CIVICS AND GOVERNMENT: Understand and apply knowledge about government and political systems, and the rights and responsibilities of citizens.

Transcription

1 Content Standards and Eligible Content (Grade 6) CIVICS AND GOVERNMENT: Understand and apply knowledge about government and political systems, and the rights and responsibilities of citizens. Grade 6 Common Curriculum Goal: Understand the origins, purposes and functions of U.S. government, including the structure and meaning of the U.S. Constitution Content Standard: Understand the purposes of government and the basic constitutional principles of the United States republican form of government. Understand different forms of government and citizen rights in context of the history taught. SE: 175: Democracy in Greece; : Romans Form a Republic Common Curriculum Goal: Understand the organization, responsibilities, and interrelationships of local, state, and federal governments in the United States. Content Standard: Understand the responsibilities and interrelationships of local, state, and national government in the U.S. Compare and contrast ancient governments with our own government. Common Curriculum Goal: Understand the roles of the three branches of government and explain how their powers are distributed and shared. content Content Standard: Understand the roles and powers of the executive, legislative, and judicial branches. Common Curriculum Goal: Understand personal and political rights of citizens in the United States. Content Standard: Understand the roles, rights, and responsibilities of citizens in the United States. Understand citizen rights in context of history taught and current events. 1

2 Common Curriculum Goal: Understand participatory responsibilities of citizens in the community (voluntarism) and in the political process (becoming informed about public issues and candidates, joining political parties/interest groups/associations, communicating with public officials, voting, influencing lawmaking through such processes as petitions/initiatives). Content Standard: Understand the participatory obligations of U.S. citizens. Understand resources that provide information about public issues at the city, state, and national level where appropriate in context with curriculum and current events. Introduce various media (newspapers, internet, radio, TV) as some of these resources. Common Curriculum Goal: Understand how government is influenced and changed by support and dissent of individuals, groups, and international organizations. Content Standard: Understand how individuals, groups, and international organizations influence government. Explain how participation varies in the United States and in the world, and how this compares with other societies in context of history and geography studied. Common Curriculum Goal: Understand how nations interact with each other, how events and issues in other countries can affect citizens in the United States, and how actions and concepts of democracy and individual rights of the United States can affect other peoples and nations. Content Standard: Understand how the United States government relates and interacts with other nations. Explain how countries have interacted with one another in context of period of history studied. Explain how technology has made the world a smaller community. Common Curriculum Goal: Analyze major political systems of the world. Content Standard: Understand that there are different ways for governments to be organized and to hold power. SE: 175: Democracy in Greece; : Romans Form a Republic 2

3 How governments have been organized; with examples from grade level content/case studies. SE: 175: Democracy in Greece; : Romans Form a Republic Common Curriculum Goal: Analyze the concepts of political power, authority, conflict, and conflict management. Analyze the nature of war and conflicts, their resolution, and their effects on society (historical and contemporary examples). Know conflicts that have arisen regarding fundamental values and principles (conflicts between liberty and equality, conflicts between individual rights and the common good, conflicts between majority rule and minority rights). SE: 40: The Babylonian Empire/Wealth Through Conquest; 128: Asoka s Leadership/The Battle of Kalinga; 150: The Qin Dynasty/Organizing the Government; : Sparta and Athens at War/The Peloponnesian War; 233: Master of the Mediterranean; 301: The Spread of Islam/Many New Converts; 347: The Aztec Empire/introductory paragraph; 411: Why Go to War?; : The Hundred Years War; 482: The Spanish Conquest of Mexico SE: 233: Patricians Versus Plebeians; 418: Changes in England; 490: The Effect of European Colonization on Native Americans introductory paragraph; 174: City-States Develop/A New Type of Ruler; 45 46: Hammurabi s Code including chart and Chart Skills; : Slavery in Ancient Greece; 296: The Role of Women; 302: Under Muslim Rule; 347: The Aztec Empire introductory paragraph; 398: Peasants and Serfs/Tied to the Manor ECONOMICS: Understand economic concepts and principles and how available resources are allocated in a market economy. Grade 6 Common Curriculum Goal: Understand that resources are limited (e.g., scarcity) Content Standard: Understand the economic concept of scarcity. Give examples of how trade related to key developments in the context of history studied. SE: : The Silk Road; : Kingdoms of the Savanna; 23 24: The First Civilizations/Trade and the Spread of Ideas; 302: The Golden Age/The Age of Caliphs; 368: The Arts and Trade; 40: The Babylonian Empire/A Crossroads of Trade; 73: A Highway for Trade; 100: The Capital of Meroë; 17: The Mycenaeans; : Focus On: Tombouctou 3

4 Common Curriculum Goal: Understand economic trade-offs and how choices result in both costs and benefits to individuals and society. Content Standard: Understand how trade-offs and opportunity costs are decisions that can be measured in terms of costs and benefits. Know examples from world history that demonstrate that all decisions involve opportunity costs and that making effective decisions involves considering the costs and the benefits of alternative choices. Common Curriculum Goal: Understand how conditions in an economy influence and are influenced by the decisions of consumers, producers, economic institutions, and government. Content Standard: Understand the concept of supply and demand. In the context of history studied: Identify factors that cause changes in market supply and demand. Describe the role of buyers and sellers in determining the equilibrium price. Describe how prices send signals to buyers and sellers. Know that price is an incentive for both buyers and producers/sellers in the marketplace: Higher prices for a good or service provide incentives for buyers to purchase less of it and for producers to make or sell more of it. Lower prices provide incentives for buyers to purchase more of it and for producers to make or sell less of it. Common Curriculum Goal: Understand economic concepts, principles, and factors affecting the allocation of available resources in an economy. Content Standard: Understand and evaluate the underlying philosophies and characteristics of various economic systems, including that of the U.S. economy. 4

5 Understand elements of basic economic systems commonly found in selected regions (for example, tradition-based and command economies in the Eastern hemisphere, or relate to ancient cultures). SE: 377: Feudalism in Japan introductory paragraph; : The Manor System introductory paragraph/lords and Manors; 489: Links to Economics/Mercantilism Common Curriculum Goal: Understand the role of government and institutions (i.e., banks, labor unions) in various economic systems in an economy Content Standard: Understand the role of government and institutions in an economy. Identify various institutions that are established as a result of a given economic system, including a free market system (for example, how market systems give rise to corporations, partnerships, labor unions, non-profit organizations, and cooperatives). Explain how financial institutions (banks, credit unions, stocks-and-bonds markets) channel funds from savers to borrowers and investors. Common Curriculum Goal: Understand the interdependence of the global economy and the role played by the United States Content Standard: Understand how the United States economy relates and interacts with other nations. Common Curriculum Goal: Understand how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services. Content Standard: Understand the purpose and functions of money in the economy. Trace the development of different kinds of money used in the United States, and explain how money helps make saving easier (relate in terms of ancient cultures). Common Curriculum Goal: Apply economic concepts and principles to issues of personal finance. Content Standard: Demonstrate the knowledge and skills necessary to make reasoned and responsible financial decisions as a consumer, producer, saver, and investor in a market economy. 5

6 GEOGRAPHY: Understand and use geographic skills and concepts to interpret contemporary and historical issues. Grade 6 Common Curriculum Goal: Understand the spatial concepts of location, distance, direction, scale, movement, and region. Content Standard: Understand and use spatial concepts of geography. SE: M4 M5: MapMaster Skills Handbook: Understanding Globes; M6 M7: MapMaster Skills Handbook: Map Projections; M8 M9: MapMaster Skills Handbook: How to Use a Map; M10: MapMaster Skills Handbook: Political Maps; M11: MapMaster Skills Handbook: Physical Maps; M12: MapMaster Skills Handbook: Special-Purpose Maps: Climate; 31 32: The Geographic Setting/The Location of Mesopotamia; 94 95: Skills for Life: Using Route Maps; 107: India s Geographic Setting introductory paragraph; 112: Focus On: Mohenjaro-Daro Explain the components of most maps (title, scale, legend, grid, and projection). Compare different map types (topographic, thematic, etc.) and different map projections, and explain the appropriate use for each. SE: M6 M7: MapMaster Skills Handbook: Map Projections; M8 M9: Map Master Skills Handbook: How to Use a Map TR: All-In-One Teaching Resources: MapMaster Skills Handbook: 14: Great Circles and Straight Lines; 15: Maps with Accurate Shapes: Conformal Maps; 16: Maps with Accurate Areas: Equal-Area Maps; 17: Maps with Accurate Directions; 19: Using the Compass Rose; 23: Comparing Maps of Different Scales; 24: Maps with Accurate Distances; 44: Using the Map Key SE: M6 M7: MapMaster Skills Handbook: Map Projections; M10: MapMaster Skills Handbook: Political Maps; M11: MapMaster Skills Handbook: Physical Maps; M12: MapMaster Skills Handbook: Special-Purpose Maps; M13: MapMaster Skills Handbook: Special-Purpose Maps: Language; 77: The Egyptian Empire, About 1450 B.C.; 98: The Kingdoms of Nubia: Resources; 107: India: Monsoons; 157: The Silk Road; 311: Africa: Natural Vegetation 6

7 Create maps, globes, graphs, charts, models, and databases related to population, disease, and economics; Pose and answer questions about geographic distributions and patterns; compare world regions and countries, and cultures. Analyze the characteristics, distribution, and migration of population, in context of history studied. TE: 71: Differentiated Instruction/For Gifted and Talented; 143: Differentiated Instruction/For Gifted and Talented; 219: Differentiated Instruction/For Advanced Readers; 329; Differentiated Instruction/For Advanced Readers; 404: Differentiated Instruction/For Gifted and Talented TR: All-In-One Teaching Resources, Unit 2, Small Group Activity; 74 77: Making a Map of Mohenjaro-Daro SE: 20: Target Reading Skill: Preview and Ask Questions; 22: Target Reading Skill: Ask Questions; 309: Civilizations of Africa map and MapMaster Skills Activity; 335: Civilizations of the Americas map and MapMaster Skills Activity; 366: Tang and Song Empires map and MapMaster Skills Activity SE: M14 M15: Map Master Skills Handbook: Human Migration; 110: A New Culture Arises/Aryan Culture Spreads; : Bantu Migrations paragraphs, map, and MapMaster Skills Activity; 301: The Spread of Islam map and MapMaster Skills Activity; 39: Babylonian and Assyrian Empires map and MapMaster Skills Activity; 5: Early Migration of Modern Humans map and MapMaster Skills Activity; 17: Egyptian Empire, About 1450 B.C. map and MapMaster Skills Activity; 123: Buddhism Spreads to Other Countries; 212: Greece and the Persian Empire map and MapMaster Skills Activity; 347: The Aztec Empire introductory paragraph Common Curriculum Goal: Use maps and other geographic tools and technologies to acquire, process, and report information from a special perspective. Content Standard: Locate places and understand and use geographic information or relationships by reading, interpreting, and preparing maps and other geographic representations. SE: 62: The Fertile Crescent: Place Location map and MapMaster Skills Activity; 406: Trade Centers in Europe map and MapMaster Skills Activity; 102: Egypt and Nubia: Place Location map and MapMaster Skills Activity; 132: Ancient India: Place Location map and MapMaster Skills Activity; 162: Ancient China: Place Location map and MapMaster Skills Activity; 224: The Glory of Ancient Greece: Place Location map and MapMaster Skills Activity; 278: The Glory of the Roman Empire: Place Location map and MapMaster Skills Activity 7

8 (Continued) Content Standard: Locate places and understand and use geographic information or relationships by reading, interpreting, and preparing maps and other geographic representations. (Continued) SE: 332: Sub-Saharan Africa: Place Location map and MapMaster Skills Activity; 360: The Americas: Place Location map and MapMaster Skills Activity; 388: Civilizations of Asia: Place Location map and MapMaster Skills Activity Develop maps of human migration and settlement patterns at different times in history and compare to the present in terms of: population, settlement, climate, and language usage in the context of world history. Common Curriculum Goal: Locate major physical and human (cultural) features of the Earth Content Standard: Locate major physical and human features of the Earth. SE: 69: The Course of the Nile; 83: The Great Pyramid; 173: Temple of Artemis; 72: Links Across Time/Saving Monuments and photo; 108: Barriers and Pathways; 138: Yellow River/Huang Rive/photo and caption; 183: The Oracles/photo and caption; : The Acropolis photo and caption; 404: Focus On: Gothic Cathedral Identify major biomes (major ecological communities, such as rainforest, desert, grassland), and explain ways in which the natural environment of places in Europe and the Americas relates to their climate, which is influenced by earth/sun relationships. Research the reasons for the locations of the major manufacturing and agricultural regions of Europe and the Americas, using a variety of information resources. Know the location of major mountain ranges (Himalayas, Andes, Rockies, Alps, Ural, African Rift, Atlas), deserts (Sahara, Gobi), rivers (Nile Amazon, Yangtze, and Mississippi), cultural regions (the Middle East and Latin America), and major countries (by continent) in the world in the context of history studied. SE: 26: The World: Place Location map and MapMaster Skills Activity; 102: Egypt and Nubia: Place Location map and MapMaster Skills Activity; 132: Ancient India: Place Location map and MapMaster Skills Activity; 162: Ancient China: Place Location map and MapMaster Skills Activity; 332: Sub-Saharan Africa: Place Location map and MapMaster Skills Activity; 360: The Americas: Place Location map and MapMaster Skills Activity; 388: Civilizations of Asia: Place Location map and MapMaster Skills Activity 8

9 Common Curriculum Goal: Compare and analyze physical (e.g., landforms, vegetation, wildlife, climate, and natural hazards) and human (e.g., population, land use, language, and religion) characteristics of places and regions Content Standard: Identify and analyze physical and human characteristics of places and regions, the processes that have shaped them, and their geographic significance. SE: M16 M17: MapMaster Skills Handbook; 14 17: The Beginning of Farming and The Spread of Agriculture map and MapMaster Skills Activity; 31 32; The Geographic Setting and Mesopotamia map and MapMaster Skills Activity; 107: India s Geographic Setting introductory paragraph and Links to Science; 69 71: The Course of the Nile River; 36 37: Focus On: Farming in Mesopotamia; 71: photo and caption; : The Geography of Ancient China; : Focus On: The Agora of Athens; : Focus On: A Medieval Manor Understand the reasons for the locations of the major manufacturing and agricultural regions of Europe and the Americas. Analyze the distribution of natural resources in Europe and the Western Hemisphere. Identify, locate, and compare religious symbols, architectural landmarks, types of housing, ethnic and racial characteristics of people, and level of technological achievement. SE: 72: Abu Simbel photo and Links Across Time; 83: The Great Pyramid; 129: Buddhist monument photo; 84: Sphinx photo and caption; : Life in Mohenjaro-Daro and photo; : Focus On: Mohenjaro-Daro; 150: The Qin Dynasty/Strengthening the Empire and photo of the Great Wall; 173: Temple of Artemis; : The Acropolis photo and caption; 404: Gothic cathedral Identify, locate, and compare clothing, recreation, myths, building of dams for flood control, airconditioned buildings in warm climates, and economic activities related to natural resources (land use). (Relate ancient civilizations to the present.) Common Curriculum Goal: Understand why places and regions are important to human identity and serve as symbols to unify or fragment society. 9

10 Common Curriculum Goal: Analyze the causes of human migration (e.g., density, food and water supply, transportation and communication systems) and its effects (e.g., impact on physical and human systems). Content Standard: Understand the distribution and movement of people, ideas, and products. SE: 39: Babylonian and Assyrian Empires map and MapMaster Skills Activity; 73: A Highway for Trade/Routes Through Nubia; 498: The Triangular Trade; 435: Renaissance Thought and Literature Spreads; : The Silk Road; 123: Buddhism Spreads to Other Countries; : Greek Culture map and MapMaster Skills Activity; : A New Culture Arises/Aryan Culture Spreads; 69 71: The Course of the Nile River; : The Geography of Ancient China; 169: Greece s Geographic Setting; 36 37: Focus On: Farming in Mesopotamia; 97: Valuable Resources; 105: Ancient India map and MapMaster Skills Activity; : The Silk Road/Connecting Roads/A Route for Goods; 229: Rome s Geography and Early Settlement/Geographical Advantages Explain characteristics and locations of societies including factors responsible for patterns of population; influences of human migration; and geographic factors responsible for the location of economic activities (with a focus on ancient civilizations). Analyze and evaluate the causes and effects, processes and patterns of human movements, both chosen and forced in the world. SE: 498: The Triangular Trade; 487: The Economy of the Colonies; M14 M15: MapMaster Skills Handbook: Human Migration; 312 and : The Bantu Migrations; 5: Early Migration of Modern Humans map and MapMaster Skills Activity; 110: A New Culture Arises introductory paragraph; 301: The Spread of Islam/Many New Converts and the Spread of Islam map and MapMaster Skills Activity; 313: Bantu Migrations map and MapMaster Skills Activity; : Trade Revives and Towns Grow/The Growth of Towns Understand spatial aspects of communication and transportation systems in selected regions (for example, time required to travel and communicate over distances reduced by technological developments). 10

11 Common Curriculum Goal: Understand economic, cultural, and environmental factors that influence changes in population and evaluate the consequences of the resulting increases or decreases in population Content Standard: Understand, analyze and evaluate the consequences of population changes resulting from economic, cultural, or environmental factors. SE: 21: Advantages for Settled Life and World Population Growth Chart and Chart Skills; : The Peloponnesian War; 407: Life in Towns and Cities introductory paragraph; 408: Overcrowding and Disease Identify patterns of population distribution and growth in the world, and explain changes in these patterns, which have occurred over time. SE: 21: Advantages for Settled Life and World Population Growth Chart and Chart Skills; : The Peloponnesian War; 407: Life in Towns and Cities introductory paragraph; 408: Overcrowding and Disease Common Curriculum Goal: Understand how people and the environment are interrelated Content Standard: Understand how humans affect the physical environment. SE: 36 37: Focus On: Farming in Mesopotamia; 20: introduction; M16 M17: MapMaster Skills Handbook; 14 17: The Beginning of Farming; 340: Lasting Achievements; 72: The Growth of Communities and Trade Along the Nile/Living Along the Nile; 138: Flood Control; 172: The Dark Ages of Greece; 345: The Culture of the Mayas/A Farming Culture; 347: The Aztec Empire/Waterways and Gardens Understand how changes in a physical environment affect human activity in Latin America, Europe. Understand how clearing vegetation affects the physical environment of a place and other places (deforestation, desertification). Common Curriculum Goal: Understand how people and the environment are interrelated Content Standard: Understand how physical characteristics in the environment and changes in the environment affect human activities. SE: 36 37: Focus On: Farming in Mesopotamia; 20: introduction; M16 M17: MapMaster Skills Handbook; 14 17: The Beginning of Farming; 340: Lasting Achievements; 72: The Growth of Communities and Trade Along the Nile/Living Along the Nile; 138: Flood Control; 172: The Dark Ages of Greece; 345: The Culture of the Mayas/A Farming Culture; 347: The Aztec Empire/Waterways and Gardens 11

12 Analyze the distribution of natural resources in Europe and the Western Hemisphere. Analyze and give examples of the consequences of human impact on the physical environment, and evaluate ways in which technology influences human capacity to modify the physical environment. Give examples of how both natural and technological hazards have impacted the physical environment and human populations in specific areas of Europe and the Americas. Know examples of human systems that have been developed in response to opportunities afforded by the environment. Common Curriculum Goal: Understand how differing points of view, self-interest, and global distribution of natural resources play a role in conflict over territory. SE: 36 37: Focus On: Farming in Mesopotamia; 20: introduction; M16 M17: MapMaster Skills Handbook; 14 17: The Beginning of Farming; 340: Lasting Achievements; 72: The Growth of Communities and Trade Along the Nile/Living Along the Nile; 138: Flood Control; 172: The Dark Ages of Greece; 345: The Culture of the Mayas/A Farming Culture; 347: The Aztec Empire/Waterways and Gardens SE: 482: The Spanish Conquest of Mexico; 483: The Spanish Conquest of Peru Understand the various geographic factors that may divide or unite a country (for example, mountains, rivers, valleys). SE: 31 32: The Geographic Setting; 69 71: The Course of the Nile River; 72 73: The Growth of Communities and Trade Along the Nile; : India s Geographic Setting; : The Geography of Ancient China; 169: Greece s Geographic Setting; 229: Rome s Geography and Early Settlement/Geographic Advantages; : The Arabian Peninsula; : Africa s Physical Geography; 383: India s Geography Give examples of how land and water forms, climate, and natural vegetation have influenced historical trends and developments. 12

13 Common Curriculum Goal: Understand the geographic results of resource use and management programs and policies. Understand the various geographic factors that may divide or unite a country (for example, mountains, rivers, valleys), using examples from the Americas, Europe. Give examples of how land and water forms, climate, and natural vegetation have influenced historical trends and developments. SE: 169: Greece s Geographic Setting; 229: Rome s Geography and Early Settlement/Geographical Advantages SE: 31 32: The Geographic Setting; 69 71: The Course of the Nile River; 72 73: The Growth of Communities and Trade Along the Nile; : India s Geographic Setting; : The Geography of Ancient China; 169: Greece s Geographic Setting; 229: Rome s Geography and Early Settlement/Geographic Advantages; : The Arabian Peninsula; : Africa s Physical Geography; 383: India s Geography HISTORY: Relate significant events and eras in United States and world history to past and present issues and developments. Grade 6 HISTORICAL SKILLS: Common Curriculum Goal: Interpret and reconstruct chronological relationships Content Standard: Understand, represent, and interpret chronological relationships in history. SE: 10 11: Skills for Life: Using Timelines; 76: Major Time Periods in Ancient Egypt and Timeline Skills; 172: Beginnings of Ancient Greek Culture, 3000 B.C. 750 B.C.; 210: Classical Greece; 232: The Rise of Ancient Rome, 509 B.C. 27 B.C.; 271: The Roman Empire, A.D and Timeline Skills; 279: Test-Taking Tips; 300: Taking Notes activity; 321: West African Kingdoms and Timeline Skills; 361: Test-Taking Tips Develop and compare time lines that identify major people, events, and developments in the history of individual civilizations and/or countries that comprise Europe and the Americas. SE: 10 11: Skills for Life: Using Timelines; 300: Taking Notes activity; 326: Taking Notes activity; 382: Taking Notes activity TE: 40: Differentiated Instruction/For Advanced Readers; 296: Differentiated Instruction/For Advanced Readers; 368: Differentiated Instruction/For Advanced Readers 13

14 (Continued) Develop and compare time lines that identify major people, events, and developments in the history of individual civilizations and/or countries that comprise Europe and the Americas. (Continued) TECH: All-In-One Teaching Resources: Skills for Life: 25; Social Studies Skills Tutor CD- ROM: Sequencing; HOW Transparencies: B20 Use the terms decade, century, millennium. Compare alternative ways that historical periods and eras are designated by identifying the organizing principles upon which each is based. Common Curriculum Goal: Analyze cause and effect relationships, including multiple causalities Content Standard: Identify and analyze cause and effect relationships in history. SE: 108: Target Reading Skill: Identifying Causes and Effects; 123: Comprehension and Critical Thinking: #1(c); 222: Comprehension and Critical Thinking #1 (b); 276: Comprehension and Critical Thinking #2 (a) (b); 278: Comprehension and Critical Thinking #8 (b) (c); 369: Target Reading Skill: Identify Causes and Effects; 399: Comprehension and Critical Thinking #1 (b); 420: Comprehension and Critical Thinking #1 (b); 431: Target Reading Skill: Identify Causes and Effects; 433: Comprehension and Critical Thinking #1 (b) Analyze cause and effect relationships, keeping in mind multiple causation, including the importance of individuals, ideas, human interests, beliefs, and chance in history. SE: : Skills for Life: Identifying Cause and Effect; 121: Target Reading Skill: Recognizing Multiple Causes; 123: Comprehension and Critical Thinking #1 (c); 130: Comprehension and Critical Thinking #2 (c); 360: Skills Practice; 369: Target Reading Skill: Identify Causes and Effects; 431: Target Reading Skill: Identify Causes and Effects; 433: Comprehension and Critical Thinking #1 (b); 435: Target Reading Skill: Recognize Multiple Causes; 437: Target Reading Skill: Recognize Multiple Causes Common Curriculum Goal: Understand, recognize and interpret change and continuity over time Content Standard: Interpret and represent chronological relationships and patterns of change and continuity over time. SE: 276: Writing activity; 151: The Rise and Fall of Chinese Dynasties and Diagram Skills; 47: Comprehension and Critical Thinking #2 (c) and Chart Skills; 102: Comprehension and Critical Thinking #12 (b); 123: Comprehension and Critical Thinking #2 (a), (b), (c); 141: Comprehension and Critical Thinking #2 (b); 14

15 (Continued) Content Standard: Interpret and represent chronological relationships and patterns of change and continuity over time. (Continued) SE: 153: Comprehension and Critical Thinking #3 (b); 160: Comprehension and Critical Thinking #3 (b); 190: Comprehension and Critical Thinking #12 (a), (b), (c); 213: Comprehension and Critical Thinking #3 (a), (b) Consider and use the Ten Themes presented in the National Council for the Social Studies (reference: standards: 1) Culture, SE: 24: Comprehension and Critical Thinking #3 (a), (b); 85: Comprehension and Critical Thinking #1 (a), (b); 111: Comprehension and Critical Thinking #3 (b); 123: Comprehension and Critical Thinking #2 (a), (b), (c); 141: Writing Activity; 209: Target Reading Skill: Identify Contrasts; 246: Comprehension and Critical Thinking #2 (a), (b); 297: Comprehension and Critical Thinking #2 (a), (b), (c); 349: Writing Activity; 369: Target Reading Skill: Identify Causes and Effects 2) Time, Continuity, and Change, SE: 76: Major Time Periods in Ancient Egypt and Timeline Skills; 100: Comprehension and Critical Thinking #3 (a), (b); 111: Comprehension and Critical Thinking #3 (b); 141: Comprehension and Critical Thinking #2 (b); 151: The Rise and Fall of Chinese Dynasties and Diagram Skills; 276: Comprehension and Critical Thinking #2 (a), (b); 300: Taking Notes activity; 326: Taking Notes activity; 382: Taking Notes activity; 399: Comprehension and Critical Thinking #1 (b) 3) People, Places, and Environments, SE: M5: MapMaster: Understanding Globes: Practice Your Geography Skills; M7: MapMaster: Map Projections: Practice Your Geography Skills; M9: MapMaster: How to Use a Map: Practice Your Geography Skills; 31: Mesopotamia map and MapMaster Skills Activity; 37: Assessment; 67: Ancient Egypt and Nubia map and MapMaster Skills Activity; 175: Comprehension and Critical Thinking #1 (a), (b); 301: The Spread of Islam map and MapMaster Skills Activity; 366: Tang and Song Empires map and MapMaster Skills Activity; 406: Trade Centers in Europe map and MapMaster Skills Activity 15

16 4) Individual Development and Identity, SE: 9: Comprehension and Critical Thinking #1 (d) and Writing Activity; 35: Comprehension and Critical Thinking #3 (d); 93: Comprehension and Critical Thinking #1 (a), (b); 118: Comprehension and Critical Thinking #2 (a), (b); 130: Writing Activity; 141: Comprehension and Critical Thinking #3 (a), (b); 188: Comprehension and Critical Thinking #3 (a), (b); 248: Comprehension and Critical Thinking #8 (a), (b); 297: Comprehension and Critical Thinking #2 (a), (b), (c); 401: Assessment/Draw Conclusions 5) Individuals, Groups, and Institutions, SE: 24: Comprehension and Critical Thinking #3 (b); 47: Comprehension and Critical Thinking #1 (a), (b), (c); 132: Comprehension and Critical Thinking #11 (b), (c); 148: Comprehension and Critical Thinking #2 (a), (b); 175: Comprehension and Critical Thinking #3 (a), (b); 203: Comprehension and Critical Thinking #2 (b), (c); 297: Comprehension and Critical Thinking #2 (b), (c); 349: Comprehension and Critical Thinking #2 (a), (b), (c); 401: Assessment/Draw Conclusions; 408: Comprehension and Critical Thinking #1 (a), (b) 6) Power, Authority, and Governance, SE: 26: Comprehension and Critical Thinking #10 (a), (b), (c); 79: Comprehension and Critical Thinking #1 (a), (b); 151: The Rise and Fall of Chinese Dynasties diagram and Diagram Skills; 153: Comprehension and Critical Thinking #2 (a), (b) and #3 (a), (b); 175: Democracy in Greece/Reading Check; 190: Comprehension and Critical Thinking #12 (a), (b), (c); 278: Comprehension and Critical Thinking #5 (a), (b), (c); 297: Comprehension and Critical Thinking #2 (c); 379: Comprehension and Critical Thinking #2 (a), (b); 399: Comprehension and Critical Thinking #4 (a), (b) 7) Production, Distribution, and Consumption, SE: 24: Comprehension and Critical Thinking #1 (a), (b); 73: Comprehension and Critical Thinking #2 (a), (b), (c); 100: Comprehension and Critical Thinking #2 (a), (b); 153: Comprehension and Critical Thinking #2 (a); 304: Comprehension and Critical Thinking #2 (a), (b), (c); 317: Assessment/Conclude; 379: Comprehension and Critical Thinking #3 (a), (b); 399: Comprehension and Critical Thinking #3 (a), (b); 408: Comprehension and Critical Thinking #3 (a), (b); 422: Comprehension and Critical Thinking #12 (a), (b) 16

17 8) Science, Technology, and Society, SE: 17: Comprehension and Critical Thinking #2 (a), (b); 24: Writing Activity; 37: Assessment; 93: Comprehension and Critical Thinking #3 (a), (b); 160: Comprehension and Critical Thinking #3 (a), (b); 222: Comprehension and Critical Thinking #2 (c); 244: Architecture and Technology/Reading Check; 304: Comprehension and Critical Thinking #3 (a), (b); 341: Writing Activity; 404: Analyzing Images 9) Global Connections, SE: 19: Assessment; 100: Comprehension and Critical Thinking #1 (a), (b); 111: Comprehension and Critical Thinking #3 (a), (b); 123: Comprehension and Critical Thinking #2 (b), (c); 162: Comprehension and Critical Thinking #13 (a), (b), (c); 304: Comprehension and Critical Thinking #1 (a), (b); 388: Comprehension and Critical Thinking #4 (c); 413: Comprehension and Critical Thinking #3 (a), (b); 437: Comprehension and Critical Thinking #1 (a), (b); 448: Writing Activity; 556: Comprehension and Critical Thinking #3 (a), (b) 10) Civic Ideals and Practices. SE: 45: Hammurabi s Code chart and Chart Skills; 47: Comprehension and Critical Thinking #1 (a), (b), (c); 130: Writing Activity; 148: Comprehension and Critical Thinking #3 (a), (b); 175: Democracy in Greece/Reading Check; 235: Comprehension and Critical Thinking #3 (b) and Writing Activity; 237: Assessment; 253: Roman Citizens/Reading Check; 271: From Good Rule to Bad/Reading Check; 420: Comprehension and Critical Thinking #2 (a), (b) Consider and use the Vital Unifying Themes and Narratives of Human Experience from National Council for History Education (reference 1) Civilization, cultural diffusion, and innovation, SE: 17: Comprehension and Critical Thinking #2 (a), (b) and Writing Activity; 24: Writing Activity; 37: Assessment/Draw Conclusions; 47: Comprehension and Critical Thinking #2 (a), (b), (c); 93: Comprehension and Critical Thinking #2 (b) and 3 (b); 111: Comprehension and Critical Thinking #3 (b); 222: Comprehension and Critical Thinking #2 (a), (b); 246: Comprehension and Critical Thinking #2 (a), (b); 413: The Results of the Crusades/Reading Check; 437: Comprehension and Critical Thinking #1 (a), (b) and #2 (b) 17

18 2) Human Interaction with the Environment, SE: 15: The Spread of Agriculture map and MapMaster Skills Activity; 17: Comprehension and Critical Thinking #2 (a) and Writing Activity; 35: Comprehension and Critical Thinking #1 (a), (b); 36: Assessment; 98: The Kingdoms of Nubia: Resources map and MapMaster Skills Activity; 111: Comprehension and Critical Thinking #1 (a), (b) and #2 (a), (b); 152: Qin and Han Empires map and MapMaster Skills Activity; 311: Africa: Natural Vegetation map and MapMaster Skills Activity; 341: Comprehension and Critical Thinking #1 (a), (b), (c); 431: Europe in 1500 map and MapMaster Skills Activity 3) Values, Beliefs, Political Ideas, and Institutions, SE: 45: Hammurabi s Code Chart Skills; 85: Comprehension and Critical Thinking #1 (a), (b); 132: Comprehension and Critical Thinking #10 (a), (b), (c) and #11 (a), (b), (c); 148: Comprehension and Critical Thinking #2 (a), (b) and 3 (a); 175: Comprehension and Critical Thinking #3 (a), (b); 235: Comprehension and Critical Thinking #2 (a), (b) and #3 (a), (b); 297: Comprehension and Critical Thinking #2 (b), (c); 379: Comprehension and Critical Thinking #2 (a), (b); 399: Comprehension and Critical Thinking #2 (a), (b); 443: Comprehension and Critical Thinking #1 (a), (b) 4) Conflict and Cooperation, SE: 19: Assessment/Describe; 111: Comprehension and Critical Thinking #3 (b); 153: Comprehension and Critical Thinking #1 (a); 224: Comprehension and Critical Thinking #11 (a), (b), (c) and #12 (a), (b); 276: Comprehension and Critical Thinking #4 (a), (b); 304: Comprehension and Critical Thinking #1 (a); 349: Comprehension and Critical Thinking #2 (a), (b), (c); 420: Comprehension and Critical Thinking #3 (a), (b); 422: Comprehension and Critical Thinking #15 (a), (b); 448: Writing Activity 5) Comparative History of Major Developments, SE: M15: MapMaster Skills Handbook: Practice Your Geography Skills; 17: Comprehension and Critical Thinking # 26 (a), (b), (c); 35: Comprehension and Critical Thinking #1 (a), (b); 100: Comprehension and Critical Thinking #1 (a), (b) and #3 (a); 123: Buddhism Spreads to Other Countries/Reading Check/Comprehension and Critical Thinking #2 (c); 202: Comprehension and Critical Thinking #3 (a), (b) and 258: Comprehension and Critical Thinking #48 (a), (b) 18

19 5) Comparative History of Major Developments, (Continued) (Continued) SE: 306: Comprehension and Critical Thinking #12 (a); 379: #2 (a), (b) and 399: Comprehension and Critical Thinking #3 (a), (b); 437: Comprehension and Critical Thinking #1 (a), (b); 448: Writing Activity 6) Patterns of Social and Political Interaction. SE: 102: Comprehension and Critical Thinking #9 (b); 148: Comprehension and Critical Thinking #2 (a), (b) and #3 (a); 175: Comprehension and Critical Thinking #3 (a), (b); 203: Comprehension and Critical Thinking #3 (a), (b); 248: Comprehension and Critical Thinking #8 (a), (b); 258: Comprehension and Critical Thinking #1 (a), (b); 304: Writing Activity; 399: Comprehension and Critical Thinking #2 (a), (b); 408: Comprehension and Critical Thinking #1 (a), (b); 448: Target Reading Skill Consider and use other examples for themes: American isolationism, domestic reform, development of capitalism, the conduct of war, rights of African Americans, Native Americans, Hispanic Americans, women; the role of youth; racism. Consider patterns of change and continuity in history in relationship to contemporary events, issues, problems, and phenomena. Common Curriculum Goal: Identify and analyze diverse perspectives on and historical interpretation of historical issues and events Content Standard: Identify and analyze various perspectives and interpretations of historical issues and events. SE: : Recognizing Author s Bias; 476: Skills Practice; 422: Writing Activity: Science TE: 218: Skills for Life Mini Lesson/Recognizing Bias and Propaganda TR: All-In-One Teaching Resources, Unit 5, Skills for Life: 107 TECH: Social Studies Skills Tutor CD-ROM: Recognizing Author s Bias Distinguish between fact and opinion. SE: : Skills for Life: Distinguishing Fact and Opinion; 422: Skills Practice TR: All-In-One Teaching Resources: Skills for Life: 27 TECH: Social Studies Skills Tutor CD-ROM: Distinguishing Fact from Opinion, Levels 1 and 2 19

20 Distinguish between primary and secondary sources of information. Interpret data from charts, tables, and graphs. SE: : Skills for Life: Reading a Table; : Skills for Life: Using a Table to Write a Paragraph; 21: World Population Growth and Chart Skills; 22: Early Cities and Chart Skills; 45: Hammurabi s Code and Chart Skills; 47: The Development of Writing and Chart Skills; 183: A Family of Gods and Chart Skills; 460: Other Portuguese Migrators and Explorers and Chart Skills Differentiate between factual and fictional historical accounts; explain the meaning of historical passages by identifying who was involved, what happened, where it happened, what events led to these developments, and what consequences or outcomes followed. Common Curriculum Goal: Understand relationships among events, issues, and developments in different spheres of human activity (i.e., economic, social, political, cultural) Content Standard: Identify and analyze various perspectives and interpretations of historical issues and events. See grade-level maps for Civics, Economics, Geography, for linking strategies. Grade 6 WORLD HISTORY: Common Curriculum Goal: Understand and interpret events, issues, and developments within and across eras of world history. Understand the major characteristics and historical influence of the early civilizations of Mesopotamia, Indus River Valley, Egypt, the Americas, and Greece. Civilizations are cultures considered to have reached a high level of social and cultural development, specifically in regard to the development and use of written language, advances in the arts and sciences, government, etc. SE: 33: The First Cities; 45 47: The Art of Writing; 83: The Great Pyramid; 91: Writing in Ancient Egypt/A New System of Writing/Writing Materials; : Life in the Indus River Valley/Ancient City Planners; 44 45: Hammurabi s Code; 175: Democracy in Greece; : Visual and Dramatic Arts; 340: Lasting Achievements; 348: Aztec Society Mesopotamia: monotheism, alphabet. SE: 45 47: The Art of Writing; 47: The Development of Writing/Chart Skills TE: 47: Extend 20

21 Egypt: architecture (pyramids, Sphinx), agricultural mastery (flood control), writing (hieroglyphs), religious beliefs (polytheism), paper (papyrus), mathematics. Pre-Columbia America: Maya (trade, pyramids, astronomy, calendar); Inca (terracing, stone architecture, textiles), Aztec (calendar, trade routes, architecture, cities). China: inventions and technological innovations (writing, paper, bronze); political organization (dynastic hierarchy); religious beliefs. Greece: democracy, art, architecture, theater, science and medicine (Hippocrates), mathematics (geometry); military conquest (Alexander the Great), logic (Socrates). Identify and give examples of the political, economic, and social characteristics of the Roman Republic and Empire and how they are reflected in the law, government, economy and society of the United States. Political characteristics of the Roman Republic, and how they are reflected in law and government in the United States today (Roman system of law, republican form of government, constitution, senate, separation of powers). Economic features of the Roman Empire, and how they compare (or compared) to similar features in the United States (slavery, network of roads for trade and commerce, use of coins, taxes). SE: 72: The Growth of Communities and Trade Along the Nile; 83: The Great Pyramid; 91: Writing in Ancient Egypt/A New System of Writing/Writing Materials; 340: Lasting Achievements; : Focus On: The Great Temple; 81: Egyptian Gods and Goddesses text and caption; 84: photo and caption of the Sphinx; 93: Mathematics; 338: photo and caption of Inca architecture; 347: The Aztec Empire/Waterways and Gardens SE: 139: Early Civilizations in China; : The Teachings of Confucius; 148: The Influence of Confucius; 150: The Qin Dynasty; : The Han Dynasty; 151: The Rise and Fall of Chinese Dynasties diagram; 151: Unifying Economy and Culture/The End of a Dynasty; 152: Links to Art: Han Bronze Work; : Han Technology; 159: Achievements in Ancient China chart SE: 173: Temple of Artemis; 175: Democracy in Greece; : The Search for Knowledge/Socrates; : Visual and Dramatic Arts; 218: Alexander Builds an Empire; : Focus On: Ancient Greek Theater; 181: The Golden Age of Athens; 186: Links to Math: The Golden Rectangle; 201: Links to Art: Printing Their Lives; 222: Math and Science SE: : Romans Form a Republic; 235: From Republic to Empire; : Focus On: The Roman Senate; 246: Roman Law; 241: Ruling an Empire TE: 232: Background: Links Across Time: Roman Law SE: 231: Romans Form a Republic/The Roman Senate; 236: Focus On: The Roman Senate; 232: The Roman Consuls; 246: Roman Law; 253: Roman Citizens/Being Counted as Citizens TE: 232: Background: Links Across Time: Roman Law SE: 258: Slavery in Rome; 256: Roman Family Life/Support from the Government; 273: Serious Economic Problems 21

22 Social Characteristics of the Roman Republic and Empire (importance of religion many gods), differences in life of wealthy Romans, small farmers and slaves. The historical legacy of the Romans (engineering and architecture public buildings, aqueducts, roads, Latin) as the basis for modern-day Romance languages, Roman law. Understand the significance of the rise of Islam and its interaction with Europe, Africa, and Asia. Understand the development of the empires and kingdoms of Kush (and its relationship to Egypt), Ghana, Mali, and Songhai, and how resources, location and trade enhanced their development. Understand the development of dynasties (Qin, Han, Tang, Ming, and Song), the development of Confuciusism and Daoism, and the development of technologies (compass, gunpowder, printing) in Imperial China. Understand the development of the lord-vassal system (shoguns, daimyo, samurai), and Buddhism and Shinto in feudal Japan. SE: 243: The Greek Influence on Rome/Religion; : Roman Social Classes; : Roman Family Life; 258: Slavery in Rome; 233: Patricians Versus Plebians; 254: Roman Villas diagram TECH: Discovery Channel School Video Program: Daily Life in Ancient Rome SE: 244: Architecture and Technology; 245: The Roman Aqueduct; 246: Roman Law; 244: Links to Science: The Roman Arch; 256: Links to Language Arts: The Latin Language SE: : The Spread of Islam; 96 97: Nubia (Kush) and Egypt; : Kingdoms of the Savanna; 150: The Qin Dynasty; : The Han Dynasty; : The Teachings of Confucius; : The Tang Dynasty/Dynasties Rule China; 367: The Song Dynasty/Changes in Government; 369: Inventions of the Tang and Song Dynasties SE: : Feudalism in Japan; : Japan and the Outside World/The Tokugawas Unify Japan; 378: Citizen Heroes: A Peasant Warrior; 122: The Spread of Buddhism map and MapMaster Skills Activity TR: All-In-One Teaching Resources, Unit 4, Small Group Activity: Create a Museum Exhibit About Feudalism in Japan: U.S. HISTORY Common Curriculum Goal: Understand and interpret events, issues, and developments within and across eras of U.S. history Content Standard: Understand the importance and lasting influence of individuals, issues, events, people, and developments in U.S. history. Grade 6 Common Curriculum Goal: Understand and interpret events, issues, and developments within and across eras of U.S. history 22

23 Content Standard: Understand the importance and lasting influence of individuals, issues, events, people, and developments in U.S. history. STATE & LOCAL HISTORY Common Curriculum Goal: Understand and interpret the history of the state of Oregon Content Standard: Understand and interpret events, issues, and developments in Oregon history. Grade 6 STATE & LOCAL HISTORY Common Curriculum Goal: Understand and interpret the history of the state of Oregon Content Standard: Understand and interpret events, issues, and developments in Oregon history. Identify significant connections between Oregon and the period of history studied. Common Curriculum Goal: Understand and interpret events, issues, and developments in the history of one s family, local community, and culture Content Standard: Understand and interpret events, issues, and developments in local history. Make appropriate connections between the local community and events in the period of history studied. SOCIAL SCIENCE ANALYSIS: Design and implement strategies to analyze issues, explain perspectives, and resolve issues using the social sciences. Grade 6 Common Curriculum Goal: Define and clarify an issue so that its dimensions are well understood Content Standard: Identify, research, and clarify an event, issue, problem, or phenomenon of significance to society. Know and apply Bloom s Taxonomy to formulate questions. 23

24 Common Curriculum Goal: Acquire and organize materials from primary and secondary sources Content Standard: Gather, use, and evaluate researched information to support analysis and conclusions. TE: 36: Differentiated Instruction/For Gifted and Talented; 77: Differentiated Instruction/For Advanced Readers; 98: Differentiated Instruction/For Advanced Readers; 129: Differentiated Instruction/For Advanced Readers; 151: Differentiated Instruction/For Gifted and Talented; 274: Differentiated Instruction/For Advanced Readers; 342: Differentiated Instruction/For Gifted and Talented/For Advanced Readers; 366: Differentiated Instruction/For Gifted and Talented; 342: Differentiated Instruction/For Gifted and Talented; 439: Differentiated Instruction/For Advanced Readers Identify and interpret primary and secondary source documents to increase understanding. SE: : Skills for Life: Analyzing Primary Resources; 224: Skills Practice TE: 369: Skills for Life/Analyzing Primary Sources TR: All-In-One Teaching Resources: Analyzing Primary Resources: 60 TECH: Social Studies Skills Tutor CD-ROM: Analyzing Primary Resources, Levels 1 and 2 Common Curriculum Goal: Explain various perspectives on an event or issue and the reasoning behind them Content Standard: Understand an event, issue, problem, or phenomenon from multiple perspectives. Interpret ideas and events from different historical perspectives. Common Curriculum Goal: Identify and analyze an issue Content Standard: Identify and analyze characteristics, causes, and consequences of an event, issue, problem, or phenomenon. SE: 35: Comprehension and Critical Thinking #1; 47: Comprehension and Critical Thinking #1; 62: Comprehension and Critical Thinking #16; 77: MapMaster Skills Activity; 118: Comprehension and Critical Thinking #2; 141: Comprehension and Critical Thinking #2; 188: Comprehension and Critical Thinking #3; 190: Comprehension and Critical Thinking #13; 235: Comprehension and Critical Thinking #3; 248: Comprehension and Critical Thinking #9 24