SOCIAL STUDIES GRADE 6. Curriculum Map and Standards REGIONS AND PEOPLE OF THE EASTERN HEMISPHERE

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1 SOCIAL STUDIES REGIONS AND PEOPLE OF THE EASTERN HEMISPHERE GRADE 6 Curriculum Map and Standards Aligned with Ohio s Learning Standards for Social Studies Office of Teaching and Learning Curriculum Division

2 Social Studies 6 Curriculum Map * Each unit is allocated an approximate number of weeks using a traditional period schedule. Teachers should adjust these timeframes as needed based on student mastery and formative assessment data. Unit 1. Tools and Skills for Investigating the World, Past and Present 1.1 Maps and Geographic Tools (Content Statements/Learning Targets 3 and 4) 1.2 Understanding Regions (Content Statement/Learning Target 5) 1.3 Human-Environment Interaction (Content Statement/Learning Target 6) 1.4 Understanding Chronology (Content Statement/Learning Target 1) 1.5 Using Sources (Content Statement/Learning Target 9) Note: Content Statements/Learning Targets in this unit should be reinforced throughout the course. Grading Period 1 9 weeks Unit 2. Investigating History, Culture and the World Today 2.1 Types of Government (Content Statement/Learning Target 10) 2.2 Early Civilizations: Egypt and Mesopotamia (Content Statement/Learning Target 2) 2.3 Early Civilizations: India and China (Content Statement/Learning Target 2) 2.4 Cultural Diffusion and the World Today (Content Statements/Learning Targets 7 and 8) 2.5 World Religions and the World Today (Content Statement/Learning Target 8) Grading Period 2 9 weeks Unit 3. Investigating Economic Mysteries 3.1 Analyzing Economic Data Sets (Content Statement/Learning Target 11) 3.2 Economic Decision-Making (Content Statement/Learning Target 12) 3.3 Scarcity and Trade (Content Statements/Learning Targets 13 and 14) 3.4 Supply and Demand (Content Statement/Learning Target 15) Review for State Test Grading Period 3 9 weeks Unit 4. Investigating Financial Literacy and Careers Review for State Test 4.1 Financial Literacy (Content Statement/Learning Target 16) 4.2 Career Exploration Grading Period 4 9 weeks Columbus City Schools

3 Course and Unit Overviews Investigating the, Past and Present Theme: In grade six, students study the (Africa, Asia, Australia and Europe), its geographic features, early history, cultural development and economic change. Students learn about the development of river civilizations in Africa and Asia, including their governments, cultures and economic systems. The geographic focus includes the study of contemporary regional characteristics, the movement of people, products and ideas, and cultural diversity. Students develop their understanding of the role of consumers and the interaction of markets, resources and competition. Note: This curriculum map uses a standards-based approach to the study of the. Units are built around learning targets, rather than specific regions of the. Within each unit, there is wide latitude for teachers and students to use maps, examples, case studies, etc. from various regions to illustrate the key concepts and skills in the unit. The learning targets in Unit 1 are foundational and skills targets that should reinforced throughout the study of the. There are also other natural connections between learning targets in different units (e.g. economics and trade in history) that should be made. See the Clear Learning Targets for unpacked targets, instructional strategies, and assessment tasks. Overarching Essential Questions: How do geographers, historians, and economists investigate the world? How does geography set the stage for history? How does the past shape the present? How do economists solve economic mysteries? Unit 1. Tools and Skills for Investigating the World, Past and Present 1.1 Maps and Geographic Tools How do geographers investigate the world? 3. Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is displayed. 4. Latitude and longitude can be used to identify absolute location. 3a. Use appropriate maps, globes and geographic tools to gather, process and report information about people, places and environments. 3b. Explain that maps are created for specific purposes and represent the context in which they were created. 4. Use latitude and longitude coordinates to identify absolute location. 1.2 Understanding Regions How does where you live affect how you live? 5. Regions can be determined, classified and compared using various criteria (e.g., landform, climate, population, cultural, or economic). 5. Use various criteria to describe, classify and compare regions within the. Columbus City Schools

4 Unit 1. Tools and Skills for Investigating the World, Past and Present (continued) 1.3 Human-Environment Interaction Is geography destiny? Are humans ruining the environment or making the world a better place to live? 6. Variations among physical environments within the Eastern Hemisphere influence human activities. Human activities also alter the physical environment. 6a. Explain how variations among physical environments in the influence human activities. 6b. Explain how human activities have altered the physical environments of the. 1.4 Understanding Chronology Why does chronology matter? 1. Events can be arranged in order of occurrence using the conventions of B.C. and A.D. or B.C.E. and C.E. 1. Apply the conventions of B.C.E. and C.E. or B.C. and A.D. to arrange an analyze events in chronological order. 1.5 Using Sources How do we piece together clues about the past and present? What should we do when sources disagree? 9. Different perspectives on a topic can be obtained from a variety of historic and contemporary sources. Sources can be examined for accuracy. 9a. Use a variety of historic and contemporary sources to obtain multiple perspectives on a topic. 9b. Examine a variety of sources for accuracy. Unit 2. Investigating History, Culture and the World Today 2.1 Types of Government Who has the right to rule? 10. Governments can be categorized as monarchies, theocracies, dictatorships or democracies, but categories may overlap and labels may not accurately represent how governments function. The extent of citizens liberties and responsibilities varies according to limits on governmental authority. 10a. Describe the relationship between those in power and individual citizens in a democracy, dictatorship, monarchy, and theocracy. 10b. Explain that the characteristics of governments often overlap and can misrepresent the actual relationship between those governing and those being governed. Columbus City Schools

5 Unit 2. Investigating History, Culture and the World Today (continued) 2.2 Early Civilizations: Egypt and Mesopotamia What makes civilizations successful? Why do early civilizations matter in today s world? 2. Early civilizations (Egypt and Mesopotamia) with unique governments, economic systems, social structures, religions, technologies and agricultural practices and products flourished as a result of favorable geographic characteristics. The cultural practices and products of these early civilizations can be used to help understand the today. 2a. Describe the influence of geography on the development of unique civilizations in Egypt and Mesopotamia. 2b. Describe the governments, cultures, economic systems, technologies and agricultural practices and products of early civilizations and their enduring influence in the today. 2.3 Early Civilizations: India and China What makes civilizations successful? Why do early civilizations matter in today s world? 2. Early civilizations (India and China) with unique governments, economic systems, social structures, religions, technologies and agricultural practices and products flourished as a result of favorable geographic characteristics. The cultural practices and products of these early civilizations can be used to help understand the today. 2a. Describe the influence of geography on the development of unique civilizations in India and China 2b. Describe the governments, cultures, economic systems, technologies and agricultural practices and products of early civilizations and their enduring influence in the today. 2.4 Cultural Diffusion and the World Today Why do people, products, and ideas move from place to place? What is the impact of cultural diffusion? 7. Political, environmental, social and economic factors cause people, products and ideas to move from place to place in the Eastern Hemisphere in the past and today. 8. Modern cultural practices and products show the influence of tradition and diffusion, including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism). 7a. Explain political, environmental, social, and economic factors that cause the movement of people, products and ideas in the Eastern Hemisphere. 7b. Describe the lasting impact of the movement of people, products and ideas in the Eastern Hemisphere. 8a. Explain how tradition and diffusion have influenced modern cultural practices and products in the Eastern Hemisphere. Columbus City Schools

6 Unit 2. Investigating History, Culture and the World Today (continued) 2.5 World Religions and the World Today How has religion shaped the world today? 8. Modern cultural practices and products show the influence of tradition and diffusion, including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism). 8b. Describe the influence of religious diffusion in the modern world. Unit 3. Investigating Economic Mysteries 3.1 Analyzing Economic Data Sets How do we solve great economic mysteries? 11. Economists compare data sets to draw conclusions about relationships among them. 11. Compare economic data sets to identify relationships and draw conclusions. 3.2 Economic Decision- Making How do we solve great economic mysteries? 12. The choices people make have both present and future consequences. The evaluation of choices is relative and may differ across individuals and societies. 12. Predict the present and future consequences of an economic decision and explain how individuals and societies may evaluate the choice differently. 3.3 Scarcity and Trade Why can t we have everything we want? Is trade good for the world? 3.4 Supply and Demand How are prices of goods and services determined? 13. The fundamental questions of economics include what to produce, how to produce and for whom to produce. 14. When regions and/or countries specialize, global trade occurs. 15. The interaction of supply and demand, influenced by competition, helps to determine price in a market. This interaction also determines the quantities of outputs produced and the quantities of inputs (human resources, natural resources and capital) used. 13. Explain how individuals and societies answer the fundamental questions of economics of what to produce, how to produce, and for whom to produce. 14. Explain how specialization leads to global trade. 15a. Explain how supply, demand and competition interact to determine price. 15b. Explain how supply, demand and competition interact to influence quantities of inputs and outputs. Review for State Test Why do students need to know for the state test? Content Statements 1-11; Learning Targets 1-11; Columbus City Schools

7 Unit 4. Financial Literacy and Career Exploration Review for State Test Why do students need to know for the state test? Content Statements 1-11; Learning Targets 1-11; Financial Literacy How should we manage our money? How should we decide what to buy? 16. When selecting items to buy, individuals can compare the price and quality of available goods and services. 16. Explain how individuals compare price and quality when selecting goods and services to buy. 4.2 Career Exploration What careers pathways interest me? What is the best way to prepare for career pathways that interest me? NA NA Grades 6 8 students: Key Ideas and Details READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES Cite specific textual evidence to support analysis of primary and secondary sources. 2. 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. 3. 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). Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. 5. Describe how a text presents information (e.g., sequentially, comparatively, causally). 6. 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). Integration of Knowledge and Ideas 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 8. Distinguish among fact, opinion, and reasoned judgment in a text. 9. Analyze the relationship between a primary and secondary source on the same topic. Columbus City Schools

8 Range of Reading and Level of Text Complexity 10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6 8 text complexity band independently and proficiently. Grades 6 8 students: Text Types and Purposes WRITING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 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 clauses to create cohesion and clarify the relationships 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. 2. 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. 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. 3. Not applicable as a separate requirement - Students narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. 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. 6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Columbus City Schools

9 Research to Build and Present Knowledge 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 8. 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. 9. Draw evidence from informational texts to support analysis reflection, and research. RANGE OF WRITING 10. 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. Columbus City Schools