-political
map. Danube River, Rhine River,
English Channel, Mediterranean
Sea, European Plain, the Alps,
Pyreness, Ural Mountains, Iberian
Peninsula, Scandinavian Peninsula,
Belgium, France, Germany, Italy,
Poland, Russia, Spain, Ukraine,
United Kingdom
*Explain how Europe’s geography
affects their availability of natural
resources. Students will know
major environmental concerns of
Europe
Do:
*Compare and Contrast unitary,
confederation, and federal gov’t
*Compare/Contrast autocratic,
oligarchic, democratic gov’t
*Compare/Contrast Mexico’s,
Cuba’s, and Brazil’s governments
Do:
*Explain the economic system of
Europe
*Describe the role of natural
resources in Latin America’s
economy,
*Describe the role of
entrepreneurship in a country’s
economy.
*Explain how most countries have
a mixed economy located on a
continuum between pure market
and pure command.
Do:
*Explain how economics played a
role in European colonies in the
nineteenth century.
Vocabulary:
Danube River, Rhine River,
English Channel, Mediterranean
Sea, European Plain, the Alps,
Pyreness, Ural Mountains, Iberian
Peninsula, Scandinavian Peninsula,
Belgium, France, Germany, Italy,
Poland, Russia, Spain, Ukraine,
United Kingdom , acid rain,
pollution, distribution, population
Vocabulary:
unitary, confederation, dictatorship,
federal, republic, oligarchic,
democratic, parliamentary,
presidential, legislature, distinguish
Vocabulary:
traditional, command, market,
produce, continuum, pure
command , pure market, economic
system, specialization, trade,
tariffs, embargoes, quota,
international, exchange, currency,
human capital, physical capital,
natural resources, entrepreneurship,
income, credit, investment, GDP
Vocabulary:
analyze, impact, colonization,
contributions, empire, trace,
outbreak, allied, nationalism,
revolution, Nazism, Holocaust,
depression, Superpower, cold war,
communist, collapse, reunification
Performance Task:
*Students will label a blank map of
Performance Task:
*Students will complete a graphic
Performance Task:
*Students will complete sentence
Performance Task:
*Holocaust Webquest
ELMS Curriculum Map for: 6th grade Social Studies
Europe
organizer comparing/contrasting
Mexico, Brazil, and Cuba’s govt.
surgery on the economics of
Europe.
Notes: Click here to enter text.
Notes: Click here to enter text. Semester
Notes:
1 Click here to enter text.
*Holocaust diary entries
ELMS Curriculum Map for: 6th grade Social Studies
LATIN AMERICA
Unit 2
Unit 2
Unit 2
Name: Latin America/ Geography
Time frame: 2 weeks
Standards/Elements:
SS6G1, SS6G2, SS6G3, SS6G4
Name: Latin America/Government
Time frame: 1 weeks
Standards/Elements:
SS6CG1, SS6CG2
Name: Latin America/ Economics
Time frame: 2 weeks
Standards/Elements: SS6E1,
SS6E2, SS6E3, SS6E4
Name: Latin America/History
Time Frame: 3 weeks
Standards/Elements:
SS6H1, SS6H2, SS6H3,
KUDs
Know:
*Identify major physical and
political features of Latin America
*Students will know major
environmental concerns of Latin
America
KUDs
Know:
*How unitary, confederation, and
federal governments differ from
each other
*Distinguishing facts between
autocratic, oligarchic, and
democratic citizen participation
parliamentary, presidential
Understand:
*Brazil has a federal-republican
system, Cuba has a unitary
(dictatorship) gov’t, Mexico has a
federal gov’t
KUDs
Know:
*Difference between market,
command, and traditional economies
*Define specialization
*Define trade barriers: tariff, quota,
embargo
KUDs
Know:
*Cuban Revolution, Columbian
Exchange
*Conflict between Spanish and
Aztecs
*Latin America gained
independence
Understand:
*Compare how traditional,
command, and market, economies
answer the economic questions of 1what to produce, 2-how to produce,
and 3-for whom to produce
*Explain how most countries have a
mixed economy located on a
continuum between pure market and
pure command
*Compare and contrast the basic
types of economic systems found in
Mexico, Cuba, and Brazil
*Explain how specialization
encourages trade between countries.
*Compare and contrast different
types of trade barriers, such as
tariffs, quotas, and embargos.
*Explain the relationship between
physical/human capital and GDP
(Gross Domestic Product)
Understand:
*The roles of Cortez, Montezuma,
Pizarro, and Atahualpa in the
conflict between Spanish and
Aztecs
*Importance of Toussaint
L’Ouverture, Simon Bolivar,
Miguel Hidalgo in Latin America’s
independence movement
Understand:
*How location, climate, and
natural resources impact where
people live in Latin America and
how they trade
Unit 2
ELMS Curriculum Map for: 6th grade Social Studies
*Describe the role of natural
resources in Europe’s economy
*Describe the role of
entrepreneurship in a country’s
economy
*Explain why international trade
requires a system for exchanging
currencies between nations
Do:
*Locate on a physical-political
map
*Explain how Latin America’s
geography affects their availability
of natural resources
Do:
*Compare and contrast unitary,
confederation, and federal gov’t
*Compare and contrast autocratic,
oligarchic, democratic gov’t
*Compare and contrast Mexico’s,
Cuba’s, and Brazil’s governments
Do:
*Explain the economic system of
Latin America
*Explain personal money
management choices in terms of
income, spending, credit, saving, and
investing
Do:
*Explain the impact of the
Columbian Exchange on LA in
terms of decline of indigenous
population, agricultural change,
and introduction of the horse
*Explain the impact and political
outcomes of the Zapatista Guerrilla
movement I Mexico
Vocabulary:
*Amazon River, Caribbean Sea,
Gulf of Mexico, Panama Canal,
Andes Mountains, Sierra Madre
Mountains, Atacama Desert ,
Mexico, Panama, Columbia,
Venezuela, Brazil, Bolivia, Haiti,
Cuba.
Vocabulary:
*unitary, confederation,
dictatorship, federal, republic,
oligarchic, democratic,
parliamentary, presidential,
legislature, distinguish
Vocabulary:
*traditional, command, market,
produce, continuum, pure
command, pure market, economic
system, specialization, trade,
tariffs, embargoes, quota,
international, exchange, currency,
human capital, physical capital,
natural resources, entrepreneurship,
income, credit, investment, GDP
Vocabulary:
*Cortez, Montezuma, Pizarro, and
Atahualpa, Toussaint L’Ouverture,
Simon Bolivar, Miguel Hidalgo
Indigenous, revolution, Zapatista
Guerrilla
Performance Task:
*Students will label a blank map of
Latin America
Performance Task:
*Students will complete a graphic
organizer comparing/contasting
Mexico, Brazil, and Cuba’s gov’t.
Performance Task:
*Latin America Carousel Reading
Groups rotate reading stations and
take notes on stick note, then meet
in groups and discuss.
Performance Task:
*Students will create a powerpoint
on Cortez, Montezuma, Pizarro,
and Atahualpa, Toussaint
L’Ouverture, Simon Bolivar,
Miguel Hidalgo and their
importance to Latin American
history.
ELMS Curriculum Map for: 6th grade Social Studies
Notes: Click here to enter text.
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Notes: Click here to enter text.
Semester 1
CANADA
Unit 3
Name: Canada Geography
Time frame: 1 week
Standards/Elements:
SS6G5, SS6G6 , SS6G7
KUDs
Know:
*Identify major physical features
of Canada
*Students will know major
environmental concerns of Canada
Understand:
*How features relate to settlement
and economic growth of Canada.
*Understand how environmental
problems impact natural resources
Unit 3
Name: Canadian Government
Time frame: 1 weeks
Standards/Elements:
SS6CG1, SS6CG2, SS6CG3
KUDs
Know:
*The Queen is the head of state.
*Canada has a parliamentary
monarchy
*Citizens choose members of
parliament who choose prime
minister
*Power is divided into central
gov’t and smaller divisions
Understand:
*The structure of the Canadian
government as a constitutional
monarchy, parliamentary
democracy and federation,
distinguishing the role of the
citizen in terms of voting and
personal freedoms
Unit 3
Name: Canadian Economics
Time frame: 1 ½ weeks
Standards/Elements:
SS6E1, SS6E2, SS6E3, SS6E4
KUDs
Unit 3
Name: Canadian History
Time frame: 1 weeks
Standards/Elements:
SS6H4, SS6H5
KUDs
Know:
*Difference between market,
command, and traditional economies
*Define specialization
*Define trade barriers: tariff, quota,
embargo
Know:
*Some Canadians speak French
some speak English
*Canada gained independence
from Great Britain
*Quebec became independent
Understand:
* How traditional, command, and
market economies answer the
economic questions of 1-what to
produce, 2-how to produce, and 3for whom to produce
*What a mixed economy is and how
it is located on a continuum between
pure market and pure command
*How specialization encourages
trade between countries
* Different types of trade barriers,
such as tariffs, quotas, and embargos
* Why international trade requires a
Understand:
*Describe the influence of the
French and the English on the
language and religion of Canada.
*What was the independence
movement in Canada?
ELMS Curriculum Map for: 6th grade Social Studies
system for exchanging currencies
between nations
*The relationship between
physical/human capital and GDP
(Gross Domestic Product)
*The role of natural resources in
Canada’s economy
*The role of entrepreneurship in a
country’s economy
*Personal money management
choices in terms of income, pending,
credit, saving, and investing
Do:
*Explain the economic system of
Canada
*Compare and contrast the basic
types of economic systems found in
Canada
*Explain the functions of the North
American Free Trade Agreement
(NAFTA)
Do:
*Locate Canada on a physicalpolitical map
*Explain how Canada’s natural
geography affects their availability
of natural resources
Do:
*Explain the governments of
Canada.
Do:
*Explain how French and English
languages influence the language
and religion of Canada
Vocabulary:
*St. Lawrence River, Atlantic
Ocean, the Great Lakes, Rocky
Mountains, Hudson Bay, Pacific
Ocean, Canada
Vocabulary:
*compare, contrast, government,
distribute, unitary, confederation,
federal, participation, autocratic,
oligarchic, democratic,
predominant, parliamentary,
presidential, structures, national
governments, federal-republican,
dictatorship, distinguishing,
leadership, personal freedoms,
constitutional monarchy,
parliamentary democracy, voting
Vocabulary:
*traditional, command, market,
produce, continuum, pure
command, pure market, economic
system, specialization, trade,
tariffs, embargoes, quota,
international, exchange, currency,
human capital, physical capital,
natural resources, entrepreneurship,
income, credit, invest
Vocabulary:
*impact, European contact,
encounter, consequences, conflict,
roles, influence, nation
Performance Task:
*Students will label a blank map of
Performance Task:
*Alphabet Brainstorming over
Performance Task:
*RAFT – Role of a business owner
Performance Task:
*Create a timeline/outline of how
ELMS Curriculum Map for: 6th grade Social Studies
Canada
Government of Canada. Give
before and at the end of the unit
trying to start a business
Canada gained independence
Notes: Map Foldable
Notes Click here to enter text.
Notes Click here to enter text.
Name: Click here to enter text.
ELMS Curriculum Map for: 6th grade Social Studies
ELMS Curriculum Map for: 6th grade Social Studies
Semester 2
AUSTRALIA
Unit 4
Name: Australia/ Geography
Time frame: 1 Weeks
Unit 4
Unit 4
Unit 4
Name: Australia/Government
Time frame: 2 weeksClick here to
enter text.
Standards/Elements:
SS6CG6, SS6CG7
Name: Australia/ Economics
Time frame: 2 weeks
Name: Australia/History
Time Frame: 2 Weeks
Standards/Elements: SS6E8,
SS6E9, SS6E10
Standards/Elements:
SS6H8, SS6H9
KUDs
Know:
*Identify major physical features
of Australia
KUDs
Know:
*unitary, confederation, federal
government, autocratic, oligarchic,
democratic, parliamentary,
presidential
KUDs
Know:
*Difference between market,
command, and traditional economies
*Define specialization
*Define trade barriers: tariff, quota,
embargo
KUDs
Know:
* Aborigines are the native people
of Australia
* Aborigines invented the
boomerang
*Aborigines were nomads
Understand:
*How location, climate, and
natural resources impact where
people live in Australia and how
they trade.
Understand:
*Australia is a member of the
Commonwealth of Nations and has
a federal government system
*Australia has a parliamentary
form of democratic gov’t* An
elected gov’t runs the country *
Member of Parliament (MPs) make
laws *MPs choose prime minister
to lead country * Prime minister
recommends governor-general to
the Queen and the Queen chooses a
governor-general to perform duties
as head of state and represent her.
Understand:
* Compare how traditional,
command, and market, economies
answer the economic questions of 1what to produce, 2-how to produce,
and 3-for whom to produce.
*.Explain how most countries have a
mixed economy located on a
continuum between pure market and
pure command.
* The basic type of economic system
found in Australia
*Explain how specialization
encourages trade between countries.
* Compare and contrast different
types of trade barriers, such as
tariffs, quotas, and embargos.
Understand:
*British brought prisoners brought
to Australia
* The British impacted the
Aboriginal life (took over sources
of water, fisheries, and productive
land; brought diseases)
*Hundreds of Aborigines were
killed during the Gold Rush
Standards/Elements:
SS6G12, SS6G13, SS6G14
ELMS Curriculum Map for: 6th grade Social Studies
* Explain why international trade
requires a system for exchanging
currencies between nations
*explain the relationship between
physical/human capital and GDP
(Gross Domestic Product)
*Describe the role of natural
resources in Australia’s economy,
*Describe the role of
entrepreneurship in a country’s
economy.
*Explain personal money
management choices in terms of
income, spending, credit, saving, and
investing.
Do:
*locate on a physical-political map
the Great Barrier Reef, Coral Sea,
Ayers Rock, Great Victoria Desert
*describe the impact of English
colonization on the language and
religion of Australia
*Evaluate how Australia’s literacy
rate affects the standard of living
Do: Compare and Contrast
unitary, confederation, and federal
gov’t
*Compare/Contrast autocratic,
oligarchic, democratic govt
*Explain the organization of the
Australian gov’t
Do:
*Explain the economic system of
Australia
DO
* European colonization of
Australia in terms of diseases and
weapons on the indigenous peoples
of Australia. * Describe the origins
and culture of the Aborigines
Vocabulary: Great Barrier Reef,
Coral Sea, Ayers Rock, Great
Victoria Desert literacy rate,
colonization, characteristics,
cultural, impact, colonization,
distribution, natural resources,
concentration, population
Vocabulary: unitary,
confederation, dictatorship, federal,
republic, oligarchic, democratic,
parliamentary, presidential,
legislature, distinguish
Vocabulary: traditional, command,
market, produce, continuum, pure
command , pure market, economic
system, specialization, trade,
tariffs, embargoes, quota,
international, exchange, currency,
human capital, physical capital,
natural resources, entrepreneurship,
income, credit, investment, GDP
Vocabulary:
analyze, impact, colonization,
contributions, trace, outbreak,
indigenous, origin
Performance Task:
*Students will label a blank map of
Performance Task:
*Students will complete a sentence
Performance Task:
*Students will create a business
Performance Task:
*Aborigines webquest
ELMS Curriculum Map for: 6th grade Social Studies
Australia
surgery task over the Australian
Gov’t
product, create price, and convert
from USD to Australian dollars.
*RAFT Role will be the Queen of
England
Notes: Click here to enter text.
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Notes: Click here to enter text.
ELMS Curriculum Map for: 6th grade Social Studies
Semester 2
CRCT Review/Book Study/Projects
Unit 5
Unit 6
Unit 7
Name: CRCT REVIEW
Time frame: 2 Weeks
Name: BOOK STUDY
Time frame: 2 weeks
Name: Entrepreneurship
Time frame: 2 weeks
Standards/Elements:
ALL STANDARDS
Standards/Elements:
SS6H7 OR SS6G3, SS6G4
Standards/Elements:
SS6E3
KUDs
Know:
CRCT REVIEW
Understand:
CRCT REVIEW
Do:
CRCT REVIEW
KUDs
KUDs
Know:
*What lead to the beginning of
WWII?
OR
*Mexican Revolution
*The Great Depression
Understand:
* Rise of Nazism and the impact of
the Holocaust OR
*impact of Mexican Revolution on
the immigration to America
Do:
Read the novel “Number the Stars”
OR “Esperanza Rising”
Know:
*what entrepreneurs are
*know the difference between
income, expenses, and profit.
Vocabulary: Jew, genocide,
Nazism, Holocaust, Dust Bowl,
Great Depression, Mexican
Revolution
Vocabulary: entrepreneur, profit,
income, expenses
Performance Task:
*Students will be reading one of
the following two novels:
“Number the Stars” or “ Esperanza
Rising” They will participate in
Literary Circles and complete
Performance Task:
* develop their own business
(name, logo, slogan, prices,
pictures, etc…
Understand:
* the role of entrepreneurs in a
business
Do:
* Create a business plan
ELMS Curriculum Map for: 6th grade Social Studies
journal entries.
Notes: Click here to enter text.
Notes: Click here to enter text.
Notes: Click here to enter text.