Geneva CUSD 304
Content-Area Curriculum Frameworks
Grades 6-12
6th Grade Social Studies
Introduction to World Cultures and Geography
Mission Statement
Students in the sixth grade will learn about various culture
regions of the world. They will gain an understanding of
geography and an appreciation for the diverse people and unique
traditions that coexist with us everyday within our own borders
and throughout the world. Students will value their own cultural
differences and become more informed members of the global
society. In addition, the students will be encouraged to continue
learning about themselves and the world around them.
Course Sequence
(Grades 6-12)
Unit 1: Introduction to World Cultures and Geography
Unit 2: Europe and Russia
Unit 3: Africa South of the Sahara
Unit 4: North Africa and Southwest Asia (The Middle East)
Unit 5: East Asia, Australia, and the Pacific Islands
(China/Japan)
Unit 6: Latin America (Mexico)
*These units are not sequential, thus teachers may choose to
organize them in a variety of ways!
Course Framework
Course Title
World Cultures and Geography
Grade Level
Grade 6
Semesters (1-2-3-4)
Semesters 1,2,3,4
Prerequisite
(*fifth grade study of ancient civilizations)
Course Description
The Geneva Middle School sixth grade social studies
curriculum is a study of world cultures and geography.
Students study the physical geography, history,
economics, governments, and cultures of various regions
in Europe, Southwest Asia, Africa South of the Sahara,
East Asia (China and Japan) and Latin America
(Mexico), as well as current events.
District-approved Materials
and/or Resources
World Cultures and Geography
Grade 6
Semesters 1,2,3,4
(*fifth grade study of ancient civilizations)
Social Studies – Grade 6
October 2012
Page 2 of 30
Unit Frameworks
Unit of Study:
major topics
Unit 1: Introduction to World
Cultures and Geography
Illinois Learning
Standards,
Benchmarks,
•
National Standards
Assessment
Frameworks, or
other standards
that will be taught
in this unit
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Social Studies – Grade 6
October 2012
Resources that will support
instruction
Textbook: Holt Social Studies:
World Cultures Modules
(Holt Rinehart and Winston.
2009)
14.B.4 Compare the political systems of the United States to other
nations.
14.B.5 Analyze similarities and differences among world political
systems (e.g., democracy, socialism, communism).
14.C.1 Identify concepts of responsible citizenship including
respect for the law, patriotism, civility and working with others.
15.A.2a Explain how economic systems decide what goods and
services are produced, how they are produced and who consumes
them.
15.A.4a Explain how national economies vary in the extent that
government and private markets help allocate goods, services and
resources.
15.B.2b Explain the relationship between the quantity of
goods/services purchased and their price.
15.B.4b Analyze the impact of current events (e.g.,
weather/natural disasters, wars) on consumer prices.
15.C.1a Describe how human, natural and capital resources are
used to produce goods and services.
15.C.1b Identify limitations in resources that force producers to
make choices about what to produce.
15.D.1b Know that barter is a type of exchange and that money
makes exchange easier.
15.D.5c Explain how technology has affected trade in the areas of
transportation, communication, finance and manufacturing.
16.A.1a Explain the difference between past, present and future
time; place themselves in time.
16.A.4a Analyze and report historical events to determine causeand-effect relationships.
16.B.3d (W) Describe political effects of European exploration and
expansion on the Americas, Asia, and Africa after 1500 CE.
16.C.1b (W) Explain how trade among people brought an
exchange of ideas, technology and language.
16.C.2b (W) Describe the basic economic systems of the world’s
great civilizations including Mesopotamia, Egypt,
Aegean/Mediterranean and Asian civilizations, 1000 BCE - 500 CE.
16.D.3 (W) Identify the origins and analyze consequences of
Page 3 of 30
•
•
•
•
•
•
•
•
•
•
•
events that have shaped world social history including famines,
migrations, plagues, slave trading.
17.A.2b Use maps and other geographic representations and
instruments to gather information about people, places and
environments.
17.A.3b Explain how to make and use geographic representations
to provide and enhance spatial information including maps, graphs,
charts, models, aerial photographs, satellite images.
17.B.3a Explain how physical processes including climate, plate
tectonics, erosion, soil formation, water cycle, and circulation
patterns in the ocean shape patterns in the environment and
influence availability and quality of natural resources.
17.C.3a Explain how human activity is affected by geographic
factors.
17.C.3c Analyze how human processes influence settlement
patterns including migration and population growth.
17.D.3a Explain how and why spatial patterns of settlement change
over time.
18.A.2 Explain ways in which language, stories, folk tales, music,
media and artistic creations serve as expressions of culture.
18.A.3 Explain how language, literature, the arts, architecture and
traditions contribute to the development and transmission of culture.
18.B.3b Explain how social institutions contribute to the
development and transmission of culture.
18.C.2 Describe how changes in production (e.g., hunting and
gathering, agricultural, industrial) and population caused changes in
social systems.
18.C.4a Analyze major cultural exchanges of the past (e.g.,
Colombian exchange, the Silk Road, the Crusades).
Common Core Literacy Standards
 CC.6-8.R.H.4 Craft and Structure: Determine the meaning of words
and phrases as they are used in a text, including vocabulary specific
to domains related to history/social studies.
 CC.6-8.R.H.5 Craft and Structure: Describe how a text presents
information (e.g., sequentially, comparatively, causally).
 CC.6-8.R.H.6 Craft and Structure: Identify aspects of a text that
reveal an author’s point of view or purpose (e.g., loaded language,
inclusion or avoidance of particular facts).
 CC.6-8.R.H.7 Integration of Knowledge and Ideas: Integrate visual
information (e.g., in charts, graphs, photographs, videos, or maps)
with other information in print and digital texts.
 CC.6-8.R.H.9 Integration of Knowledge and Ideas: Analyze the
relationship between a primary and secondary source on the same
topic.
 CC.6-8.W.HST.1.c Text Types and Purposes: Use words, phrases,
Social Studies – Grade 6
October 2012
Page 4 of 30







and clauses to create cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence.
CC.6-8.W.HST.1.d Text Types and Purposes: Establish and
maintain a formal style.
CC.6-8.W.HST.1.e Text Types and Purposes: Provide a concluding
statement or section that follows from and supports the argument
presented.
CC.6-8.W.HST.2.d Text Types and Purposes: Use precise language
and domain-specific vocabulary to inform about or explain the
topic.
CC.6-8.W.HST.2.f Text Types and Purposes: Provide a concluding
statement or section that follows from and supports the information
or explanation presented.
CC.6-8.W.HST.5 Production and Distribution of Writing: With
some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on how well purpose
and audience have been addressed.
CC.6-8.W.HST.6 Production and Distribution of Writing: Use
technology, including the Internet, to produce and publish writing
and present the relationships between information and ideas clearly
and efficiently.
CC.6-8.W.HST.8 Research to Build and Present Knowledge:
Gather relevant information from multiple print and digital sources,
using search terms effectively; assess the credibility and accuracy of
each source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and following a standard format
for citation.
National Council for the Social Studies Standards (NCSS):
#1 Culture
#2 Time, Continuity and Change
#3 People, Places and Environment
#6 Power, Authority and Governance
#9 Global Connections
Learner Outcomes
Social Studies – Grade 6
October 2012
Skill Attainment
-Complete note-taking activities
-Use context clues to define vocabulary relevant to world geography
-Participate in classroom discussions
-Integrate reading strategies in the content area
-Participation review activities in preparation for written assessment
Page 5 of 30
Knowledge and Understanding
Unit 1: Introduction to World Cultures and Geography
•
•
•
•
•
Assessments
Social Studies – Grade 6
October 2012
Identify different regions in the world.
Recognize the five themes of geography.
Recognize the difference between a variety of maps
including thematic, political, physical, and historic maps.
Utilize latitude and longitude to identify absolute and relative
locations.
Compare maps, charts and graphs.
Performance Tasks
-Create a visual display identifying the
five themes and five fields
-Complete in-class activities to develop
an understanding of world culture
regions
-Complete map activities to demonstrate
understanding of a variety of maps
-Successfully participate in
latitude/longitude battleship
Other Evidence
-Complete short answer
questions that demonstrate
knowledge and understanding of
world geography
-Complete in-class activities
that demonstrate knowledge and
understanding of world
geography and map skills
-Tests and quizzes
Page 6 of 30
Unit Frameworks
Unit of Study:
major topics
Europe and Russia
Illinois Learning
Standards,
Benchmarks,
•
National Standards
Assessment
Frameworks, or
other standards
that will be taught
in this unit
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Social Studies – Grade 6
October 2012
Resources that will support
instruction
Textbook: Holt Social Studies:
Europe and Russia
14.B.4 Compare the political systems of the United States to other
nations.
14.B.5 Analyze similarities and differences among world political
systems (e.g., democracy, socialism, communism).
14.C.1 Identify concepts of responsible citizenship including respect
for the law, patriotism, civility and working with others.
14.C.2 Describe and evaluate why rights and responsibilities are
important to the individual, family, community, workplace, state and
nation (e.g., voting, protection under the law).
14.C.3 Compare historical issues involving rights, roles and status of
individuals in relation to municipalities, states and the nation.
14.D.1 Identify the roles of civic leaders (e.g., elected leaders, public
service leaders).
14.D.2 Explain ways that individuals and groups influence and shape
public policy.
15.A.2a Explain how economic systems decide what goods and services
are produced, how they are produced and who consumes them.
15.A.4a Explain how national economies vary in the extent that
government and private markets help allocate goods, services and
resources.
15.B.2b Explain the relationship between the quantity of goods/services
purchased and their price.
15.B.4b Analyze the impact of current events (e.g., weather/natural
disasters, wars) on consumer prices.
15.C.1a Describe how human, natural and capital resources are used to
produce goods and services.
15.C.1b Identify limitations in resources that force producers to make
choices about what to produce.
15.D.1b Know that barter is a type of exchange and that money makes
exchange easier.
15.D.5c Explain how technology has affected trade in the areas of
transportation, communication, finance and manufacturing.
16.A.1a Explain the difference between past, present and future time;
place themselves in time.
16.A.4a Analyze and report historical events to determine cause-andeffect relationships.
16.A.3b Make inferences about historical events and eras using
Page 7 of 30
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Social Studies – Grade 6
October 2012
historical maps and other historical sources.
16.A.3c Identify the differences between historical fact and
interpretation.
16.B.3b (W) Identify causes and effects of the decline of the Roman
empire and other major world political events (e.g., rise of the Islamic
empire, rise and decline of the T’ang dynasty, establishment of the
kingdom of Ghana) between 500 CE and 1500 CE.
16.B.3c (W) Identify causes and effects of European feudalism and the
emergence of nation states between 500 CE and 1500 CE
16.B.3d (W) Describe political effects of European exploration and
expansion on the Americas, Asia, and Africa after 1500 CE.
16.C.1b (W) Explain how trade among people brought an exchange of
ideas, technology and language.
16.C.2b (W) Describe the basic economic systems of the world’s great
civilizations including Mesopotamia, Egypt, Aegean/Mediterranean and
Asian civilizations, 1000 BCE - 500 CE.
16.C.3a (W) Describe major economic trends from 1000 to 1500 CE
including long distance trade, banking, specialization of labor,
commercialization, urbanization and technological and scientific
progress.
16.D.2 (W) Describe the various roles of men, women and children in
the family, at work, and in the community in various time periods and
places (e.g., ancient Rome, Medieval Europe, ancient China, SubSaharan Africa).
16.D.3 (W) Identify the origins and analyze consequences of events that
have shaped world social history including famines, migrations, plagues,
slave trading.
17.A.2b Use maps and other geographic representations and
instruments to gather information about people, places and
environments.
17.A.3b Explain how to make and use geographic representations to
provide and enhance spatial information including maps, graphs, charts,
models, aerial photographs, satellite images.
17.B.3a Explain how physical processes including climate, plate
tectonics, erosion, soil formation, water cycle, and circulation patterns in
the ocean shape patterns in the environment and influence availability
and quality of natural resources.
17.C.3a Explain how human activity is affected by geographic factors.
17.C.3c Analyze how human processes influence settlement patterns
including migration and population growth.
17.D.3a Explain how and why spatial patterns of settlement change
over time.
18.A.2 Explain ways in which language, stories, folk tales, music,
media and artistic creations serve as expressions of culture.
18.A.3 Explain how language, literature, the arts, architecture and
Page 8 of 30
•
•
traditions contribute to the development and transmission of culture.
18.B.3b Explain how social institutions contribute to the development
and transmission of culture.
18.C.2 Describe how changes in production (e.g., hunting and
gathering, agricultural, industrial) and population caused changes in
social systems. 18.C.4a Analyze major cultural exchanges of the past
(e.g., Colombian exchange, the Silk Road, the Crusades).
Common Core Literacy Standards
 CC.6-8.R.H.2 Key Ideas and Details: Determine the central ideas or
information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
 CC.6-8.R.H.3 Key Ideas and Details: Identify key steps in a text’s
description of a process related to history/social studies (e.g., how a bill
becomes law, how interest rates are raised or lowered).
 CC.6-8.R.H.4 Craft and Structure: Determine the meaning of words and
phrases as they are used in a text, including vocabulary specific to
domains related to history/social studies.
 CC.6-8.R.H.5 Craft and Structure: Describe how a text presents
information (e.g., sequentially, comparatively, causally).
 CC.6-8.R.H.6 Craft and Structure: Identify aspects of a text that reveal
an author’s point of view or purpose (e.g., loaded language, inclusion or
avoidance of particular facts).
 CC.6-8.R.H.7 Integration of Knowledge and Ideas: Integrate visual
information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.
 CC.6-8.R.H.9 Integration of Knowledge and Ideas: Analyze the
relationship between a primary and secondary source on the same topic.
 CC.6-8.W.HST.1.c Text Types and Purposes: Use words, phrases, and
clauses to create cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
 CC.6-8.W.HST.1.d Text Types and Purposes: Establish and maintain a
formal style.
 CC.6-8.W.HST.1.e Text Types and Purposes: Provide a concluding
statement or section that follows from and supports the argument
presented.
 CC.6-8.W.HST.2 Text Types and Purposes: Write
informative/explanatory texts, including the narration of historical
events, scientific procedures/ experiments, or technical processes.
 CC.6-8.W.HST.2.d Text Types and Purposes: Use precise language and
domain-specific vocabulary to inform about or explain the topic.
 CC.6-8.W.HST.2.f Text Types and Purposes: Provide a concluding
statement or section that follows from and supports the information or
explanation presented.
 CC.6-8.W.HST.5 Production and Distribution of Writing: With some
guidance and support from peers and adults, develop and strengthen
Social Studies – Grade 6
October 2012
Page 9 of 30
writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on how well purpose and audience have been
addressed.
 CC.6-8.W.HST.6 Production and Distribution of Writing: Use
technology, including the Internet, to produce and publish writing and
present the relationships between information and ideas clearly and
efficiently.
 CC.6-8.W.HST.8 Research to Build and Present Knowledge: Gather
relevant information from multiple print and digital sources, using
search terms effectively; assess the credibility and accuracy of each
source; and quote or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for citation.
National Council for the Social Studies Standards (NCSS):
#1 Culture
#2 Time, Continuity and Change
#3 People, Places and Environment
#6 Power, Authority and Governance
#9 Global Connections
Learner Outcomes
Skill Attainment
• Complete note taking activities.
• Participate in classroom discussions.
• Integrate reading strategies in the content area.
• Use context clues to define vocabulary relevant to exploration.
Knowledge and understanding:
•
•
•
•
•
•
•
Locate and describe the countries and physical features of Europe and
Russia.
Examine maps and data concerning the landmass, population, and
resources of Europe and Russia compared to those of the United States.
Examine how geography and historical events have influenced the
development of the governments, economies, and cultures of Europe
and Russia.
Explore the lasting achievements of the ancient Greek and Roman
civilizations and developments in Europe during the medieval period.
Analyze the impact of European exploration, colonialism, and trade.
Examine recent changes in modern Europe; including political,
economic, and cultural aspects of life.
Identify how events in Europe and Russia effect the social, political,
and cultural events in the United States
Democratic Understanding and Civic Values
• Evaluate the impact of Europe, Russia, and the Independent Republics
Social Studies – Grade 6
October 2012
Page 10 of 30
•
•
Assessments
Social Studies – Grade 6
October 2012
economies on the economy of the United States
Analyze the importance of cultural diversity between Europe and the
United States
Describe how events in Europe, Russia, and the Independent Republics
affect social, political, cultural events in the United States
Performance Tasks:
• Create a map of Europe, Russia,
and the Independent Republics,
labeling countries, important
cities, landforms, and
waterways
•
Complete Reading Study
Guides
•
Create Europe unit based
project (optional)
Other Evidence:
• Satisfactory completion of a
unit test on materials covered
•
Complete short answer
questions that demonstrate
knowledge and
understanding of geography
in Europe, Russia, and the
Independent Republics
•
Complete short answer
questions that demonstrate
knowledge and
understanding of European
cultures
•
Develop vocabulary review
cards in preparation for
assessments
•
Create a chart to analyze the area
and population of Europe
compared to other continents and
countries
•
Complete in class activities
that demonstrate knowledge
and understanding of
European cultures
•
Explore various activities to
further develop an understanding
of European culture
•
Various quizzes on Europe,
Russia, and the Independent
Republics
•
Keep a log of demonstrating the
cause and effect of social,
political, and economic changes
in European history
Page 11 of 30
Unit Frameworks
Unit of Study:
major topics
Africa
Illinois
Learning
Standards,
Benchmarks,
•
•
•
National
Standards
Assessment
Frameworks, or
other standards
that will be
taught in this
unit
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Social Studies – Grade 6
October 2012
Resources that will support
instruction
Textbook: Holt Social Studies:
Africa
14.B.4 Compare the political systems of the United States to other
nations.
14.B.5 Analyze similarities and differences among world political
systems (e.g., democracy, socialism, communism).
14.C.1 Identify concepts of responsible citizenship including respect
for the law, patriotism, civility and working with others.
14.C.2 Describe and evaluate why rights and responsibilities are
important to the individual, family, community, workplace, state and
nation (e.g., voting, protection under the law).
14.C.3 Compare historical issues involving rights, roles and status of
individuals in relation to municipalities, states and the nation.
14.D.1 Identify the roles of civic leaders (e.g., elected leaders, public
service leaders).
14.D.2 Explain ways that individuals and groups influence and shape
public policy.
15.A.2a Explain how economic systems decide what goods and
services are produced, how they are produced and who consumes them.
15.A.4a Explain how national economies vary in the extent that
government and private markets help allocate goods, services and
resources.
15.B.2b Explain the relationship between the quantity of
goods/services purchased and their price.
15.B.4b Analyze the impact of current events (e.g., weather/natural
disasters, wars) on consumer prices.
15.C.1a Describe how human, natural and capital resources are used to
produce goods and services.
15.C.1b Identify limitations in resources that force producers to make
choices about what to produce.
15.D.1b Know that barter is a type of exchange and that money makes
exchange easier.
15.D.5c Explain how technology has affected trade in the areas of
transportation, communication, finance and manufacturing.
16.A.1a Explain the difference between past, present and future time;
place themselves in time.
16.A.4a Analyze and report historical events to determine cause-andeffect relationships.
16.A.3b Make inferences about historical events and eras using
Page 12 of 30
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Social Studies – Grade 6
October 2012
historical maps and other historical sources.
16.A.3c Identify the differences between historical fact and
interpretation.
16.B.3b (W) Identify causes and effects of the decline of the Roman
empire and other major world political events (e.g., rise of the Islamic
empire, rise and decline of the T’ang dynasty, establishment of the
kingdom of Ghana) between 500 CE and 1500 CE.
16.B.3d (W) Describe political effects of European exploration and
expansion on the Americas, Asia, and Africa after 1500 CE.
16.C.1b (W) Explain how trade among people brought an exchange of
ideas, technology and language.
16.C.2b (W) Describe the basic economic systems of the world’s great
civilizations including Mesopotamia, Egypt, Aegean/Mediterranean and
Asian civilizations, 1000 BCE - 500 CE.
16.D.2 (W) Describe the various roles of men, women and children in
the family, at work, and in the community in various time periods and
places (e.g., ancient Rome, Medieval Europe, ancient China, SubSaharan Africa).
16.D.3 (W) Identify the origins and analyze consequences of events
that have shaped world social history including famines, migrations,
plagues, slave trading.
17.A.2b Use maps and other geographic representations and
instruments to gather information about people, places and
environments.
17.A.3b Explain how to make and use geographic representations to
provide and enhance spatial information including maps, graphs, charts,
models, aerial photographs, satellite images.
17.B.3a Explain how physical processes including climate, plate
tectonics, erosion, soil formation, water cycle, and circulation patterns
in the ocean shape patterns in the environment and influence
availability and quality of natural resources.
17.C.3a Explain how human activity is affected by geographic factors.
17.C.3c Analyze how human processes influence settlement patterns
including migration and population growth.
17.D.3a Explain how and why spatial patterns of settlement change
over time.
18.A.2 Explain ways in which language, stories, folk tales, music,
media and artistic creations serve as expressions of culture.
18.A.3 Explain how language, literature, the arts, architecture and
traditions contribute to the development and transmission of culture.
18.B.3b Explain how social institutions contribute to the development
and transmission of culture.
18.C.2 Describe how changes in production (e.g., hunting and
gathering, agricultural, industrial) and population caused changes in
social systems. 18.C.4a Analyze major cultural exchanges of the past
Page 13 of 30
(e.g., Colombian exchange, the Silk Road, the Crusades).
Common Core Literacy Standards
 CC.6-8.R.H.4 Craft and Structure: Determine the meaning of words and
phrases as they are used in a text, including vocabulary specific to
domains related to history/social studies.
 CC.6-8.R.H.5 Craft and Structure: Describe how a text presents
information (e.g., sequentially, comparatively, causally).
 CC.6-8.R.H.6 Craft and Structure: Identify aspects of a text that reveal
an author’s point of view or purpose (e.g., loaded language, inclusion or
avoidance of particular facts).
 CC.6-8.R.H.7 Integration of Knowledge and Ideas: Integrate visual
information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.
 CC.6-8.R.H.9 Integration of Knowledge and Ideas: Analyze the
relationship between a primary and secondary source on the same topic.
 CC.6-8.R.H.9 Integration of Knowledge and Ideas: Analyze the
relationship between a primary and secondary source on the same topic.
 CC.6-8.W.HST.1.c Text Types and Purposes: Use words, phrases, and
clauses to create cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
 CC.6-8.W.HST.1.d Text Types and Purposes: Establish and maintain a
formal style.
 CC.6-8.W.HST.1.e Text Types and Purposes: Provide a concluding
statement or section that follows from and supports the argument
presented.
 CC.6-8.W.HST.2.d Text Types and Purposes: Use precise language and
domain-specific vocabulary to inform about or explain the topic.
 CC.6-8.W.HST.2.f Text Types and Purposes: Provide a concluding
statement or section that follows from and supports the information or
explanation presented.
 CC.6-8.W.HST.5 Production and Distribution of Writing: With some
guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on how well purpose and audience have been
addressed.
 CC.6-8.W.HST.6 Production and Distribution of Writing: Use
technology, including the Internet, to produce and publish writing and
present the relationships between information and ideas clearly and
efficiently.
 CC.6-8.W.HST.8 Research to Build and Present Knowledge: Gather
relevant information from multiple print and digital sources, using
search terms effectively; assess the credibility and accuracy of each
source; and quote or paraphrase the data and conclusions of others
while avoiding plagiarism and following a standard format for citation.
Social Studies – Grade 6
October 2012
Page 14 of 30
National Council for the Social Studies Standards (NCSS):
#1 Culture
#2 Time, Continuity and Change
#3 People, Places and Environment
#6 Power, Authority and Governance
#9 Global Connections
Learner
Outcomes
Skill Attainment:
• Complete note taking activities
• Participate in classroom discussions
• Use reading strategies in the content area
• Participate in review activities in preparation for written assessment
Knowledge and Understanding:
• Locate and describe the countries and physical features of Africa.
• Compare the landmass, population, and resources of Africa with those of
the United States.
• Examine how geography and historical events have influenced the
development of the governments, economies, and cultures of Africa
• Describe early the effect of migration and trade on early African
civilization
• Identify the effects of European colonialism in Africa.
• Appreciate traditional African art and storytelling.
• Identify various political movements in Africa.
• Examine the relationship of diseases to the African population, economy,
and culture.
• Identify the effects of racism in Africa.
Democratic Understanding and Civic Values
• Evaluate the role of U.S. aid in Africa
• Analyze the impact of cultural diversity in Africa
• Compare the effects of racism in Africa and the United States
Social Studies – Grade 6
October 2012
Page 15 of 30
Assessments
Performance Tasks:
•
•
Social Studies – Grade 6
October 2012
Create a map of Africa,
labeling countries, important
cities, landforms, and
waterways
Complete Reading Study
Guide
•
Create Africa unit-based
project
•
Develop vocabulary review
cards in preparation for
assessments
•
Create a chart to analyze the
area and population of Africa
compared to other continents
and countries
•
Complete station activities to
further develop an
understanding of African
culture
•
Keep a log demonstrating the
cause and effect of social,
political, and economic
changes in African history
Other Evidence:
•
In-class activities
•
Periodic quizzes
•
Unit Test
•
Culture Universals worksheet
Page 16 of 30
Unit Frameworks
Unit of Study:
major topics
Southwest and Central Asia:
Place and Times
Illinois Learning
Standards,
Benchmarks,
•
National Standards
Assessment
Frameworks, or
other standards
that will be taught
in this unit
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Social Studies – Grade 6
October 2012
Resources that will support
instruction
Textbook: Holt Social
Studies: Africa
Holt Social Studies: Southwest
and Central Asia
14.B.4 Compare the political systems of the United States to other
nations.
14.B.5 Analyze similarities and differences among world political
systems (e.g., democracy, socialism, communism).
.
14.C.2 Describe and evaluate why rights and responsibilities are
important to the individual, family, community, workplace, state
and nation (e.g., voting, protection under the law).
14.C.3 Compare historical issues involving rights, roles and status
of individuals in relation to municipalities, states and the nation.
).
14.D.2 Explain ways that individuals and groups influence and
shape public policy.
15.A.2a Explain how economic systems decide what goods and
services are produced, how they are produced and who consumes
them.
15.B.2b Explain the relationship between the quantity of
goods/services purchased and their price.
15.B.4b Analyze the impact of current events (e.g.,
weather/natural disasters, wars) on consumer prices.
15.C.1a Describe how human, natural and capital resources are
used to produce goods and services produce.
15.D.1b Know that barter is a type of exchange and that money
makes exchange easier.
15.D.5c Explain how technology has affected trade in the areas of
transportation, communication, finance and manufacturing.
16.A.1a Explain the difference between past, present and future
time; place themselves in time.
16.A.4a Analyze and report historical events to determine causeand-effect relationships.
16.A.3b Make inferences about historical events and eras using
historical maps and other historical sources.
16.A.3c Identify the differences between historical fact and
interpretation.
16.B.3d (W) Describe political effects of European exploration and
expansion on the Americas, Asia, and Africa after 1500 CE.
Page 17 of 30
•
•
•
•
•
•
•
•
•
•
•
•
•
16.C.1b (W) Explain how trade among people brought an
exchange of ideas, technology and language.
16.D.2 (W) Describe the various roles of men, women and
children in the family, at work, and in the community in various
time periods and places (e.g., ancient Rome, Medieval Europe,
ancient China, Sub-Saharan Africa).
16.D.3 (W) Identify the origins and analyze consequences of
events that have shaped world social history including famines,
migrations, plagues, slave trading.
17.A.2b Use maps and other geographic representations and
instruments to gather information
17.A.3b Explain how to make and use geographic representations
to provide and enhance spatial information including maps, graphs,
charts, models, aerial photographs, satellite images.
17.C.3a Explain how human activity is affected by geographic
factors.
17.C.3c Analyze how human processes influence settlement
patterns including migration and population growth.
17.D.3a Explain how and why spatial patterns of settlement change
over time.
18.A.2 Explain ways in which language, stories, folk tales, music,
media and artistic creations serve as expressions of culture.
18.A.3 Explain how language, literature, the arts, architecture and
traditions contribute to the development and transmission of culture.
18.B.3b Explain how social institutions contribute to the
development and transmission of culture.
18.C.2 Describe how changes in production (e.g., hunting and
gathering, agricultural, industrial) and population caused changes in
social systems.
18.C.4a Analyze major cultural exchanges of the past (e.g.,
Colombian exchange, the Silk Road, the Crusades).
Common Core Literacy Standards
 CC.6-8.R.H.4 Craft and Structure: Determine the meaning of words
and phrases as they are used in a text, including vocabulary specific
to domains related to history/social studies.
 CC.6-8.R.H.5 Craft and Structure: Describe how a text presents
information (e.g., sequentially, comparatively, causally).
 CC.6-8.R.H.6 Craft and Structure: Identify aspects of a text that
reveal an author’s point of view or purpose (e.g., loaded language,
inclusion or avoidance of particular facts).
 CC.6-8.R.H.7 Integration of Knowledge and Ideas: Integrate visual
information (e.g., in charts, graphs, photographs, videos, or maps)
with other information in print and digital texts.
 CC.6-8.R.H.9 Integration of Knowledge and Ideas: Analyze the
relationship between a primary and secondary source on the same
Social Studies – Grade 6
October 2012
Page 18 of 30








topic.
CC.6-8.W.HST.1.c Text Types and Purposes: Use words, phrases,
and clauses to create cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence.
CC.6-8.W.HST.1.d Text Types and Purposes: Establish and
maintain a formal style.
CC.6-8.W.HST.1.e Text Types and Purposes: Provide a concluding
statement or section that follows from and supports the argument
presented.
CC.6-8.W.HST.2.d Text Types and Purposes: Use precise language
and domain-specific vocabulary to inform about or explain the
topic.
CC.6-8.W.HST.2.f Text Types and Purposes: Provide a concluding
statement or section that follows from and supports the information
or explanation presented.
CC.6-8.W.HST.5 Production and Distribution of Writing: With
some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on how well purpose
and audience have been addressed.
CC.6-8.W.HST.6 Production and Distribution of Writing: Use
technology, including the Internet, to produce and publish writing
and present the relationships between information and ideas clearly
and efficiently.
CC.6-8.W.HST.8 Research to Build and Present Knowledge:
Gather relevant information from multiple print and digital sources,
using search terms effectively; assess the credibility and accuracy of
each source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and following a standard format
for citation.
National Council for the Social Studies Standards
1.
2.
3.
4.
6.
7.
9.
10.
Social Studies – Grade 6
October 2012
Culture
Time, Continuity, and Change.
People, Places, and Environments.
Individual Development and Identity.
Power, Authority, and Governance.
Production, Distribution, and Consumption.
Global Connections.
Civic Ideals and Practices.
Page 19 of 30
Learner Outcomes
Skill Attainment:
• Complete note taking activities.
• Participate in classroom discussions.
• Integrate reading strategies in the content area.
• Use context clues to define vocabulary
Knowledge and Understanding:
• Locate and describe the countries and physical features of
Southwest and Central Asia.
• Compare the landmass, population, and resources of Southwest and
Central Asia with those of the United States.
• Examine how geography and historical events have influenced the
development of the governments, economies, and cultures of
Southwest and Central Asia.
•
•
•
•
•
Identify the political movements of Southwest and Central Asia.
Compare the beliefs of Judaism, Christianity, and Islam.
Investigate the various political systems in Southwest and Central
Asia
Analyze the impact of cultural diversity in Southwest and Central
Asia
Consider the different religious beliefs and the conflicts they can
create
Democratic Understanding and Civic Values
• Evaluate the role of U.S. aid in N. Africa and SW Asia
• Analyze the various forms of political systems
• Analyze the impact of cultural diversity in N. Africa and SW Asia
• Consider the different religious beliefs and the conflicts they create
Assessments
Performance Tasks
•
•
•
•
•
•
Social Studies – Grade 6
October 2012
Other Evidence
Create a map of North Africa and Asia,
labeling countries, important cities,
landforms, and waterways
Complete Reading Study Guide
Create North African or Asia themes art
project
Develop vocabulary review crossword
puzzle in preparation for assessments
Create a chart to analyze the area and
population of North Africa and Asia
compared to other continents and countries
Complete station activities to further
develop an understanding of North African
•
In-class
activities
•
Periodic
quizzes
•
Unit Test
•
Culture
Universals
worksheet
Page 20 of 30
•
•
Social Studies – Grade 6
October 2012
and Asian culture
Keep a log of demonstrating the cause and
effect of social, political, and economic
changes in North African and Asian history
Satisfactory completion of a unit test on
materials covered
Page 21 of 30
Unit Frameworks
Unit of Study:
major topics
South and East Asia and the Pacific
Illinois Learning
Standards,
Benchmarks,
•
National Standards
Assessment
Frameworks, or
other standards
that will be taught
in this unit
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Social Studies – Grade 6
October 2012
Resources that will support
instruction
Textbook: Holt Social Studies:
South/East Asia/Pacific
14.B.4 Compare the political systems of the United States to other
nations.
14.B.5 Analyze similarities and differences among world political
systems (e.g., democracy, socialism, communism).
14.C.1 Identify concepts of responsible citizenship including respect
for the law, patriotism, civility and working with others.
14.C.2 Describe and evaluate why rights and responsibilities are
important to the individual, family, community, workplace, state and
nation (e.g., voting, protection under the law).
14.C.3 Compare historical issues involving rights, roles and status of
individuals in relation to municipalities, states and the nation.
14.D.1 Identify the roles of civic leaders (e.g., elected leaders, public
service leaders).
14.D.2 Explain ways that individuals and groups influence and shape
public policy.
15.A.2a Explain how economic systems decide what goods and
services are produced, how they are produced and who consumes
them.
15.A.4a Explain how national economies vary in the extent that
government and private markets help allocate goods, services and
resources.
15.B.2b Explain the relationship between the quantity of
goods/services purchased and their price.
15.B.4b Analyze the impact of current events (e.g., weather/natural
disasters, wars) on consumer prices.
15.C.1a Describe how human, natural and capital resources are used
to produce goods and services.
15.C.1b Identify limitations in resources that force producers to make
choices about what to produce.
15.D.1b Know that barter is a type of exchange and that money makes
exchange easier.
15.D.5c Explain how technology has affected trade in the areas of
transportation, communication, finance and manufacturing.
16.A.1a Explain the difference between past, present and future time;
place themselves in time.
16.A.4a Analyze and report historical events to determine cause-andeffect relationships.
Page 22 of 30
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Social Studies – Grade 6
October 2012
16.A.3b Make inferences about historical events and eras using
historical maps and other historical sources.
16.A.3c Identify the differences between historical fact and
interpretation.
16.B.3a (W) Compare the political characteristics of Greek and
Roman civilizations with non-Western civilizations, including the
early Han dynasty and Gupta empire, between 500 BCE and 500 CE.
16.B.3b (W) Identify causes and effects of the decline of the Roman
empire and other major world political events (e.g., rise of the Islamic
empire, rise and decline of the T’ang dynasty, establishment of the
kingdom of Ghana) between 500 CE and 1500 CE.
16.B.3d (W) Describe political effects of European exploration and
expansion on the Americas, Asia, and Africa after 1500 CE.
16.C.1b (W) Explain how trade among people brought an exchange of
ideas, technology and language.
16.C.2b (W) Describe the basic economic systems of the world’s
great civilizations including Mesopotamia, Egypt,
Aegean/Mediterranean and Asian civilizations, 1000 BCE - 500 CE.
16.D.2 (W) Describe the various roles of men, women and children in
the family, at work, and in the community in various time periods and
places (e.g., ancient Rome, Medieval Europe, ancient China, SubSaharan Africa).
16.D.3 (W) Identify the origins and analyze consequences of events
that have shaped world social history including famines, migrations,
plagues, slave trading.
17.A.2b Use maps and other geographic representations and
instruments to gather information about people, places and
environments.
17.A.3b Explain how to make and use geographic representations to
provide and enhance spatial information including maps, graphs,
charts, models, aerial photographs, satellite images.
17.B.3a Explain how physical processes including climate, plate
tectonics, erosion, soil formation, water cycle, and circulation patterns
in the ocean shape patterns in the environment and influence
availability and quality of natural resources.
17.C.3a Explain how human activity is affected by geographic factors.
17.C.3c Analyze how human processes influence settlement patterns
including migration and population growth.
17.D.3a Explain how and why spatial patterns of settlement change
over time.
18.A.2 Explain ways in which language, stories, folk tales, music,
media and artistic creations serve as expressions of culture.
18.A.3 Explain how language, literature, the arts, architecture and
traditions contribute to the development and transmission of culture.
18.B.3b Explain how social institutions contribute to the development
Page 23 of 30
•
•
and transmission of culture.
18.C.2 Describe how changes in production (e.g., hunting and
gathering, agricultural, industrial) and population caused changes in
social systems.
18.C.4a Analyze major cultural exchanges of the past (e.g.,
Colombian exchange, the Silk Road, the Crusades).
Common Core Literacy Standards
 CC.6-8.R.H.2 Key Ideas and Details: Determine the central ideas or
information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
 CC.6-8.R.H.4 Craft and Structure: Determine the meaning of words
and phrases as they are used in a text,
 including vocabulary specific to domains related to history/social
studies.
 CC.6-8.R.H.5 Craft and Structure: Describe how a text presents
information (e.g., sequentially, comparatively, causally).
 CC.6-8.R.H.6 Craft and Structure: Identify aspects of a text that reveal
an author’s point of view or purpose (e.g., loaded language, inclusion
or avoidance of particular facts).
 CC.6-8.R.H.7 Integration of Knowledge and Ideas: Integrate visual
information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.
 CC.6-8.R.H.9 Integration of Knowledge and Ideas: Analyze the
relationship between a primary and secondary source on the same
topic.
 CC.6-8.W.HST.1.c Text Types and Purposes: Use words, phrases, and
clauses to create cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
 CC.6-8.W.HST.1.d Text Types and Purposes: Establish and maintain a
formal style.
 CC.6-8.W.HST.1.e Text Types and Purposes: Provide a concluding
statement or section that follows from and supports the argument
presented.
 CC.6-8.W.HST.2.d Text Types and Purposes: Use precise language
and domain-specific vocabulary to inform about or explain the topic.
 CC.6-8.W.HST.2.f Text Types and Purposes: Provide a concluding
statement or section that follows from and supports the information or
explanation presented.
 CC.6-8.W.HST.5 Production and Distribution of Writing: With some
guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on how well purpose and audience have been
addressed.
 CC.6-8.W.HST.6 Production and Distribution of Writing: Use
technology, including the Internet, to produce and publish writing and
Social Studies – Grade 6
October 2012
Page 24 of 30
present the relationships between information and ideas clearly and
efficiently.
 CC.6-8.W.HST.8 Research to Build and Present Knowledge: Gather
relevant information from multiple print and digital sources, using
search terms effectively; assess the credibility and accuracy of each
source; and quote or paraphrase the data and conclusions of others
while avoiding plagiarism and following a standard format for citation.
National Council for the Social Studies Standards (NCSS):
#1 Culture
#2 Time, Continuity and Change
#3 People, Places and Environment
#6 Power, Authority and Governance
#9 Global Connections
Learner Outcomes
Skill Attainment
-Complete note-taking activities
-Use context clues to define vocabulary relevant to East Asia
-Participate in classroom discussions
-Integrate reading strategies in the content area
-Participation review activities in preparation for written assessment
Knowledge and Understanding
•
Locate and describe the countries and physical features of South and East
Asia and the Pacific
•
Compare the landmass, population, and resources of South and East Asia and
the Pacific with those of the United States.
•
Examine maps and data concerning geography and historical events
that have influenced the development of the governments, economies,
and cultures of South and East Asia and the Pacific.
•
Social Studies – Grade 6
October 2012
Iidentify political movements and governments throughout South and East
Asia and the Pacific.
•
Compare the relationships of the population, economy, and culture of South
and East Asia and the Pacific to the United States.
•
Analyze the importance of cultural diversity in South and East Asia and the
Pacific
•
Identify how events in South and East Asia and the Pacific effect the
social, political, and cultural events in the United States
Page 25 of 30
Democratic Understanding and Civic Values
-Evaluate the impact of East Asian economies on the economy of the United
States
-Analyze the importance of cultural diversity between East Asia and the
United
States
-Describe how events in East Asia affect social, political, cultural events in the
United States
Assessments
Performance Tasks
Other Evidence
-Create a map of East Asia, labeling
countries, important cities, landforms,
and waterways
-Complete short answer questions
that demonstrate knowledge and
understanding of East Asian
geography
-Complete Reading Study Guide
-Create East Asian unit based
project (optional)
-Develop vocabulary review cards in
preparation for assessments
-Create a chart to analyze the area and
population of East Asia (China/Japan)
compared to other continents and
countries
-Complete short answer questions
that demonstrate knowledge and
understanding of East Asian
(Chinese/Japanese) cultures
-Complete in class activities that
demonstrate knowledge and
understanding of East Asian
(Chinese/Japanese) cultures
-Satisfactory completion of an East
Asian (China/Japan) test
-Complete station activities to further
develop an understanding of East Asian
(Chinese/Japanese) culture
-Keep a log demonstrating the cause and
effect of social, political, and economic
changes in East Asian
(Chinese/Japanese) history
Social Studies – Grade 6
October 2012
Page 26 of 30
Unit Frameworks
Unit of Study:
major topics
The Americas
(history, geography, economy,
culture, government)
Resources that will support
instruction
Textbook: Holt Social Studies:
The Americas
Illinois Learning
Standards,
Benchmarks,
•
National Standards
Assessment
Frameworks, or
other standards
that will be taught
in this unit
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Social Studies – Grade 6
October 2012
14.B.4 Compare the political systems of the United States to other
nations.
14.B.5 Analyze similarities and differences among world political
systems (e.g., democracy, socialism, communism).
14.C.1 Identify concepts of responsible citizenship including respect
for the law, patriotism, civility and working with others.
14.C.2 Describe and evaluate why rights and responsibilities are
important to the individual, family, community, workplace, state and
nation (e.g., voting, protection under the law).
14.C.3 Compare historical issues involving rights, roles and status of
individuals in relation to municipalities, states and the nation.
14.D.1 Identify the roles of civic leaders (e.g., elected leaders, public
service leaders).
14.D.2 Explain ways that individuals and groups influence and shape
public policy.
15.A.2a Explain how economic systems decide what goods and
services are produced, how they are produced and who consumes
them.
15.A.4a Explain how national economies vary in the extent that
government and private markets help allocate goods, services and
resources..
15.C.1a Describe how human, natural and capital resources are used
to produce goods and services.
15.C.1b Identify limitations in resources that force producers to make
choices about what to produce.
15.D.1b Know that barter is a type of exchange and that money makes
exchange easier.
15.D.5c Explain how technology has affected trade in the areas of
transportation, communication, finance and manufacturing.
16.A.1a Explain the difference between past, present and future time;
place themselves in time.
16.A.4a Analyze and report historical events to determine cause-andeffect relationships.
16.A.3b Make inferences about historical events and eras using
historical maps and other historical sources.
16.A.3c Identify the differences between historical fact and
interpretation.
Page 27 of 30
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Social Studies – Grade 6
October 2012
16.B.3b (W) Identify causes and effects of the decline of the Roman
empire and other major world political events (e.g., rise of the Islamic
empire, rise and decline of the T’ang dynasty, establishment of the
kingdom of Ghana) between 500 CE and 1500 CE.
16.B.3d (W) Describe political effects of European exploration and
expansion on the Americas, Asia, and Africa after 1500 CE.
16.C.1b (W) Explain how trade among people brought an exchange
of ideas, technology and language.
16.C.2b (W) Describe the basic economic systems of the world’s
great civilizations including Mesopotamia, Egypt,
Aegean/Mediterranean and Asian civilizations, 1000 BCE - 500 CE.
16.D.2 (W) Describe the various roles of men, women and children
in the family, at work, and in the community in various time periods
and places (e.g., ancient Rome, Medieval Europe, ancient China, SubSaharan Africa).
16.D.3 (W) Identify the origins and analyze consequences of events
that have shaped world social history including famines, migrations,
plagues, slave trading.
17.A.2b Use maps and other geographic representations and
instruments to gather information about people, places and
environments.
17.A.3b Explain how to make and use geographic representations to
provide and enhance spatial information including maps, graphs,
charts, models, aerial photographs, satellite images.
17.B.3a Explain how physical processes including climate, plate
tectonics, erosion, soil formation, water cycle, and circulation patterns
in the ocean shape patterns in the environment and influence
availability and quality of natural resources.
17.C.3a Explain how human activity is affected by geographic
factors.
17.C.3c Analyze how human processes influence settlement patterns
including migration and population growth.
17.D.3a Explain how and why spatial patterns of settlement change
over time.
18.A.2 Explain ways in which language, stories, folk tales, music,
media and artistic creations serve as expressions of culture.
18.A.3 Explain how language, literature, the arts, architecture and
traditions contribute to the development and transmission of culture.
18.B.3b Explain how social institutions contribute to the development
and transmission of culture.
18.C.2 Describe how changes in production (e.g., hunting and
gathering, agricultural, industrial) and population caused changes in
social systems.
18.C.4a Analyze major cultural exchanges of the past (e.g.,
Colombian exchange, the Silk Road, the Crusades).
Page 28 of 30
Common Core Literacy Standards
 CC.6-8.R.H.4 Craft and Structure: Determine the meaning of words
and phrases as they are used in a text, including vocabulary specific to
domains related to history/social studies.
 CC.6-8.R.H.5 Craft and Structure: Describe how a text presents
information (e.g., sequentially, comparatively, causally).
 CC.6-8.R.H.6 Craft and Structure: Identify aspects of a text that reveal
an author’s point of view or purpose (e.g., loaded language, inclusion
or avoidance of particular facts).
 CC.6-8.R.H.9 Integration of Knowledge and Ideas: Analyze the
relationship between a primary and secondary source on the same
topic.
 CC.6-8.R.H.7 Integration of Knowledge and Ideas: Integrate visual
information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.
 CC.6-8.W.HST.1.c Text Types and Purposes: Use words, phrases, and
clauses to create cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
 CC.6-8.W.HST.1.d Text Types and Purposes: Establish and maintain a
formal style
 CC.6-8.W.HST.1.e Text Types and Purposes: Provide a concluding
statement or section that follows from and supports the argument
presented.
 CC.6-8.W.HST.2.d Text Types and Purposes: Use precise language
and domain-specific vocabulary to inform about or explain the topic.
 CC.6-8.W.HST.2.f Text Types and Purposes: Provide a concluding
statement or section that follows from and supports the information or
explanation presented.
National Council for the Social Studies Standards (NCSS):
#1 Culture
#2 Time, Continuity and Change
#3 People, Places and Environment
#6 Power, Authority and Governance
#9 Global Connections
Learner Outcomes
Skill Attainment:
• Complete note taking activities
• Participate in classroom discussions
• Use reading strategies in the content area
• Participate in review activities in preparation for written assessment
Knowledge and Understanding:
• Locate and describe physical features and political borders of the
Americas
Social Studies – Grade 6
October 2012
Page 29 of 30
•
•
•
•
•
•
Compare the landmass, population, and resources of the Americas to
those of other regions studied.
Examine how geography and historical events have influenced the
development of the governments, economies, and cultures of the
Americas.
Compare the culture of the Mexican people to that of U.S. citizens.
Identify the economic interdependence between the U.S. and the other
countries of the Americas
Identify political movements and current governments in the Americas
Analyze the impact of cultural diversity in the Americas
Democratic and Civic Values:
• Study independence movements and current government in Mexico.
• Analyze the impact of diversity and varied economic situations in
Mexico.
Assessments
Performance Tasks:
•
Social Studies – Grade 6
October 2012
Create a map of Mexico,
labeling countries, important
cities, landforms, and
waterways
•
Complete Reading Study
Guide
•
Create Mexico unit-based
project (optional)
•
Develop vocabulary review
cards in preparation for
assessments
•
Complete the culture
universals worksheet and
identify cultural traits of
Mexico
Other Evidence:
•
In-class activities
•
Periodic quizzes
•
Unit Test
Page 30 of 30