CURRICULUM MAP UNITED STATES HISTORY 1585‐1900 Grade 6 MIDDLETOWN PUBLIC SCHOOLS TRIMESTER Social Studies GSEs/Standards Curriculum Social Studies Middletown grade6.docx
TRIMESTER 1 Unit One: Common Good Essential Question: What are the consequences if a government does not provide for the common good? Civics and Government 
Identifying the Basic Functions of Government. C&G 1 (5‐6)‐1a 
Listing and defining various forms of Government. C&G (1 (5‐6)‐1b 
Citing examples of when major changes of Government have occurred. C&G 1 (5‐
6)‐1c 
Identifying and describing the functions of the Three Branches of Government. C&G 2 (5‐6)‐1a 
Identifying how power is divided and shared. C&G 2 (5‐6)‐1b Historical Perspective 
Comparing and Contrasting the development of RI ethic history to the Nation’s History. HP 2 (5‐6)‐1b 
Identifying the point of view of a historical source. HP 1 (5‐6)‐1d 
Investigating and summarizing historical data in order to draw connections between two events. HP1 (5‐6)‐2a 
Identifying sequential events, people, and societies that have shaped RI today. HP 2 (5‐6)‐1a 
Placing key events and people of a particular historical era in a chronological sequence. HP 2 (5‐6)‐2a Economics 
Differentiating between human, natural, capital, man‐made, and renewable vs. finite resources. E1 (5‐6)‐1a 
Identifying the role of producers and consumers in real world and historical context. E1 (5‐6)‐1b 
Identifying and differentiating between surplus, subsistence, and scarcity. E1 (5‐6)‐
1c Geography 
Identifying physical features of maps and globes. G1 (5‐6)‐1a 
Utilizing geographic tools like latitude and longitude to identify absolute location. G1 (5‐6)‐1b 
Differentiating between local, regional, and global scales. G1 (5‐6)‐1c 
Recognizing special information provided by different types of maps. G1 (5‐6)‐2a 
Comparing and contrasting patterns of population settlement based on climate and physical features. G2 (5‐6)‐1b Reading 
Key Ideas and Details (RH) 
Craft and Structure (RH) 
Integration of Knowledge and Ideas (RH) 
Range of Reading (RH) Writing 
Text Types and Purposes: argument and informational (WHST) 
Production and Distribution (WHST) 
Range of Writing (WHST) TRIMESTER 2 Unit Two: Government Impact 6/12/2013 Civics and Government 
Defining the concepts “civic” “civics” “civil” “citizens” (Civics In Practice, Chapter1, pages 6‐16). C&G 3(5‐6)‐1a 
Identifying citizens’ rights in a Democratic Society ” (Civics In Practice, Chapter1, pages 6‐16). C&G 3(5‐6)‐1b 
Identifying citizens responsibilities in a Democratic society ” (Civics In Practice, Chapter1, pages 6‐16). C&G 3(5‐6)‐1c 
Explaining the Judicial Process‐Due Process‐Local, State, Federal (Civics In Practice pages 185‐193). C&G 3(5‐6)‐2c 
Identifying, Comparing, Contrasting different political systems. C&G 4(5‐6)‐1c Historical Perspective 
Identifying historical conditions and events that relate to contemporary issues. HP 3 (5‐6)‐1a 
Answering “What if questions” and using evidence to explain how history might have been different. HP 3 (5‐6)‐1b Middletown Public Schools HISTORICAL THINKING
 Chronological thinking  Historical comprehension  Historical analysis and interpretation, historical research capabilities  Historical research capabilities  Historical issues – analysis and decision‐making 1 CURRICULUM MAP UNITED STATES HISTORY 1585‐1900 Grade 6 MIDDLETOWN PUBLIC SCHOOLS TRIMESTER Essential Question: What evidence can you find of effective and ineffective governments in the past/present? Social Studies GSEs/Standards Curriculum Social Studies Middletown grade6.docx
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Explaining how the similarities of human issues across time periods influence their own personal histories. HP 3 (5‐6)‐2a 
Identifying cultural influences that shape individuals and historical events. HP 3 (5‐
6)‐2c Economics 
Describing the distribution of goods and services. E1 (5‐6)‐3a 
Identifying how scarcity impacts the movement of people and goods. E1 (5‐6)‐3b 
Comparing and Contrasting incentives. E1 (5‐6)‐1c Geography 
Identifying formal vernacular, and functional regions. G2 (5‐6)‐4a 
Explaining how region may change over time. G2 (5‐6)‐4b 
Explaining the differences between regions and places. G2 (5‐6)‐2a Reading 
Key Ideas and Details (RH) 
Craft and Structure (RH) 
Integration of Knowledge and Ideas (RH) 
Range of Reading (RH) Writing 
Text Types and Purposes: argument and informational (WHST) 
Production and Distribution (WHST) Range of Writing (WHST) 
TRIMESTER 3 Unit Three: Movement Essential Question: How does movement of ideas, goods and people affect cultures? Civics and Government 
Demonstrating respect for the opinions of others (Civics In Practice Chap. 11). C&G 4(5‐6)‐3a 
Taking responsibilities of one’s own actions (Civics In Practice Chapter 14). C&G 4(5‐6)‐3c 
Identifying and discussing factors that lead to the breakdown of order among societies. C&G 4(5‐6)‐3d 
Explaining how actions taken, or not taken impact societies. C&G 5(5‐6)‐3b Historical Perspective 
Citing examples of how science and technology have had positive or negative impacts upon individuals, societies, and the environment in the past and present. HP 4 (5‐6)‐2a Comparing and contrasting the diversity of different groups, places, and time 
periods all within the same group over time. HP 5 (5‐6)‐1a 
Providing examples of cultural diversity. HP 5 (5‐6)‐1b 
Describing challenges or obstacles, a civilization/country/nation faced as it grew over time. HP 5 (5‐6)‐2c Economics 
Identifying how governments provide goods and services in a market economy by taxing and borrowing. E3 (5‐6)‐2a 
Citing examples of how government policies can positively or negatively impact an economy. E3 (5‐6)‐2b Geography 
Recognizing and justifying how geography influences human settlement, cooperation, and conflict. G3(5‐6)‐3a 
Researching and reporting how humans depend on the environment. G4 (5‐6)‐1a 
Explaining how human dependence on environment influence development of civilization. G4 (5‐6)‐1b 
Analyzing the impact of human reactions to environmental changes G4 (5‐6)‐2b Reading 
Key Ideas and Details (RH) 
Craft and Structure (RH) 
Integration of Knowledge and Ideas (RH) 
Range of Reading (RH) Writing 
Text Types and Purposes: argument and informational (WHST) 
Production and Distribution (WHST) 
Range of Writing (WHST)
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