WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM 6 TH GRADE SOCIAL STUDIES

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1 Course Name: 6th grade Social Studies Module: 1 Exploring The World Number of Days: 20 Key Learning(s): Geographies impact on humans, Earth s physical geography Module Essential Questions: How do humans interact with and explore the world around them? Competency: Standard Concepts Essential Questions Tier 2 Lesson # A = Acquisition Resources/Materials Eligible Content & Skills ET = Extended Thinking A Describe how common geographic tools are used to organize and interpret information about people, places, and environment. How do geographers view the world? How do geographers create and use models of the world? What Earth processes and features impact world geography? Geography Chapter 1 Weeks 1-2, 8, region, geography, longitude, dynamic, landscape, component, sphere, convert, distort Tier 3 spatial, relative location, absolute location, latitude, Equator, Prime Meridian, key, scale bar, compass rose, map projection, scale, elevation, relief, thematic map, technology, remote sensing B B Describe and explain the effects of people on the physical systems within regions. Describe the physical processes that shape patterns on Earth s surface. What Earth processes and features impact world geography? Geography Chapter 2 Global Studies Weekly Weeks 1-2, 8, precipitation, accurate, intense, continent, glacier, transform, plateau, plain, isthmus, groundwater, delta climate, rain shadow, Ring of Fire, continental shelf, trench, desalinization, water cycle, evaporation, condensation, acid rain

2 7.3.6.A B Describe the human characteristics of places and regions using the following criteria: Population Culture Settlement Economic Activities Political Activities Describe and explain the effects of people on the physical systems within regions. How do people adapt to their environment? What makes a culture unique? Why do people make economic choices? Geography Chapter 3 Global Studies Weekly Weeks 1-2, 8, mature, urban, rural, behalf, culture, ethnic group, dialect, human rights, currency, productivity, export, import death rate, birthrate, doubling time, population distribution, population density, emigrate, immigrate, refugee, urbanization, megalopolis, cultural region, democracy, representative democracy, monarchy, dictatorship, globalization, economic system, traditional economy, market economy, command economy, mixed economy, gross domestic product, standard of living, free trade, sustainability Concept Formative Assessment Summative Assessment Suggested Instructional Activities Geographer s World (Chapter 1) Physical Geography (Chapter 2) Human Geography (Chapter 3) The World (Unit 1, Chapters 1-3) Unit Test Lesson Quizzes

3 Course Name: 6th grade Social Studies Module: 2 Exploring North America Number of 25 Key Learning(s): Physical geography and culture of North America, History of North America, Life in North America Module Essential Questions: How does geography of North America impact the people living in this region? Competency: Standard Essential Questions Concepts Tier 2 Lesson # A = Acquisition Resources/Materials Eligible Content & Skills ET = Extended Thinking the way people live in America east of the Mississippi? Why is knowing and understanding history important? What makes the culture east of the Mississippi unique? the way people live in America west of the Mississippi? How do people make economic choices west of west of the Mississippi? How has technology changed the way people live west of the Mississippi? 4 Week 10 5 Week 10 parallel, revenue, tourism, isolate Tier 3 sub-region, lock, tributary, levee, coastal plain, fall line, indigenous, colonists, agriculture, industry, metropolitan area, Rust Belt, service industry significant, cordillera, create, timberline, nomadic, contiguous, mission, frontier, extinct, establish, data, annual, decline, topsoil, aerospace Continental Divide, irrigation, chinook, ethanol, national park, pueblo, Manifest Destiny, annex, reservation, Mormon, Dust Bowl, agribusiness

4 7.4.6.B D Describe and explain the effects of people on the physical systems within regions. Examine patterns of conflict and cooperation among groups and organizations that impacted the development of the history of the world. How have people adapted to their environment in Canada? What makes the culture in Canada unique? the way people live in Mexico and Central America? Why did conflict develop in Mexico and Central America? How does trade impact Mexico and Central America? 6 Week 9 7 Weeks comprise, access, occupy, eventually, migrate, via, vary similar, benefit, feature, transform, staple, circumstance, initiate, dependence, remittance province, territory, shield, coniferous, deciduous, archipelago, tundra, fishery, aboriginal, Metis, transcontinental, granary, metropolitan area, bilingual, peacekeeping, separatist, autonomy isthmus, tierra caliente, tierra templada, tierra fria, bauxite, surplus, conquistador, colonialism, revolution, plantation, cash crop, caudillo, Columbian Exchange, maquiladora, mural, free-trade zone, reggae Concept Formative Assessment Summative Assessment Suggested Instructional Activities U.S. East of Mississippi (Chapter 4) U.S. West of Mississippi (Chapter 5) Canada (Chapter 6) Mexico and Central America (Chapter 7) North America (Unit 2, Chapters 4-7) Unit 2 Test Lesson Quizzes

5 Course Name: 6th grade Social Studies Module: 3 Exploring South America Number of Days: 20 Key Learning(s): Physical geography and culture of South America, History of South America, Life in South America Module Essential Questions: How does geography of South America impact the people living in this region? Competency: Standard Essential Questions Concepts Tier 2 Lesson # A = Acquisition Resources/Materials Eligible Content & Skills ET = Extended Thinking How does geography of Brazil influence the way people live? How did governments change in Brazil over time? What makes a culture unique? 8 Week 14 area, occur, comprise, extract, diverse, unique Tier 3 tributary, basin, rain forest, canopy, plateau, escarpment, pampas, Tropics, temperate zone, indigenous, slashand-burn agriculture, emancipate, compulsory, hinterland, metropolitan area, central city, favela D Examine patterns of conflict and cooperation among groups and organizations that impacted the development of the history of the world. the way people live? Why does conflict develop? What makes the Brazilian culture unique? 9 Week 14 exceed, despite, conflict, stable, ratio, migrate elevation, trade winds, cash crop, immunity, encomienda, hacienda, Creole, tariff

6 the way people live in southwestern South America? Why did civilizations rise and fall in southwestern South America? What makes a culture unique in southwestern South America? 10 Week 14 isolate, hierarchy, impact, contemporary cordillera, altiplano, pampas, estuary, altitude, small pox, guerrilla, multinational, coup, pueblo joven Concept Formative Assessment Summative Assessment Suggested Instructional Activities Brazil (Chapter 8) Northern South America (Chapter 9) Southwestern South America (Chapter 10) South America (Unit 3, Chapters 8-10) Unit 3 Test Lesson Quizzes

7 Course Name: 6th grade Social Studies Module: 4 Exploring Europe Number of Days: 20 Key Learning(s): Physical geography and culture of Europe, History of Europe, Life in Europe Module Essential Questions: How does geography of Europe impact the people living in this region? Competency: Standard Essential Questions Concepts Tier 2 Tier 3 Lesson # A = Acquisition Resources/Materials Eligible Content & Skills ET = Extended Thinking How has geography influenced the way people of western Europe live? Why did civilizations of western Europe rise and fall? How have governments changed over time in western Europe? 11 Week 25 adapt, theory, cooperate, regulate, diverse dike, polder, estuary, Westerlies, deciduous, coniferous, smelting, feudalism, Middle Ages, pilgrimage, Parliament, industrialized, Holocaust, postindustrial B Describe and explain the effects of people on the physical systems within regions. How have the people of northern and southern Europe adapt to their environment? Why did northern and southern European civilizations rise and fall? How do new ideas change the way people live in northern and southern European? 12 Weeks uniform, achievement, convert, rational, contribution glaciation, fjord, tundra, scrubland, trawler, citystate, longship, pagan, Renaissance, homogeneous, dialect, welfare capitalism, recession

8 the way people live in eastern Europe? How have the governments of eastern Europe changed? 13 Week 22 impact, extract, strategy, inevitable, decline, unique, factor, upland, steppe, balkanization, brackish, reserves, czar, serf, genocide, communism, collectivization, inflation, oligarch, devolution Concept Formative Assessment Summative Assessment Suggested Instructional Activities Western Europe (Chapter 11) Northern and Southern Europe (Chapter 12) Eastern Europe (Chapter 13) Europe (Unit 4, Chapters 11-13)

9 Course Name: 6th grade Social Studies Module: 5 Exploring Asia Number of Days: 30 Key Learning(s): Physical geography and culture of Asia, History of Asia, Life in Asia Module Essential Questions: How does geography of Asia impact the people living in this region? Competency: Standard Essential Questions Concepts Tier 2 Tier 3 Lesson # A = Acquisition Resources/Materials Eligible Content & Skills ET = Extended Thinking the way people live in east Asia? What makes the eastern Asian culture unique? What and why do people trade in eastern Asia? How does technology change the way people live in eastern Asia? the way people live in southeast Asia? What makes the culture unique in southeast Asia? How do cultures spread and how does this influence conflict in southeast Asia? 14 Week Week 18 dominate, intertwine, structure ultimate, commodity, exploit de facto, archipelago, tsunami, loess, dynasty, shogun, samurai, sphere of influence, communism, urbanization, megalopolis, trade deficit, trade surplus insular, flora, fauna, endemic, sultan, plantation, absolute monarchy, constitutional monarchy, primate city, minority, Pacific Rim, subsistence farming, ecotourism

10 the way people live in southern Asia? How have governments changed over time in southern Asia? What makes the culture unique in southern Asia? 16 Week 17 annual, policy, establish subcontinental, alluvial plain, delta, atoll, monsoon, cyclone, caste, reincarnation, Raj, boycott, civil disobedience, nuclear proliferation, sitar, green revolution, cottage industry, outsourcing, dalit the way people live in northern and central Asia? How have the northern and central Asian governments changed over time? 17 Weeks 15 and 19 define, inhibit, complex, significant tundra, taiga, permafrost, steppe, deciduous, pastoral, collective, irrigate, oasis, homogeneous, yurt the way people live in southwest Asia? How have civilizations rise and fall in southwest Asia? How does religion shape societies in southwest Asia? 18 Week 19 vary, expand, collapse, widespread alluvial plain, oasis, wadi, semiarid, polytheism, millennium, monotheism, hydropolitics, fossil water

11 Concept Formative Assessment Summative Assessment Suggested Instructional Activities East Asia (Chapter 14) Southeast Asia (Chapter 15) South Asia (Chapter 16) Northern and Central Asia (Chapter 17) Southwest Asia (Chapter 18) Asia (Unit 5, Chapters 14-18)

12 Course Name: 6th grade Social Studies Module: 6 Exploring Africa Number of Days: 30 Key Learning(s): Physical geography and culture of Africa, History of Africa, Life in Africa Module Essential Questions: How does geography of Africa impact the people living in this region? Competency: Standard Essential Questions Concepts Tier 2 Lesson # A = Acquisition Resources/Materials Eligible Content & Skills ET = Extended Thinking B D Describe and explain the effects of people on the physical systems within regions. Examine patterns of conflict and cooperation among groups and organizations that impacted the development of the history of the world. How do people adapt to their environment of northern Africa? How does religion shape the societies of northern Africa? Why have conflicts developed in northern Africa? 19 Week 5 margin, channel, project, demonstrate, emphasis, factor Tier 3 delta, silt, wadi, erg, nomad, phosphate, aquifer, pharaoh, myrrh, hieroglyphs, convert, monotheism, caliph, regime, fundamentalist, civil war, souk, fellaheen, couscous, diversified, constitution D Examine patterns of conflict and cooperation among groups and organizations that impacted the development of the history of the world. the way people live in east Africa? Why have people traded in east Africa over time? Why has conflict developed in east Africa? 20 Week 3 consist, impact, diverse rift, desertification, hydroelectric power, geothermal energy, tribute, imperialism, genocide, refugee, population density, clan, subsistence agriculture, oral tradition, poaching

13 7.4.6.B Describe and explain the effects of people on the physical systems within regions. How do people adapt to their environment in central Africa? How does technology change the way people live in central Africa? Why do people make certain economic choices in central Africa? 21 Week 4 potential, foundation, characteristic, depict watershed, estuary, slashand-burn, biodiversity, millet, palm oil, cassava, colonialism, missionary, coup, refugee, trade language the way people live in west Africa? How do new ideas change the way people live in west Africa? What makes the west African culture unique? the way people live in southern Africa? How does new ideas change the way south African people live? 22 Global Studies Weekly Week 7 23 Global Studies Weekly Week 6 volume, displace, basin, element, revenue, harmattan, diverse imperialism, secede, pidgin, creole, animist, extended family, nuclear family, kente, infrastructure network, exploit, grant, contact, trend escarpment, landlocked, reservoir, blood diamonds, poaching, apartheid, civil disobedience, embargo, utility, thatch, periodic market Concept Formative Assessment Summative Assessment Suggested Instructional Activities North Africa (Chapter 19) East Africa (Chapter 20) Central Africa (Chapter 21) West Africa (Chapter 22) Southern Africa (Chapter 23) Africa (Unit 6, Chapters 19-23)

14 Course Name: 6th grade Social Studies Module: 7 Exploring Oceania, Australia, New Zealand, and Antarctica Number of Days: 20 Key Learning(s): Physical geography and culture of Oceania, Australia, New Zealand, and Antarctica Module Essential Questions: Competency: Standard How does geography of Oceania, Australia, New Zealand and Antarctica impact the people living or working in this region? Concepts Eligible Content & Skills Lesson # Essential Questions A = Acquisition ET = Extended Thinking the way people live in Australia and New Zealand? Why has conflict develop in Australia and New Zealand? What makes the cultures of Australia and New Zealand unique? Resources/Materials 24 Global Studies Weekly Week 20 Tier 2 overall, unify, controversy Tier 3 Outback, monolith, Aboriginal, coral reef, hot spring, geyser, drought, marsupial, eucalyptus, boomerang, dingo, tikanga, kapahaka, station, introduced species, dominion, bush, didgeridoo, action song, geothermal energy, kiwifruit, lawsuit

15 the way people live in Oceania? What makes the culture in Oceania unique? Why do people of Oceania make certain economic choices? 25 Global Studies Weekly Week 21 capable, distinct, collapse continental island, archipelago, high island, low island, lagoon, atoll, wayfinding, trust territory, possession, pidgin, fale, cash crop, resort, remittance, MIRAB economy B Describe and explain the effects of people on the physical systems within regions. the way people live in Antarctica? How do people adapt to their environment in Antarctica? 26 visible, acknowledge ice sheet, ice shelf, calving, iceberg, katabatic wind, lichen, krill, plankton, treaty, research station, ozone, remote sensing Concept Formative Assessment Summative Assessment Suggested Instructional Activities Australia (Chapter 24) Oceania (Chapter 25) Antarctica (Chapters 26) Australia, Oceania and Antarctica (Unit 7, Chapters 24-26)