Delta RV Sixth Grade Social Studies Curriculum Revised 2010
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1 Delta RV Sixth Grade Social Studies Curriculum Revised 2010 Social Studies: 6 th Grade Principles of Constitutional Democracy Content Standard 1: Knowledge of the principles expressed in documents shaping constitutional democracy in the United States Measurable Learner 1.Identify responsibilities that governments and citizens need to acce to become effective in a constitutional democracy Principles of constitutional democracy in the United States 1.Define the following a. limited government b. rule of law c. majority rule d. minority rights 1.6, 1.8, 1.10, , 1.10 G, RE Recall Using textbook, internet and/or hand outs, construct a class T-chart with government responsibilities listed on one side and citizen responsibilities listed on the other With partners, define the terms using a dictionary or textbook Individually, create a classified ad for a government and a citizen Teacher observation of terms 1
2 World History Content Standard: 3b: Knowledge of continuity and change in the history of the world Examine River Civilizations, including: a.ancient Egy in North Africa (pyramids and mathematics) b.india (religions and cultures) c.mesopotamia (beginnings of civilization) d.china (technological advances) Culture of early river civilizations 1.8, 1.9, 1.10 Individually and through class discussion, complete terms and outline on each civilization Recreate Sumer (Mesopotamia) with props and actors for other classes to walk through Complete individual projects on Egyian topics Complete graphic organizer on religions of India Use jigsaw method of cooperative learning to discuss inventions of China of outlines, class discussion and projects Contributions of Greek and Roman civilizations C Institutions and events of European civilization during the Middle Ages D Japanese institutions and culture E Native Latin American cultures Distinguish between Greek civilization and the Roman empire regarding: a.origins of democracy b.rule of law c.governmental structures Investigate Europe in the Middle Ages, including: a.rise of kingdoms b.feudalism c.the Crusades Investigate eudal Japan, including: a.rise of war lords b.art Examine and compare the Mayan, Aztec and Incan cultures 1.8, 1.9, , Skill/Cone Skill/Cone Skill/Co nce Skill/Conc terms and outline on each civilization Use a Venn diagram to compare and contrast Greek civilization and the Roman empire terms and outline on the Middle Ages Work in groups to create murals depicting life on a manor (feudalism) Pretend to be a member of a crusade record the events and your feelings in a journal terms and outline on eudal Japan Use the jigsaw method of cooperative learning to discuss Japan s art forms terms and outline on Native Latin American cultures With partners complete a triple Venn diagram comparing and contrasting the Mayan, Aztec and Incan cultures of outlines and class discussion of outlines, class discussion, murals and journals of outlines and class discussions of outlines, class discussions and Venn diagrams Cultural features of the historic African Empires Investigate African Empires, including: a.agriculture, arts, gold production and the trans-saharan caravan trade b.spread of Islam into Africa 1.6, 1.9 terms and outline on historic African Empires Have students use storytelling to tell rest of class about their assigned section on agriculture, gold production, trans-saharan caravan trade or the spread of Islam of outlines, class discussion and storytelling 2
3 Economic and Principles Content Standard 4: Knowledge of economic conces (including productivity and the market system) and principles (including the laws of supply and demand) Knowledge of basic economic conces, being able to explain and use them to interpret historical and current events the consequence of personal and public economic decisions Interpreting the past, explaining the present and predicting the future of economic decisions Apply the following economic conces: a.scarcity b.supply and demand c.specialization of regions, nations and individuals (trade) d.trade-offs (opportunity cost) e.income, wealth and sources of wealth Identify the consequences of personal and public economic decisions Interpret the past, explain the present and predict future consequences of economic decisions Standar ds 1.5, 1.6, 1.10, 2.1, , 1.6, , 1.10, 3.8 R W 3 Skill/Concepet Strategic Thinking With partners, define terms using dictionary, internet and textbook Set up a classroom economic system where the students role play, acting out and experiencing the different economic conces Complete a table where students identify their own economic consequences, interview their parents or other adult to identify their economic consequences and then complete a section on the school s economic decisions together Conduct a class investigation where different groups of students (made into pretend businesses) are given different economic scenarios the decisions the groups make affect the outcomes of their businesses of classroom economic system of economic charts of group decisions and the class discussion afterward
4 Elements of Geographical Study and Analysis Content Standard 5: Knowledge of major elements of geographical study and analysis (such as location, place, movement, regions) and their relationship to changes in society and the environment Reading and constructing maps the conce of location to make predictions and solve problems C the conce of place E relationships between and among places relationships between and among regions H Human Systems I Human-environment interactions J Using geography to interpret, explain and plan for the future 1.Use geographic research sources to acquire and process information to answer questions and solve problems 2.Construct maps 1.Locate major cities and nations of the world 2.Locate the world s continents, oceans, and major topographic features 3.Locate and describe geographic places using absolute and relative location 1.Define physical characteristics,such as climate, topography, relationship to water and ecosystems 2.Describe human characteristics, such as people s education, language, diversity, economies, religions, settlement patterns, ethnic background and political system Describe trade patterns, explaining how supply and demand influence movement of goods and services, human resources, natural resources, and capital resources Compare regions and predict how human life in one region in the world would differ from that in another Describe major patterns of population distribution, demographics, and migrations in the world and the impact of these patterns on cultures and community life 1.Identify world-wide patterns of resource distribution 2.Identify how technology and culture influence resource use 3.Identify environmental consequences of how people use resources 4.Identify the effect of natural forces upon human activities Use geography to interpret the past, explain the present, and plan for the future 1.2, 1.4, 1.5, 1.8, 1.10, 2.1, , 1.4, 1.5, 1.8, 1.10, , 1.9, 1.10, , 1.9, 1.10, , 1.5, 1.6, 1.9, 3.2, 3.6 Integrat ed T, R T,R G, RE, T, R 1.6, 1.9, 2.1 G, RE, D 1.2, 1.6, 1.9, 1.10, 3.1, , 1.9, 3.2, 3.6 T Strate gic Think ing Skill/Conc e Skill/Conce Skill /Con ce Skill /Con ce Skill/C once Strategic Thinking Strat egic Thin king Use maps and other geographic research sources to answer a variety of geographic questions Construct maps of various locations Using the Smartboard, locate cities, nations, continents, oceans, landforms and topographic features on an interactive map using both relative and absolute location Using the United States, work with partners to complete a web graphic organizer describing its physical and human characteristics Using railroad industry as an example, discuss trade patterns the effects of supply and demand Use jigsaw method of cooperative learning to discuss various regions of the world and record information in a table Create a distribution map for each continent including major demographic patterns of population distribution and migrations. Discuss the impact of these patterns on cultures and community life. Class Discussions of human-environment interactions Create a timeline using geography to interpret the past, explain the present, and plan for the future s of questions and maps Students will individually locate a variety of places on map using relative and absolute location of graphic organizers of class discussion of tables of maps and class discussion of class discussions of timeline and discussions 4
5 Social Studies: 6 th grade Relationships of Individual and Groups to Institutions and Traditions Content Standard 6: Knowledge of relationships of the individual and groups to institutions and cultural traditions D Students will: Knowledge of how needs of individuals are met Effects of actions, cultural traditions, and institutions Evaluate how the needs of individuals are met by families, friends, groups and organizations, such as governments, businesses, schools, religious institutions and charities, in other cultures Describe how cultural traditions, human actions, and institutions affect people s behavior 1.2, 1.6, 1.9, 1.10, 3.7, , 1.9, 2.1, 2.4 G, RE, D, W Extended Thinking Skill/Conce Use the internet, books and other resources to research how needs are met in other cultures and present in a graphic organizer Class discussion on how traditions affect people s behavior of graphic organizer of class discussion H Effect of personal and group experiences on perceions I Changing ideas, conces, and traditions Identify how personal and group experiences influence people s perceions and judgments of events Describe how ideas, conces, and traditions have changed over time 1.6, 2.3, 2.4, 3.5, , 2.1, 2.4 Skill/Conce Class discussion on personal and group perceions of a variety of experiences Create a family scrapbook describing how their family s personal traditions have changed over time. Compare personal traditions to society ideas, conces and traditions of class discussion of scrapbooks and class discussion 5
6 Tools of Social Science Inquiry Content Standard 7: Knowledge of the use of tools of social science inquiry (such as surveys, statistics, maps and documents) Identify, select, use, analyze and create appropriate resources, primary and secondary, for social science inquiry Select, investigate, and present a topic using primary and secondary resources, such as oral interviews, artifacts, journals, documents, photos, and letters 1.2, 1.4, 1.5, 2.1 T, R Extended Thinking Students will individually choose a topic to research and present to the class. Resources must include both primary and secondary resources. Copies of primary resources will be included in presentation as applicable. Scoring guide Knowledge to create and use various social studies graphics and maps C 1.Use maps, graphs, statistical data, timelines, charts and diagrams to interpret, draw conclusions, and make predictions 2.Create maps, graphs, timelines 1.2, 1.4, 1.6, 1.8, 1.9, 2.1, 3.5 T, R Extended Thinking Throughout the year, model using maps, graphs, statistical data, timelines, charts, and diagrams to interpret, draw conclusions, and make predictions fact, opinion, bias, and point of view in sources D Distinguish between fact and opinion and recognize bias and points of view 1.7, 2.3, 3.5, 3.6 Skill/Co nce Using a variety of articles, discuss facts and opinions, bias and points of view record information in a chart of chart Using technological tools Use technological tools for research and presentation 1.4, 1.8, 2.1, 2.7 T, R Exten ded Think ing Use technology to research a topic and present in a power point presentation Scoring Guide for power point G Supporting a point of view Identify, research, an defend a point of view/position 1.2, 1.4, 1.7, 2.1, 3.3 Strate gic Think ing Research and present a point of view on a chosen topic Scoring Guide 6
7 7
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