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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. 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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. Notes: Click here to enter text. 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. Notes: Click here to enter text. 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.