Grade 6 Social Studies. Scope and Sequence. Quarter 1

Transcription

1 Quarter 1 Unit 1.1: Cultures of the World, 10 days G 1: The World in Spatial Terms: Understanding and interpreting the organization of people, places, and environments on Earth s surface provides an understanding of the world in spatial terms. (5-6) 2 Students interpret the characteristics and features of maps by a. recognizing spatial information provided by different types of maps (e.g., physical, political, map projections). b. interpreting the spatial information from maps to explain the importance of the data. G 2: Places and Regions: Physical and human characteristics (e.g. culture, experiences, etc.) influence places and regions. (5-6) 1 Students understand the physical and human characteristics of places by b. comparing and contrasting patterns of population settlement based on climate and physical features. C&G 5: As members of an interconnected world community, the choices we make impact others locally, nationally, and globally. (5-6) 1 Students demonstrate an understanding of the many ways Earth s people are interconnected by b. locating where different nations are in the world in relation to the U.S. Common Core State Standards for English Language Arts or Literacy Key Ideas and Details RH RH Cite specific textual evidence to support analysis of primary and secondary sources. 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. 1

2 Range of Writing WHST Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Unit 1.2: Government, 12 days C&G 1: People create and change structures of power, authority, and governance in order to accomplish common goals. (5-6) 1 Students demonstrate an understanding of origins, forms, and purposes of government by b. listing and defining various forms of government (e.g., dictatorship, democracy, parliamentary, monarchy) C&G 2: The Constitution of the United States establishes a government of limited powers that are shared among different levels and branches. (5-6) 2 Students demonstrate an understanding of the democratic values and principles underlying the U.S. government by c. exhibiting and explaining what it means to be a responsible citizen in the community C&G 4: People engage in political processes in a variety of ways. (5-6) 1 Students demonstrate an understanding of political systems and political processes by c. identifying, comparing, and contrasting different political systems (e.g.,monarchy, democracy, feudal) (5-6) 3 Students participate in a civil society by c. taking responsibility for one s own actions (anticipating and accepting consequences) C&G 5: As members of an interconnected world community, the choices we make impact others locally, nationally, and globally. (5 6) 1 Students demonstrate an understanding of the many ways Earth s people are interconnected by.... a. identifying, describing, and explaining how people are socially, technologically, geographically, economically, or culturally connected to others Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Key Ideas and Details RH 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). 2

3 Craft and Structure RH Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Unit 1.3: Historical Inquiry, 10 days HP 1: History is an account of human activities that is interpretive in nature. (5-6) 1 Students act as historians, using a variety of tools (e.g., artifacts and primary and secondary sources) by d. identifying the point of view of a historical source (e.g., media source) HP 2: History is a chronicle of human activities, diverse people, and the societies they form. (5-6) 3 Students show understanding of change over time by a. establishing a chronological order by working backward from some issue, problem, or event to explain its origins and its development over time Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Craft and Structure RH Describe how a text presents information (e.g., sequentially, comparatively, causally). WHST Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. WHST 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. 3

4 Unit 1.4: Economic Concepts, 6 days E 1: Individuals and societies make choices to address the challenges and opportunities of scarcity and abundance. (5-6) 1 Students demonstrate an understanding of basic economic concepts by c. identifying and differentiating between surplus, subsistence, and scarcity E 3: Individuals, institutions and governments have roles in economic systems. (5-6) 1 Students demonstrate an understanding of the interdependence created by economic decisions by a. depicting the cyclical relationship of the participants within an economy (e.g., barter, feudal system, global economy). Common Core State Standards for English Language Arts or Literacy Integration of Knowledge and Ideas RH RH Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Distinguish among fact, opinion, and reasoned judgment in a text. WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Quarter 2 Unit 2.1: Cultures of the World, 10 days G 2: Physical and human characteristics (e.g. culture, experiences, etc.) influence places and regions. (5-6) 1 Students understand the physical and human characteristics of places by a. explaining and/or connecting how the geographical features influenced population settlement. 4

5 (5-6) 3 Students understand different perspectives that individuals/groups have by a. identifying and describing the physical and cultural characteristics that shape different places and regions. b. researching a region to analyze how geography shapes that culture s perspective (e.g., demographics, climate, natural and man-made resources). G3: Human Systems: (Movement) Human systems and human movement affect and are affected by distribution of population and resources, relationships (cooperation and conflict), and culture. (5-6) 1 Students understand why people do/do not migrate by a. identifying and explaining the push and pull factors that lead to a decision to migrate. C&G 5: As members of an interconnected world community, the choices we make impact others locally, nationally, and globally. (5-6)-2 Students demonstrate an understanding of the benefits and challenges of an interconnected world by a. identifying and discussing factors that lead to the breakdown of order among societies (e.g., natural disasters, wars, plagues, population shifts, natural resources) Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Key Ideas and Details RH RH Cite specific textual evidence to support analysis of primary and secondary sources. 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. Text Types and Purposes WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 5

6 WHST WHST e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. 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. 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. Unit 2.2: Government, 12 days C&G 2: The Constitution of the United States establishes a government of limited powers that are shared among different levels and branches. (5-6) 2 Students demonstrate an understanding of the democratic values and principles underlying the U.S. government by a. exploring democratic values such as: respect, property, compromise, liberty, selfgovernment, and self-determination C&G 3: In a democratic society, all people have certain rights and responsibilities (5-6) 1 Students demonstrate an understanding of citizens rights and responsibilities by d. identifying a citizen s responsibilities in a democratic society (personal, economic, legal, and civic) (5-6) 2 Students demonstrate an understanding of how individuals and groups exercise (or are denied) their rights and responsibilities by c. explaining the judicial process - due process local, state, and federal (e.g. school discipline policy, truancy court, appeals process) C&G 4: People engage in political processes in a variety of ways. (5-6) 3 Students participate in a civil society by a. demonstrating respect for the opinions of others (e.g., listening to and asking relevant questions, taking turns, considering alternative perspectives) b. demonstrating the ability to compromise (e.g., offering solutions, persisting to resolve issues) 6

7 Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Key Ideas and Details RH RH 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). Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Unit 2.3: Historical Inquiry, 8 days HP 1: History is an account of human activities that is interpretive in nature. (5-6) 1 Students act as historians, using a variety of tools (e.g., artifacts and primary and secondary sources) by c. asking and answering historical questions, organizing information, and evaluating information in terms of relevance (5-6) 2 Students interpret history as a series of connected events with multiple cause-effect relationships, by a. investigating and summarizing historical data in order to draw connections between two events and to answer related historical questions Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Craft and Structure RH RH Describe how a text presents information (e.g., sequentially, comparatively, causally). 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) 7

8 WHST Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. WHST 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. Unit 2.4: Economic Concepts, 6 days E 1: Individuals and societies make choices to address the challenges and opportunities of scarcity and abundance. (5-6) 3 Students demonstrate an understanding that societies develop different ways to deal with scarcity and abundance by b. identifying how scarcity impacts the movement of people and goods. E 2: Producers and consumers locally, nationally and internationally engage in the exchange of goods and services. (5-6) 1 Students demonstrate an understanding of the variety of ways producers and consumers exchange goods and services by b. identifying and explaining how supply, demand, and incentives affect consumer and producer decision making (e.g., division of labor/specialization). Common Core Standards for English Language Arts or Literacy Text Types and Purposes Integration of Knowledge and Ideas RH RH Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Distinguish among fact, opinion, and reasoned judgment in a text. WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 8

9 Quarter 3 Unit 3.1: Cultures of the World, 12 days G 3: Human Systems: (Movement) Human systems and human movement affect and are affected by distribution of population and resources, relationships (cooperation and conflict), and culture. (5-6) 3 Students understand how geography influences human settlement, cooperation or conflict by a. recognizing and justifying how geography influences human settlement, cooperation and conflict. G4: Environment and Society: Patterns emerge as humans settle, modify, and interact on Earth s surface to limit or promote human activities. (5-6) -2 Students explain how humans react or adapt to an ever-changing physical environment by b. analyzing the impact of human reactions to environmental changes. C&G 3: In a democratic society, all people have certain rights and responsibilities. (5-6) 2 Students demonstrate an understanding of how individuals and groups exercise (or are denied) their rights and responsibilities by b. recognizing potential conflicts within or among groups, brainstorming possible solutions, and reaching compromises (e.g. discrimination, bullying) HP 4: Historical events and human/natural phenomena impact and are influenced by ideas and beliefs. (5-6) 1 Students demonstrate an understanding that geographic factors and shared past events affect human interactions and changes in civilizations by b. identifying and explaining, using specific examples, how shared events affect how individuals and societies adapt and change (5-6) 2 Students demonstrate an understanding that innovations, inventions, change, and expansion cause increased interaction among people (e.g., cooperation or conflict) by c. describing important technologies and advancements, including writing systems, developed by a particular civilization/ country/ nation. Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Text Types and Purposes RH RH Cite specific textual evidence to support analysis of primary and secondary sources. 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. 9

10 WHST Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Unit 3.2: Government, 12 days C & G 1: People create and change structures of power, authority, and governance in order to accomplish common goals. (5-6) 1 Students demonstrate an understanding of origins, forms, and purposes of government by c. citing examples of when major changes in governments have occurred (e.g., American Revolution, Hammurabi s Code, Rhode Island Royal Charter/ RI Constitution) C&G 2: The Constitution of the United States establishes a government of limited powers that are shared among different levels and branches. (5-6) 2 Students demonstrate an understanding of the democratic values and principles underlying the U.S. government by a. exploring democratic values such as: respect, property, compromise, liberty, selfgovernment, and self-determination b. identifying enduring documents (e.g., Bill of Rights, U.S. Constitution) that reflect the underlying principles of the United States C&G 4: People engage in political processes in a variety of ways. (5-6) 3 Students participate in a civil society by d. identifying and accessing reliable sources to answer questions about current important issues (e.g. news media, children s news magazines) C&G 5: As members of an interconnected world community, the choices we make impact others locally, nationally, and globally. (5-6)-2 Students demonstrate an understanding of the benefits and challenges of an interconnected world by b. citing a social, technological, geographical, economical, or cultural issue that provides an example of both benefits and challenges 10

11 Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Key Ideas and Details RH RH Craft and Structure WHST 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). Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Integration of Knowledge and Ideas Unit 3.3: Historical Inquiry, 8 days HP 3: The study of history helps us understand the present and shape of the future. (5-6) 1 Students demonstrate an understanding of how the past frames the present by a. identifying historical conditions and events that relate to contemporary issues (e.g., separation of church state, treatment of Native Americans, immigration, gender issues) b. answering what if questions and using evidence to explain how history might have been different (e.g., How might history be different if Anne Hutchinson hadn t dissented?) HP 4: Historical events and human/natural phenomena impact and are influenced by ideas and beliefs. (5-6) 2 Students demonstrate an understanding that innovations, inventions, change, and expansion cause increased interaction among people (e.g., cooperation or conflict) by b. providing historical examples of factors, causes, and reasons that lead to interactions (e.g., exploration of worlds). Common Core Standards for English Language Arts or Literacy in History/Social Studies, Science, and Technical Subjects Craft and Structure RH RH Describe how a text presents information (e.g., sequentially, comparatively, causally). 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). 11

12 Text Types and Purposes WHST Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and causes to create cohesion and clarify the relationship among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. WHST WHST 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. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. WHST 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. Unit 3.4: Economic Concepts, 6 days E 1: Individuals and societies make choices to address the challenges and opportunities of scarcity and abundance. (5-6) 3 Students demonstrate an understanding that societies develop different ways to deal with scarcity and abundance by a. describing the distribution of goods and services. E 2: Producers and consumers locally, nationally and internationally engage in the exchange of goods and services. (5-6) 1 Students demonstrate an understanding of the variety of ways producers and consumers exchange goods and services by c. comparing and contrasting incentives (i.e., advertising and marketing) related to consumer spending. 12

13 Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Integration of Knowledge and Ideas RH RH Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Distinguish among fact, opinion, and reasoned judgment in a text. WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Quarter 4 Unit 4.1: Cultures of the World, 12 days G 4: Environment and Society: Patterns emerge as humans settle, modify, and interact on Earth s surface to limit or promote human activities. (5-6) 1 Students explain how humans depend on their environment by b. explaining how human dependence on environment influenced development of civilizations. C&G 5: As members of an interconnected world community, the choices we make impact others locally, nationally, and globally. (5-6) -3 Students demonstrate an understanding of how the choices we make impact and are impacted by an interconnected world by b. explaining how actions taken or not taken impact societies (e.g., natural disasters, incidences of social injustice or genocide) HP 2: History is a chronicle of human activities, diverse people, and the societies they form. (5-6) 1 Students connect the past with the present by b. comparing and contrasting the development of RI ethnic history to the nation s history (e.g., What historical factors makes RI unique?; immigration, settlement patterns, religion, resources, geography) 13

14 HP 5: Human societies and cultures develop and change in response to human needs and wants. (5-6) 1 Students demonstrate an understanding that a variety of factors affect cultural diversity within a society by a. comparing and contrasting the diversity of different groups, places, and time periods or within the same group over time. Common Core Standards for English Language Arts or Literacy in History/Social Studies, Science, and Technical Subjects Text Types and Purposes RH RH Cite specific textual evidence to support analysis of primary and secondary sources. 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. Range of Writing WHST Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Unit 4.2: Government, 14 days HP 5: Human societies and cultures develop and change in response to human needs and wants. (5-6) 2 Students demonstrate an understanding that culture has affected how people in a society behave in relation to groups and their environment by c. describing challenges or obstacles a civilization/ country/ nation faced as it grew over time. C&G 1: People create and change structures of power, authority, and governance in order to accomplish common goals. (5-6) 2 Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed by a. identifying and summarizing the rule of law, using various enduring/ significant documents (e.g., Magna Carta, Preamble of U.S. Constitution, U.N. Rights of the Child, I Have A Dream speech) 14

15 C&G 3: In a democratic society, all people have certain rights and responsibilities (5-6) 1 Students demonstrate an understanding of citizens rights and responsibilities by d. identifying conflicts between individual rights and the common good (e.g. Eminent domain, airport expansion, Scituate Reservoir, Coastal Access) C&G 4: People engage in political processes in a variety of ways. (5-6)-2 Students demonstrate their participation in political processes by a. using a variety of sources to form, substantiate, and communicate an opinion and presenting their opinion to an audience beyond the classroom (e.g., letter to the editor, student exhibition, persuasive essay, article in school newspaper) E 3: Individuals, institutions, and governments have roles in economic systems. (5-6) 1 Students demonstrate an understanding of the interdependence created by economic decisions by a. depicting the cyclical relationship of the participants within an economy (e.g., barter, feudal system, global economy). Common Core Standards for English Language Arts or Literacy in History/Social Studies, Science, and Technical Subjects Text Types and Purposes RH Craft and Structure RH 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). Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 15

16 Unit 4.3: Historical Inquiry, 12 days HP 2: History is a chronicle of human activities, diverse people, and the societies they form. (5-6) 1 Students connect the past with the present by c. identifying and describing how national and world events have impacted RI and how RI has impacted world events (e.g., China Trade, WWII, Industrial Revolution) HP 4: Historical events and human/natural phenomena impact and are influenced by ideas and beliefs. (5-6) 2 Students demonstrate an understanding that innovations, inventions, change, and expansion cause increased interaction among people (e.g., cooperation or conflict) by a. citing examples of how science and technology have had positive or negative impacts upon societies and the environment in the past and present. HP 5: Human societies and cultures develop and change in response to human needs and wants. (5-6) 2 Students demonstrate an understanding that culture has affected how people in a society behave in relation to groups and their environment by b. using a historical context, describe how diversity contributes to conflict, cooperation, growth, or decline. E2: Producers and consumers locally, nationally, and internationally engage in the exchange goods and services. (5-6) 2 Students analyze how Innovations and technology affects the exchange of goods and services by b. providing examples of how innovations and technology positively or negatively impact industries, economies, cultures, and individuals. Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Craft and Structure RH RH Describe how a text presents information (e.g., sequentially, comparatively, causally). 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) WHST Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. 16

17 WHST 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. 17

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