6th Grade Curriculum Map 17-18 PDF

GRADE SIX
Social Studies Curriculum Map

OVERVIEW
The primary purpose of social studies is to help students develop the ability to make informed decisions as
citizens of a culturally diverse, democratic society in an interdependent world. The skills and concepts found
throughout this document reflect this purpose by promoting the belief that students must develop more than an
understanding of social studies content. They also must be able to apply the content perspectives of several
academic fields in the social studies to personal and public experiences. By stressing the importance of both
content knowledge and its application, the social studies curriculum in Kentucky provides a framework that
prepares students to become productive citizens.
The social studies Kentucky Academic Standards directly align with Kentucky's Academic Expectations. “Big
Ideas” organize the discipline of social studies and the Kentucky Standards for Social Studies. The Big Ideas in
social studies are Government and Civics, Economics, Geography, and Historical Perspective. The Big Ideas are
conceptual organizers that are the same at each grade level. This consistency ensures students have multiple
opportunities throughout their school careers to develop skills and concepts linked to the Big Ideas.
The Social Studies Program includes connections to literacy; active, hands-on work with concrete materials and
technologies. The social studies curriculum includes and depends on several resources such as textbooks, non-
fiction texts, biographies, autobiographies, journals, maps, newspapers, photographs, and historical documents.
Higher-order thinking skills, such as compare, explain, analyze, predict, construct, and interpret, depend all
heavily on many literacy skills and processes. For example, in social studies students must be able to understand
specialized vocabulary; identify and comprehend key pieces of information within texts; determine what fact is
and what opinion is; relate information across texts, connect new information to prior knowledge; and
synthesize the information to make meaning.
HOW TO USE THE CURRICULUM MAP

Social Studies Curriculum Maps are guides to social studies instruction. The Social Studies Curriculum Maps
assist teachers in planning and pacing instruction. Specific dates or weeks that may be included in this document
are for reference. Each school and teacher must consider the make-up of their students, focusing on the needs
and strengths of each child when pacing and planning instruction.
The four Curriculum Cycles for the year help pace instruction and ensure students have consistent coverage of
the social studies content. The Cycle Duration (the suggested amount of time to spend on each cycle) does not
accommodate for the scheduling of special events, inclement weather or school events. Teachers, with principal
guidance, should adjust pacing as needed to accommodate for these events. Identified Compelling Question
guide student inquiry during the curriculum cycle. This question guides the student’s in the study of the content
for the curriculum cycle. The curriculum cycle is further broken down into topics. The Topics indicate the
instructional focus of the curriculum cycle.
Each topic map contains these components:
 Kentucky Academic Standards -formerly Core Content for Assessment 4.1.
 Supporting questions to guide the inquiry of each topic.
 Vocabulary: potential terms student must be familiar with and may struggle with during this topic. This
list is not the sole list of terms students must learn or be able to apply while studying social studies.
 Learning Targets are the expected skills and concepts students are to know and be able to do by the end
of each topic. The Learning Targets in the curriculum maps are starting points. The list is not exhaustive
or exclusionary. The school, based on an analysis of student data, identifies the understandings, skills,
and concepts that support these targets established by the school.
Academic Services/ Curriculum Management

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 Instructional Resources include resources that promote inquiry, student understanding, and mastery of
skills.
Please keep the following in mind as you use the Elementary Social Studies Curriculum Maps:
 Read the unit prior to instruction. This will help you choose the resources and activities that best help
your students learn the Kentucky Core Academic Standards.
 Kentucky Academic Standards, Learning Targets, and Instructional Resources are not in a specific
teaching order under each topic. Teachers may sequence them to meet their own instructional needs.
RECOMMENDED STATE-APPROVED TEXTBOOKS

Per Kentucky State Statute, schools are responsible for adopting textbooks for use by students. The Kentucky
Department of Education recommends schools purchase textbooks from publishers that have assured the
accuracy of, availability of, support materials for, and durability of texts. In addition, the publishers should
provide adaptable texts and other materials for English Language Learners. The Social Studies Department
endorses no particular program and/or textbook.
CONNECTIONS TO THE FRAMEWORK FOR TEACHING

The Social Studies Curriculum Maps support teachers in planning and preparation for instruction. The
components of the maps provide support for teachers in these areas of the Framework for Teaching.
Domain 1 - Planning and Preparation:
Components A, C, D, E, F
Domain 3 - Instruction:
Components A i; C i, iii, iv, and D i, ii
CULTURALLY RELEVANT AND REFLECTIVE TEACHING

Culturally Relevant and Responsive Teaching is- teaching and leading in such a way that: more of our students,
across more of their differences, achieve at a higher level, and engage at a deeper level, more of the time,
without giving up who they are (Gary Howard, 2015). It involves development of skill and knowledge base that
enables teachers to use “the cultural knowledge, prior experiences, frame of references, and performance styles
of diverse students.” This approach makes learning encounters more relevant to and effective for all students.
To learn more about Culturally Relevant and Responsive Teaching (CRT), visit these links:
 Culturally Relevant Teaching Strategies
 Culturally Responsive Lesson Plan Descriptors
 Department of Diversity, Equity, and Poverty website
RESEARCH-BASED HIGH-YIELD PRACTICES FOR TIER 1 INSTRUCTION

These strategies have proven effective in affecting student learning and achievement gains. As you plan daily
instruction, consider how and where to integrate these strategies into the instructional sequence. Effect size in
parentheses.
 Classroom Discussion/Discourse (.82)
 Teacher Clarity/making the learning visible with expectations for learning (.75)
 Reciprocal Teaching (.74)
 Feedback (.73)
 Metacognitive Strategies (.69)

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SCOPE AND SEQUENCE OF INTRODUCTION OF PRIMARY SOURCES
The identification and use of primary and secondary sources in the study and analysis of history is critical to
building a foundation for growing knowledge. Teachers must introduce and given students opportunities to
work with the following at each grade level. The items are cumulative as the student moves up in grade.
Kindergarten ‐ photograph, grandparent (speaker/interview), artifact
First Grade ‐ Add letters, audio/video recording
Second Grade‐ Primary and Secondary: Add newspapers, documents, maps, coins, stamps
Third Grade‐ Add paintings, images
Fourth Grade ‐ Add timelines
Fifth Grade‐ Add diaries, graphs
COLLEGE, CAREER, AND CIVIC LIFE FRAMEWORK PRACTICES OF THE INQUIRY CYCLE
The focus Social Studies is to continue to build upon students’ prior contextual knowledge so they develop
deeper levels of understanding around the many ways the world is connected. Students make comparisons,
consider multiple perspectives and viewpoints and refine their critical thinking skills.
DIMENSION 1 DIMENSION 2 DIMENSION 3 DIMENSION 4

QUESTIONING DISCIPLINARY EVALUATING SOURCES COMMUNICATING
THINKING
Students will independently and Students will independently and Students will independently and Students will independently and
collaboratively: collaboratively: collaboratively: collaboratively:
 Develop compelling  Engage in disciplinary  Gather information from  Construct viable arguments,
questions that promote thinking used by social multiple sources from a wide relevant explanations and/or
inquiry around key scientists (historians, range of perspectives and public demonstrations that
disciplinary concepts and economists, political evaluate for credibility. convey ideas and
embeds enduring issues. scientists and geographers)  Identify and utilize evidence perspectives to an array of
 Develop supporting questions independently and to seek solutions to audiences.
that identify facts, concepts proficiently resulting in civic questions.  Critique the arguments and
and research interpretations readiness.  Develop and create claims explanations of others
associated with a key and counterclaims using paying particular attention to
disciplinary concept. evidence to construct credibility and relevance of
 Determine the sources that strengths and weaknesses information.
will assist in answering  Address options of individuals
compelling and supporting and groups to identify and
questions. apply a range of strategies
and complex reasoning to
take public action or propose
a solution.
PROJECT BASED LEARNING

The purpose of project-based learning is to provide a structure through which students can demonstrate
mastery of a concept or subject by creating and presenting a research-based project driven by their own
interest. Through this research process, students work within the same parameters as real researchers.
Students are interested and driven to learn because of increased autonomy and the drive of inquiry. While the
projects can assess the students’ knowledge of content, concepts, and skills, and the level of depth and
complexity to which students have understood them, PBL also allows students to think deeply and analytically
about a topic of particular resonance and meaning for them. The open-endedness of PBL provides

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differentiation and multiple modalities (choice, student interest, collaboration, etc.) for students. The spectrum
of the creativity with PBL goes a long way to bring meaning and relevancy to learning.
To learn more about Project-based learning, go to Buck Institute for Education.
Project-based learning in social studies takes many forms. The social studies prepare students for college,
career, and civic life by providing guidance on the concepts, skills, and disciplinary tools for success. The
guidance and support takes place in the Inquiry Arc—a set of interlocking and mutually reinforcing ideas that
feature the four dimensions of informed inquiry in social studies: 1 Developing questions and planning inquiries;
2 Applying disciplinary concepts and tools; 3 Evaluating sources and using evidence; and 4 Communicating
conclusions and taking informed action. The Inquiry Arc focuses on inquiry and pursuing knowledge through
questions in particular that support rigorous student learning.
To learn more about project-based learning in social studies, check out the links below.
(a) Project Based Learning in History and Social Studies - MiddleWeb
(b) Project-Based Learning: Inspiring Middle School Students to Engage ...
(c) Social Studies Projects & Ideas for PBL History, Geography & Civics ...
To assist teachers in accessing the units, we have included hyperlinks to the first page of each unit. The
following are units for the Grade Six Social Studies curriculum map are:
Cycle One
Cycle Two
Cycle Three
Cycle Four

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Cycle 1:
The Basics of Geography and Economics;
North America: An Emphasis on Government, Culture and Economics
Duration: Assessments:
9 Weeks  Ongoing teacher-created formative assessments
36 Instructional days out of 39 calendar school days  Teacher-created summative assessments
 District-designed benchmark assessment (every 12 weeks)
Units:
 Unit 1 The Basics of Geography and Economics
 Unit 2 North America
FUNDAMENTAL SKILLS STANDARDS

Fundamental Skills Standards spiral throughout the content. Instructional resources are included within each topic to address these standards.
SS-06-1.1.1 Students will compare purposes and sources of power in the most common forms of government (monarchy, democracy, republic, dictatorship) in the present day. DOK 2
SS-06-2.1.1 Students will explain how elements of culture (e.g., language, the arts, customs, beliefs, literature) define specific groups in the global world of the present day and may result
in unique perspectives. DOK 2
SS-06-3.1.1 Students will explain and give examples of how scarcity requires individuals, groups and governments in the present day to make decisions about how productive resources
(natural resources, human resources capital goods) are used. DOK 2
SS-06-4.1.1 Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases, satellite images) to interpret patterns and locations on Earth’s surface in the
present day. DOK 3
Unit 1: Introduction to Concepts Suggested Duration:

The Basics of Geography and Economics 11 days
Reminder: Continue to spiral the Fundamental Skills Standards throughout instruction.
SS-06-3.2.1 Students will compare present day economic systems (traditional, command, market, mixed). DOK 2
SS-06-3.3.1 Students will explain how in present day market economies, the prices of goods and services are determined by supply and demand. DOK 2
SS-06-3.4.2 Students will describe how new knowledge, technology/tools and specialization increase human productivity in the present day. DOK 2

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SS-06-3.4.3 Students will explain how international economic activities are interdependent in the present day. DOK 2
SS-06-4.2.1 Students will describe how regions in the present day are made distinctive by human characteristics (e.g., dams, roads, urban centers) and physical characteristics (e.g.,
mountains, bodies of water, valleys) that create advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement, development). DOK 2
SS-06-4.2.2 Students will describe and give examples of how places and regions in the present day change over time as technologies, resources and knowledge become available. DOK 2
SS-06-4.3.1 Students will describe patterns of human settlement in the present day and explain how these patterns are influenced by human needs. DOK 2
SS-06-4.3.2 Students will explain why and give examples of how human populations may change and/or migrate because of factors such as war, famine, disease, economic opportunity
and technology in the present day. DOK 3
SS-06-4.4.1 Students will explain how technology in the present day assists human modification (e.g., irrigation, clearing land, building roads) of the physical environment in regions.
SS-06-4.4.2 Students will describe ways in which the physical environment (e.g., natural resources, physical geography, natural disasters) both promotes and limits human activities (e.g.,
exploration, migration, trade, settlement, development) in the present day. DOK 2
Topic 1: Suggested Days:

Introduction to Geography 7 Days
SUPPORTING QUESTION:
 How does geography help us understand our world?
VOCABULARY:
geography, absolute location, relative location, place, human-environmental interaction, movement, region, map, latitude, longitude, equator,
continent, ocean, prime meridian, grid system, projection, legend or key, scale, compass rose, physical map, political map, thematic map, physical
features or physical characteristics, mountains, waterways, landforms, peninsula, vegetation, natural resources, weather, climate, precipitation,
advantages and disadvantages, physical environment, patterns of human settlement, environmental factors and geographic factors
LEARNING TARGETS POSSIBLE INSTRUCTIONAL STRATEGIES POSSIBLE RESOURCES

THE LEARNING TARGETS LISTED ARE NOT EXHAUSTIVE OR
EXCLUSIONARY
 I can locate places on Earth using a variety of Claim, Evidence and Reasoning, Teaching Arguments  JCPS SharePoint, Latitude and Longitude
geographic tools (06-4.1.1). Prezi PowerPoint
 I can explain why geographers use a variety of Claims, Reasons and Evidence Graphic Organizer,  JCPS SharePoint, Compass Rose PowerPoint
maps to show information (06-4.1.1). Instructions for use
 JCPS SharePoint, Interpreting Maps PowerPoint

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 I can explain how the physical environment affects Graphic Organizers, Customizable graphic organizers,  JCPS SharePoint, Types of Maps PowerPoint
how people live (06-4.2.1; 06-4.2.2; 06-4.3.1; 06- Worksheetworks.com website
4.3.2; 06-4.4.1; 06-4.4.2).  Message in a Bottle, Scholastic latitude/longitude
Question Formulation Technique, Strategy game
 I can explain how regions are different and how
these differences create advantages and Inquiry-based Learning, Strategy  Latitude/Longitude Map Match Game
disadvantages (06-4.2.1; 06-4.4.2).
Culturally Responsive Teaching Strategies, The  JCPS SharePoint, Landforms PowerPoint
 I can explain how human needs influence where Education Alliance at Brown University website
people move and settle (06-2.1.1; 06-4.3.1; 06-  JCPS SharePoint, Physical and Human
4.3.2). What Can You Do With Geography?, PBS Learning Characteristics PowerPoint
Media
 I can explain how and why human populations  National Geographic Lesson, Migration: Why do
change or migrate (06-2.3.1; 06-2.3.2; 06-4.2.1; Scale City: Scaling Up Recipes and Circles in the Real
People Move?
06-4.3.1; 06-4.3.2 World, PBS Learning Media
Scale City: Proportional Relationships in the Real  National Geographic Lesson, Human Migration:
 I can explain why the physical environment and The Story of the Cultural Landscape
regional differences are so important in World, PBS Learning Media
determining human actions and activities (06-
4.2.1; 06-4.3.1; 06-4.3.2).

Introduction to Economics 3 Days
SUPPORTING QUESTIONS
 Why can’t we have everything we want?
 What is to be produced and how?
 For whom are the goods produced?

VOCABULARY
economics, resources, wants, scarcity, inputs, outputs, economic problem, goods and services, production, labor, land, capital, human capital, tangible
and intangible, self-interest, opportunity cost, producer and consumer, market, price, cost, buyer and seller, supply and demand, specialization, division
of labor, trade, economy, market economy, command economy, mixed economy

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EXCLUSIONARY
 I can define the economic terms scarcity, Claim, Evidence and Reasoning, Teaching Arguments  JCPS SharePoint, Introduction to Basic Economics
production, market and cost (06-3.1.1; 06-3.2.1; Prezi lessons and resources
06-3.3.1; 06-3.4.2).
Claims, Reasons and Evidence Graphic Organizer,  Center for Economic Education, Coming and
 I can identify the big economic problem and Instructions for use Going: Imports and Exports Throughout the
possible solutions to it (06-3.1.1; 06-3.2.1; 06- World Lesson Plan
3.3.1; 06-3.4.2). Graphic Organizers, Customizable graphic organizers,
Worksheetworks.com website  Parsing Gross Domestic Product, Khan Academy
 I can describe the importance of economics for an Video on PBS Learning Media
individual producer and consumer (06-3.1.1; 06- Question Formulation Technique, Strategy
3.2.1; 06-3.3.1; 06-3.4.2; 06-3.4.3).  The Low Down on Gross Domestic Product, PBS
Inquiry-based Learning, Strategy
Learning Media
Unit 2: An Emphasis on Government, Culture and Economics Suggested Duration:

North America 25 days

SS-06-1.1.2 Students will describe and give examples to support how present day democratic governments function to preserve and protect the rights (e.g., voting), liberty and property
of their citizens by making, enacting and enforcing appropriate rules and laws. DOK 3
SS-06-2.3.1 Students will explain how conflict and competition (e.g., political, economic, religious, ethnic) occur among individuals and groups in the present day. DOK 2
SS-06-2.3.2 Students will explain how compromise and cooperation are possible choices to resolve conflict among individuals and groups in the present day. DOK 2

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The United States 10 Days
 How does a democratic government organize its economy?
VOCABULARY:
culture, trait, diffusion, migration, natural resources, environment, ecosystem, forms of government, executive branch, legislative branch,
judicial branch, republic, democracy, elect, rights, responsibilities, bicameral, federal, state, rural, urban, suburb, developed country,
developing country, economy, trade, free enterprise, gross domestic product, push or pull factor
EXCLUSIONARY
 I can identify the type of government that exists in Graphic Organizers, Customizable graphic organizers,  JCPS SharePoint, Landform Regions of the United
the U.S. and how it works (06-1.1.1). Worksheetworks.com website States
 I can describe the rights and responsibilities of Question Formulation Technique, Strategy  JCPS SharePoint, Exploring the Five Regions of
citizens in the U.S. (06-1.1.1; 06-1.1.2). the United States PowerPoint
Analyze an Artifact, Strategy
 I can explain why and describe how regions of the  JCPS SharePoint, Landform and Physical Regions
U.S. use their productive resources to meet their Inquiry-based Learning, Strategy
of the United States PowerPoint
economic needs (06-3.1.1; 06-3.2.1; 06-3.4.2; 06-
4.2.1). Culturally Responsive Teaching Strategies, The
Education Alliance at Brown University website  National Geographic, Defining Regions of the
United States Lesson
 I can describe the free enterprise system of the
U.S. (06-3.2.1; 06-3.3.1; 06-3.4.2). Claim, Evidence and Reasoning, Teaching Arguments
Prezi  Inquiry Design Module, Sample IDM from NY,

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 I can explain the importance of international trade Declaration of Independence
on the economy of the U.S. (06-3.1.1; 06-3.2.1; 06- Claims, Reasons and Evidence Graphic Organizer,
3.4.3) Instructions for use  Country Report: United States of America, PBS
Learning Media
 I can compare and contrast different types of Constitution, pdf
economic systems (market, command, traditional)  US Politics: The Intersection of government
to a mixed economy (06-3.2.1; 06-3.3.1; 06-3.4.3). How Does Government Affect Me?, PBS Learning economics and elections, PBS Learning Media
Media  US Politics: The Intersection of government,
 I can explain why the U.S. economy is a mixed economics and elections, PBS Learning Media
economy rather than a market economy (06-3.2.1; Elections the Maintenance of Democracy, PBS
06-3.3.1). Learning Media  Assignment: Mixed Economy and the
Government, PBS Learning Media
 I can make an argument (using claims, reasons and The Powers of Government, PBS Learning Media
evidence) for why countries declare independence  Lesson Plan: Government Fundamentals and
(06-1.1.1; 06-1.1.2; 06-2.1.1). Forms of Government, PBS Learning Media Paper Football, PBS Learning Media

Canada 5 Days
 How do regional differences affect life in Canada?
VOCABULARY:
glacier, fresh water, salt water, watershed, runoff, sediment, wetlands, metropolitan area, public transit, plural society, humid, semiarid,
subarctic, marine, tundra, forestry, hydroelectric power, provinces, regionalism, maritime, democracy, appoint, prime minister, parliament,
legislature, provincial
EXCLUSIONARY
 I can identify the type of government that exists in Graphic Organizers, Customizable graphic organizers,  JCPS SharePoint, Canada 101 PowerPoint
Canada and how it works (06-1.1.1). Worksheetworks.com website
 JCPS SharePoint, Canada and the U.S.
 I can describe the rights and responsibilities of Question Formulation Technique, Strategy Comparative Democracies PowerPoint
citizens in Canada (06-1.1.1; 06-1.1.2).
 JCPS SharePoint, Canada Regional Geography
PowerPoint

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 I can identify major exports and imports of Culturally Responsive Teaching Strategies, The
Canada’s economy (06-3.1.1; 06-3.2.1; 06-3.3.1; Education Alliance at Brown University website  Country Report: Canada, PBS Learning Media
06-3.4.3; 06-4.1.1).
Visual Aid: Government in Canada, Webpage  Map Activity: The Geography and Natural
 I can describe how regionalism influences Resources in Canada, PBS Learning Media
interactions between the Canadian people (06- Government and Democracy Through Canadian Eyes,
2.1.1; 06-2.3.1; 06-2.3.2; 06-4.1.1; 06-4.2.1; 06- PBS Learning Media  Assignment: Canadian Provinces Activity, PBS
4.2.2; 06-4.3.1; 06-4.3.2). Learning Media
Levels of Canadian Government, Video on YouTube
 I can explain the geographic factors responsible for  Canada's Voting System Explained, PBS Learning
the location of economic activities in the five Canada: Our Electoral System, PBS Learning Media
Media
regions of Canada (06-3.1.1; 06-3.3.1; 06-3.4.2; 06-
4.1.1; 06-4.2.1; 06-4.2.2). The Right to Vote in Canada, PBS learning Media

Mexico 10 Days
 How does Mexico’s culture reflect different aspects of its history?
VOCABULARY:
Yucatan Peninsula, empire, mestizos, missions, haciendas, inflation, slash-and-burn agriculture, cash crop, industry, tourism, maquiladoras,
spatial inequality, standard of living, urbanization, ejidos or communal lands, smog, air quality, slums, tenements, estates
EXCLUSIONARY
 I can identify the type of government that exists in Graphic Organizers, Customizable graphic organizers,  Boomtowns Spur Economic Growth in Mexico,
Mexico and how it works (06-1.1.1). Worksheetworks.com website PBS Learning Media
 I can describe the rights and responsibilities of Question Formulation Technique, Strategy  Mexico's Passion for Lucha Libre, PBS Learning
citizens in Mexico (06-1.1.1; 06-1.1.2). Media
Analyze an Artifact, Strategy
 I can identify major exports and imports of  Food For the Ancestors: Day of the Dead, PBS
Mexico’s economy (06-3.1.1; 06-3.2.1; 06-3.3.1; Inquiry-based Learning, Strategy
Learning Media
06-3.4.3; 06-4.1.1).
Culturally Responsive Teaching Strategies, The
Education Alliance at Brown University website  Dia de los Muertos: Animated Short, PBS

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 I can analyze geographic characteristics of modern Learning Media
day Mexico that resulted from historical events or Visual Aid: Mexico's Government
factors (06-.4.2.1; 06-4.2.2; 06-4.3.1; 06-4.3.2; 06-  Mexico's Culture, PBS Learning Media
5.1.1). Country Report: Mexico, PBS Learning Media
 I can identify and describe common traits that Mexico's Government, PBS Learning Media
describe Mexican culture and how they are
displayed in daily life (06-2.1.1). How Corrupt Is Mexico?, PBS Learning Media

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Cycle 2:
Latin America: An Emphasis on Culture, Economics and History
Unit:
 Unit 3 Latin America

present day. DOK 3
Unit 3: An Emphasis on Culture, Economics and History Suggested Duration:

Latin America 35 days


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SS-06-4.4.1 Students will explain how technology in the present day assists human modification (e.g., irrigation, clearing land, building roads) of the physical environment in regions. DOK

Central America 10 Days
 How have geography and economics affected daily life for people in Central America?
VOCABULARY:
spatial map, population map, physical map, natural resources map, climate map, First World country, Second World country, Third World
country, Isthmus, archipelago, cloud forest, ecotourism, civil war, Panama canal, indigenous people, ethnic group, adaptation, subsistence
farming, adobe, migrant workers, barter, rituals, modification
EXCLUSIONARY
 I can analyze different patterns in Central America Graphic Organizers, Customizable graphic organizers,  Latin America: Teaching Geography, PBS Learning
by using special-purpose maps (06-4.1.1). Worksheetworks.com website Media
Question Formulation Technique, Strategy

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 I can analyze ways people in Central America have  First, Second and Third World Countries
modified their environment to meet their needs Inquiry-based Learning, Strategy Explained, One Nation Online Project
(06-3.1.1; 06-4.2.1; 06-4.2.2; 06-4.3.1; 06-4.3.2;
06-4.4.1; 06-4.4.2). Culturally Responsive Teaching Strategies, The  Central America Facts and Stats, Moving to
Education Alliance at Brown University website Central America.com
 I can define and give examples of agricultural,
manufacturing, and service industries in Central Map Activity: Discovering Central America, PBS
America (06-2.1.1; 06-2.3.1; 06-2.3.2; 06-3.2.1; 06- Learning Activity, PBS Learning Media
3.3.1; 06-3.4.2).
Map Analysis: Central America, PBS Learning Media
 I can analyze the economic importance of
ecotourism to Central America (06-2.1.1; 06-2.3.1; Map-Based Exploration: Central America, PBS
06-2.3.2; 06-3.1.1; 06-3.2.1; 06-3.3.1; 06-3.4.2). Learning Media
 I can explain how the scarcity of resources influences Assignment: Languages of Central America and the
economic development in Central America (06-2.1.1; Caribbean, PBS Learning Media
06-3.2.1; 06-3.3.1; 06-3.4.2).
 I can describe how the cultures of Central America

reflect their colonial heritage (06-2.1.1; 06-5.1.1).
The Caribbean 10 Days
 How has geography affected the economy of the Caribbean islands?
VOCABULARY:
dialect, refugee, plantation, cash crop, tourism, atmosphere, convection, current, prevailing winds, hurricanes, typhoons, cyclones,
condensation, tropical disturbance, tropical depression, tropical storm, eye wall, El Nino, rain bands, storm surge, landmass, sewage,
sanitation, traditional economy, single product economy, command economy, missions, communism
EXCLUSIONARY
 I can analyze different patterns in the Caribbean Graphic Organizers, Customizable graphic organizers,  Map Analysis: The Caribbean Region, PBS
by using special-purpose maps (06-4.1.1). Worksheetworks.com website Learning Media

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 I can analyze the economic importance of  Map-Based Exploration: The Natural Resources
ecotourism to the Caribbean (06-2.1.1; 06-2.3.1; Inquiry-based Learning, Strategy of the Caribbean, PBS Learning Media
06-2.3.2; 06-3.1.1; 06-3.2.1; 06-3.3.1; 06-3.4.2).
Culturally Responsive Teaching Strategies, The  Assignment: Languages of Central America and
 I can explain how the scarcity of resources Education Alliance at Brown University website the Caribbean, PBS Learning Media
influences economic development in the
Caribbean (06-2.1.1; 06-3.2.1; 06-3.3.1; 06-3.4.2). Map Analysis: The Caribbean Region, PBS Learning  Country Report: Cuba, PBS Learning Media
Media
 I can define and give examples of agricultural,  First, Second and Third World Countries
manufacturing, and service industries in the Map-Based Exploration: The Natural Resources of the Explained, One Nation Online Project
Caribbean (06-2.1.1; 06-2.3.1; 06-2.3.2; 06-3.2.1; Caribbean, PBS Learning Media
06-3.3.1; 06-3.4.2).  Assignment: Languages of Central America and
the Caribbean, PBS Learning Media

South America 15 Days
 How has the geography and history of South America shaped its culture?
VOCABULARY:
cordillera, plateau, basin, climate, temperate, arid, semi-arid, tropical, tropical wet, tropical dry, tropical rain forest, highlands, desert scrub,
tropical grasslands, vegetation zone, forest floor, Tierra Helada, alpine, tree line, snow line, glaciers, terracing, biodiversity, guerillas,
colony, independence, revolution, joropo, llaneros, strike, referendum, vertical trade, apus, paramos/punas, quinoa, policy, estuary,
deforestation, reforestation, habitat, reserves, clear-cut, soil exhaustion, megacity, favelas, gauchos, Mercosur, informal economy,
landlocked, altiplano, strait, empire, dictators, viceroy Creoles, government, coup, traditional economy, single product economy
EXCLUSIONARY
 I can describe the environmental challenges Graphic Organizers, Customizable graphic organizers,  Country Report: Argentina, PBS Learning Media
(deforestation, soil exhaustion, etc.) that many South Worksheetworks.com website
American countries face ().  Country Report: Brazil, PBS Learning Media
 I can describe how patterns of human settlement are  First, Second and Third World Countries
influenced by the physical geography of South America Inquiry-based Learning, Strategy Explained, One Nation Online Project
().

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GRADE SIX
Culturally Responsive Teaching Strategies, The
 I can explain how individual and group perspectives of Education Alliance at Brown University website
how to use natural resources influence the political,
social, and economic development of countries in Inquiry Design Module, Sample IDM from NY,
South America (06-1.1.1; 06-2.1.1; 06-2.3.1; 06-2.3.2; Bananas
06-3.1.1; 06-3.4.2; 06-4.2.2; 06-4.3.2 ).
Interactive Map: South America, PBS Learning Media
 I can argue what the real cost of bananas is to both
producers and consumers (06-3.2.1; 06-3.3.1). Assignment: Geographic Determinism in
Mesoamerica and South America, PBS Learning Media

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GRADE SIX
Cycle 3:
Europe and Africa: Emphases on Economics, Government and History
Units:
 Unit 4 Europe
 Unit 5 Africa

present day. DOK 3
Unit 4: An Emphasis on Economics, Government and History Suggested Duration:

Europe 20 days


Revised: April 2017
Page 18
GRADE SIX

Russia and the Caucasus 5 Days
 How have changes in economic systems affected GDP?
VOCABULARY:
Gross Domestic Product or GDP, taiga, Cyrillic, steepe, temperate grasslands, deciduous forests, coniferous forests, mixed forests, tundra, erosion,
glaciation, tectonic activity, volcanic activity, sediment, moraines, czar, empire, ethnic group, Bolsheviks, revolution, communism, Soviet Union, super
power, command economy, gulags, propaganda, federal republic, prime minister, legislature, dachas, smelters, Trans-Siberian Railroad
EXCLUSIONARY

Revised: April 2017
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GRADE SIX
 I can analyze the relationship between past Activity: Mapping out the Soviet Union, PBS Learning  Topographical Map of Europe, PBS Learning
conflicts and current conditions (06-1.1.1; 06- Media Media
2.1.1; 06-2.3.1; 06-2.3.2; 06-3.1.1; 06-3.2.1; 06-
3.3.1; 06-3.4.2; 06-4.1.1; 06-4.2.1; 06-4.2.2; 06- Lesson Plan: Living Under Communism, PBS Learning  Map of Russia, PBS Learning Media
4.4.2; 06-5.1.1). Media
 Assignment: Society’s Impact on the
 I can describe how geographic factors are directly Lesson Plan: Persona Project, The Face of Russia, PBS Environment, Russia, PBS Learning Media
related to economic factors (06-3.1.1; 06-3.2.1; Learning Media
06-3.3.1; 06-3.4.2; 06-4.2.1; 06-4.2.2; 06-4.4.2).  Country Report: Russia, PBS Learning Media
Lesson Plan: Design an Icon, The Face of Russia, PBS
 I can explain how governmental factors are Learning Media  Teaching Geography: Russia, PBS Learning Media
directly related to economic factors (06-1.1.1; 06-
4.2.1; 06-4.2.2; 06-4.4.2). Assignment: Chernobyl, What Really Happened?, PBS  Russia Economic Outlook, Focus Economics
Learning Media Website
 I can explain how the move from a command to a
market economy has affected economic growth in Lesson Plan: The Power of Architecture, The Face of  Russia: Command and Control Essay, The
Russia and the Caucasus (06-1.1.1; 06-1.1.2; 06- Russia, PBS Learning Media Economist Online
3.2.1; 06-3.3.1; 06-3.4.2).
Eastern Europe and Northern Europe 4 Days
 How can the physical characteristics of a region create economic advantages and disadvantages?
VOCABULARY:
isles, fjord, geothermal energy, drift, constitutional monarchy, Magna Carta, Vikings, pillage, uninhabitable, geysers, radiation, war, conflict,
invasion, communism, infrastructure, Commonwealth of Independent States, genocide, ethnic cleansing, nuclear radiation, pollution,
Industrial Revolution, acid rain, river system, toxic
EXCLUSIONARY
Graphic Organizers, Customizable graphic organizers,  Topographical Map of Europe, PBS Learning
Worksheetworks.com website Media
 I can identify and explain multiple problems
caused by the scarcity of resources in Europe (06- Question Formulation Technique, Strategy  Europe: Teaching Geography, PBS Learning
Media

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GRADE SIX
3.1.1; 06-4.1.1; 06-4.2.1; 06-4.2.2; 06-4.3.1; 06-  Hot Planet, Cold Comfort, PBS Learning Media
4.3.2). Culturally Responsive Teaching Strategies, The
Education Alliance at Brown University website  The Future of Energy: Geothermal Power, PBS
 I can explain how command economy policies Learning Media
continue to affect the economies of Eastern Activity: Mapping out the Soviet Union, PBS Learning
European countries (06-1.1.1; 06-3.2.1). Media  Geothermal Energy: Harnessing the Power of the
Earth, PBS Learning Media
 I can describe how physical characteristics have Lesson Plan: Living Under Communism, PBS Learning
created advantages and disadvantages for the people Media  NOVA: Glacier Close Up, PBS Learning Media
in Greenland, Iceland and Scandinavia (06-4.2.1; 06-
4.2.2; 06-4.3.1; 06-4.3.2; 06-4.4.1; 06-4.4.2). Iceland: Volcano Power, PBS Learning Media  Map: Arctic Atlas, PBS Learning Media
 I can describe how Northern Europe’s primary natural
resources help to make it one of the wealthiest regions
in the world (06-4.2.1; 06-4.2.2; 06-4.3.1; 06-4.3.2; 06-
4.4.1; 06-4.4.2).

West Central Europe 7 Days
 Why is cooperation between European nations important?
VOCABULARY:
channel, navigable river, cathedral, café, cuisine, menu, cosmopolitan, seat of government, currency , chancellor, cantons, European Union,
supranational cooperation, centripetal forces, centrifugal forces, common market, currency, euro, trade bloc, cultural identity, diversity, polder
EXCLUSIONARY
 I can define the European Union and describe its Graphic Organizers, Customizable graphic organizers,  How the EU Works, Video on YouTube
purpose and goal (06-1.1.1; 06-3.1.1; 06-3.2.1; 06- Worksheetworks.com website
3.3.1; 06-3.4.2; 06-3.4.3; 06-4.2.2; 06-4.3.1; 06-  Teaching Geography: European Union Timeline,
4.3.2; 06-4.4.1; 06-4.4.2). Question Formulation Technique, Strategy PBS Learning Media
 I can explain how organizations, such as the EU Inquiry-based Learning, Strategy  The Brexit Debate Explained in 2 Minutes,
have promoted cooperation among nations in Bloomberg Video on YouTube
West Central Europe (06-1.1.1; 06-3.1.1; 06-3.2.1; Culturally Responsive Teaching Strategies, The
Education Alliance at Brown University website

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GRADE SIX
06-3.3.1; 06-3.4.2; 06-3.4.3; 06-4.2.2; 06-4.3.1; 06-  Brexit Vote Leaves Britain, European Union
4.3.2; 06-4.4.1; 06-4.4.2). Unit of Lesson Plans: Teaching the European Union, Reeling, PBS Learning Media
Delegation of the European Union to the United
 I can explain how the EU has increased trade and States Website
other economic activities throughout Europe (06-
3.2.1; 06-3.3.1; 06-3.4.2; 06-3.4.3; 06-4.2.2; 06-
4.3.1; 06-4.3.2; 06-4.4.1; 06-4.4.2).
 I can explain reasons why countries would want to

withdraw from the EU (06-1.1.1; 06-1.1.2; 06-
3.1.1; 06-3.1.2; 06-3.3.1; 06-3.4.2; 06-3.4.3).

Southern Europe 4 Days
 How has the EU affected life in Southern Europe?
VOCABULARY:
democracy, architecture, orthodox, renaissance, pope, Christianity, Roman Catholicism, Greek Orthodox, constitutional monarchy, parliament, birth rate
and death rate, total fertility rate and replacement rate, life expectancy, dependency ratio, demographic transition model, pension
EXCLUSIONARY
 I can describe the contribution of ancient Greeks Graphic Organizers, Customizable graphic organizers,  Topographical Map of Europe, PBS Learning
to the forms of government in the present day Worksheetworks.com website Media
(06-1.1.1; 06-1.1.2; 06-2.1.1; 06-2.3.1; 06-2.3.2;
06-5.1.1). Question Formulation Technique, Strategy  Europe: Teaching Geography, PBS Learning
Media
 I can explain how the culture of Southern Europe’s Inquiry-based Learning, Strategy
past is reflected in their societies today (06-2.1.1;  How the Euro Caused the Greek Crisis, Video on
06-2.3.1; 06-2.3.2; 06-5.1.1). Culturally Responsive Teaching Strategies, The YouTube
 I can explain how the EU has affected the  Explaining Greece's Debt Crisis, The New York
economy of Greece (06-3.2.1; 06-3.3.1; 06-3.4.2; Country Report: Italy, PBS Learning Media Times Online
06-3.4.3; 06-4.2.2; 06-4.3.2).
Introduction to Italy, PBS Learning Media

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GRADE SIX
 What Happens if a Country Goes Bankrupt?,
Video on YouTube
Unit 5: An Emphasis on Economics, Government and History Suggested Duration:
Africa 20 days


West Africa 4 Days
 What factors have helped to shape the cultures of West Africa?
VOCABULARY:
Sahel, desertification, savanna, monarchy, slave trade, animism, extended family, secede, famine, desert, ethnic groups, linguistic groups, dialect,
colonialism, drought, Islam, Muslim, five pillars of Islam, Shari’a law, shantytowns, human modification
EXCLUSIONARY

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GRADE SIX
 I can explain how the physical geography of West Graphic Organizers, Customizable graphic organizers,  Map Activity: Sub-Saharan Africa, PBS Learning
Africa impacts human settlement (06-4.2.1; 06-4.2.2; Worksheetworks.com website Media
06-4.3.1; 06-4.3.2; 06-4.4.1; 06-4.4.2).
Question Formulation Technique, Strategy  Map Activity: Natural Resources of West Africa,
 I can explain the impact of various diseases and PBS Learning Media
epidemics on the human populations in West Africa Inquiry-based Learning, Strategy
(06-2.1.1; 06-2.3.1; 06-2.3.1; 06-4.2.2; 06-4.3.1; 06-  Data Analysis: Population Changes in Africa
4.3.2). Culturally Responsive Teaching Strategies, The Before European Arrival, PBS Learning Media
 I can explain how the diverse West African cultures  Map Activity: Connecting Africa, PBS Learning
reflect three main influences: traditional African, Teacher's Guide: Virtual Field Trip of Africa, PBS Media
European, and Islamic (06-2.1.1; 06-2.3.1; 06-2.3.2; 06- Learning Media
06-4.2.1; 06-4.2.2; 06-4.3.1; 06-4.3.2; 06-5.1.1).  Map Activity: A History of Africa Through Maps,
Virtual Field Trip of Africa, PBS Learning Media PBS Learning Media
Lesson: The Dogon of Africa, PBS Learning Media  Ebola Invades, PBS Learning Media
Lesson: The Baka of Cameroon, PBS Learning Media

North Africa 4 Days
 How has Islam shaped life in North Africa?
VOCABULARY:
headwaters, confluence, cataracts, wadis, reservoir, floodplains, delta, basin, irrigation, desert, pastoral nomads, ergs, hammadas, regs, silt, canal, oasis,
mountains, highlands, plateaus, monarchy, kingdom, king, pharaoh, hieroglyphics, Berbers, polytheism, Islam, Muslim, five pillars of Islam, Muhammad,
Arabic, republic, constitution, Maghreb, souks, dictator
EXCLUSIONARY
 I can explain how the physical geography of North Graphic Organizers, Customizable graphic organizers,  Teaching Geography: Northern Africa, PBS
Africa impacts human settlement (06-4.1.1; 06-4.2.1; Worksheetworks.com website Learning Media
06-4.2.2; 06-4.3.1; 06-4.3.2; 06-4.4.2).
Question Formulation Technique, Strategy  Map of Egypt: Arab Spring, PBS Learning Media

Revised: April 2017
Page 24
GRADE SIX
 I can describe conflicts North African countries have Inquiry-based Learning, Strategy  The Expansion of Islam and Trade in Africa, PBS
experienced over the role of Islam in government (06- Learning Media
1.1.1; 06-1.1.2; 06-2.1.1; 06-2.3.1; 06-2.3.2). Culturally Responsive Teaching Strategies, The
Education Alliance at Brown University website  Arab Spring Timeline
 I can explain why North African countries share many
aspects of culture (06-2.1.1; 06-2.3.1; 06-2.3.2; 06- Teacher's Guide: Virtual Field Trip of Africa, PBS  Arab Spring Data
4.4.1; 06-4.4.2). Learning Media
 Teaching with the News, Egypt’s Uprising
Virtual Field Trip of Africa, PBS Learning Media
 I can explain how the expression of democratic
principles has changed over time in North Africa (06-  Revolution in Egypt, PBS Learning Media
Lesson: Understanding the Arab Spring, The Choices
1.1.1; 06-1.1.2; 06-2.1.1; 06-2.3.1; 06-2.3.2; 06-4.4.1;
Program  Egypt's Interim Government, PBS Learning Media
06-4.4.2).
Lesson: Writing about the Arab Spring, The Choices  Country Report: Egypt, PBS Learning Media
Program
 Wide Angle: Life in Morocco, PBS Learning Media
Lesson: Understanding the Arab Spring From the
Inside, The Choices Program

East Africa 4 Days
 How has violent conflict affected life in East Africa?
VOCABULARY:
rift valleys, droughts, Christianity, Islam, slave trade, imperialism, ancestors, safari, Geothermal energy, genocide, micro-enterprise, micro-
entrepreneurs, developing countries, undernourished, civil war, division of labor, informal economy
EXCLUSIONARY
 I can explain ways in which people have modified the Graphic Organizers, Customizable graphic organizers,  Map Activity: Sub-Saharan Africa, PBS Learning
environment in East Africa (06-4.2.1; 06-4.2.2; 06- Worksheetworks.com website Media
4.3.1; 06-4.3.2; 06-4.4.1; 06-4.4.2).
Question Formulation Technique, Strategy  Eyes on Darfur, Amnesty International
Inquiry-based Learning, Strategy  Darfurian Voices, Video

Revised: April 2017
Page 25
GRADE SIX
 I can explain the sources of conflict political, cultural, Culturally Responsive Teaching Strategies, The  Teaching With the News, Darfur: Violence and
economic, and geographical in East Africa (06-1.1.1; Education Alliance at Brown University website the Media
06-2.1.1; 06-2.3.1; 06-2.3.2).
Teacher's Guide: Virtual Field Trip of Africa, PBS  Worse Than War: Drawings from Darfur, PBS
 I can describe the impact refugees are having on the Learning Media Learning Media
countries of East Africa (06-2.1.1; 06-2.3.1; 06-2.3.2;
06-4.3.1; 06-4.3.2; 06-4.4.1; 06-4.4.2). Virtual Field Trip of Africa, PBS Learning Media  Worse Than War: Understanding Genocides, PBS
Learning Media
Eastern Africa's Natural Resources, Webpage
 Wide Angle: Heart of Darfur, PBS Learning Media
Teacher's Guide: Ghosts of Rwanda, PBS Learning
Media  New York Times, Resources on the famine and
Ghosts of Rwanda: The Rwandan Genocide, PBS refugees in Somalia
Learning Media
Central Africa 4 Days
 How has colonization affected life in Central Africa?
VOCABULARY:
basin, river, periodic market, copper belt, kingdom, trade, tax, dialects, inflation, malnutrition
Learning Targets Possible Instructional Strategies Possible Resources
 I can explain how the physical geography of Central Graphic Organizers, Customizable graphic organizers,  Map Activity: Sub-Saharan Africa, PBS Learning
Africa impacts human settlement (06-4.1.1; 06-4.2.1; Worksheetworks.com website Media
06-4.2.2; 06-4.3.1; 06-4.3.2; 06-4.4.2).
Question Formulation Technique, Strategy  Map Activity: Connecting Africa, PBS Learning
 I can explain ways in which people have modified the Media
environment in Central Africa (06-4.2.1; 06-4.2.2; 06- Inquiry-based Learning, Strategy
4.4.2).  Map Activity: A History of Africa Through Maps,
Culturally Responsive Teaching Strategies, The PBS Learning Media
 I can explain how the societies of Central Africa
continue to be impacted by European colonization  The Berlin Conference of 1884, PBS Learning
Teacher's Guide: Virtual Field Trip of Africa, PBS Media
(06-1.1.1; 06-2.1.1; 06-2.3.1; 06-2.3.2; 06-5.1.1).
Learning Media
 Central Africa, The New World Encyclopedia
Virtual Field Trip of Africa, PBS Learning Media

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Page 26
GRADE SIX
Southern Africa 4 Days
 What was apartheid and how has South Africa changed since it ended?
VOCABULARY:
escarpment, veld, desert, pans, stone-walled town, Dutch, colony, cape, Afrikaners, apartheid, townships, sanctions, protests, enclave, multiracial,
ethnic groups, segregation, distribution
EXCLUSIONARY
Graphic Organizers, Customizable graphic organizers,  Map Activity: Sub-Saharan Africa, PBS Learning
 I can explain the effect of European colonization on Worksheetworks.com website Media
the societies of Southern Africa (06-1.1.1; 06-2.1.1; 06-
2.3.1; 06-2.3.2; 06-5.1.1). Question Formulation Technique, Strategy  Assignment: Roads Across Southern Africa, PBS
Learning Media
 I can describe how the policy of apartheid in South Inquiry-based Learning, Strategy
Africa promoted cultural/racial division and inequality  South Africa, Encyclopedia Britannica Online
(06-1.1.1; 06-2.1.1; 06-2.3.1; 06-2.3.2). Culturally Responsive Teaching Strategies, The
 I can build an argument for what social, political or  Inquiry Design Module, Sample IDM from NY,
economic actions brought an end to Apartheid in Teacher's Guide: Virtual Field Trip of Africa, PBS Apartheid
South Africa (06-1.1.1; 06-2.1.1; 06-2.3.1; 06-2.3.2; 06- Learning Media
5.1.1).  Country Report: South Africa, PBS Learning
Virtual Field Trip of Africa, PBS Learning Media Media
 South Africa Timeline, PBS Learning Media

Revised: April 2017
Page 27
GRADE SIX
Cycle 4:
Asia, Australia and the Pacific World:
Emphases on Culture, Economics and Government
Units:
 Unit 6 Asia
 Unit 7 Australia and the Pacific World

present day. DOK 3
Unit 6: An Emphasis on Culture, Economics and Government Suggested Duration:

Asia 20 days

Revised: April 2017
Page 28
GRADE SIX
2

Southwest Asia 5 Days
 What are the similarities and differences between the Abrahamic religions?
VOCABULARY:
gulf, inland seas, freshwater, Middle East, Israel, Jerusalem, Gaza, West Bank, Fertile Crescent, monotheism, Abraham, Moses, Jesus of Nazareth,
Muhammad, Torah, Talmud, Bible, Koran or Quran, Hadith, temple, synagogue, church, mosque, ten commandments, five pillars, Shia, Sunni, Zionism,
diaspora, democracy, monarchy, theocracy, revolution, vegetation zones, temperate grassland, mixed forest, chaparral, nomadic herding, fossil fuels,
nomad, impermeable rock
EXCLUSIONARY
 I can describe the nature of the conflicts that exist Teaching Geography: Southwest Asia, PBS Learning  Map of Asia, PBS Learning Media
in Southwest Asia today from different Media
perspectives (06-2.1.1; 06-2.3.1; 06-2.3.2; 06-  Map of Iran, PBS Learning Media
5.1.1). Graphic Organizers, Customizable graphic organizers,
Worksheetworks.com website  Map of Iraq, PBS Learning Media
Revised: April 2017
Page 29
GRADE SIX
 I can describe how different groups have used
compromise and cooperation to resolve conflicts Visual Resources for Teaching Syria, PBS Learning  Map of Syria, PBS Learning Media
in the region (06-2.3.1; 06-2.3.2). Media
 Country Report: Iraq, PBS Learning Media
 I can compare and contrast religions of Southwest PBS Lesson Plan, Prospect for Peace in Israeli-
Asia (06-2.1.1) Palestinian Conflict  Country Report: Israel, PBS Learning Media
 I can explain the reasons for various types of

Teaching about the Syrian Migration Crisis  Country Report: Saudi Arabia, PBS Learning
conflict in Southwest Asia (06-1.1.1; 06-2.1.1; 06- Media
Lesson Plan: ISIS A New Threat, Brown University
2.3.1; 06-2.3.2; 06-5.1.1).
Choices Program  Country Report: Turkey, PBS Learning Media
 I can describe how the United States has both Lesson Plan: An Attack on Syria, What Would You
affected and has been affected by conflict in  Frontline: Syria Undercover and the Regime, PBS
Do?, PBS Newshour Extra Learning Media
Southwest Asia (06-1.1.1; 06-2.1.1; 06-2.3.1; 06-
2.3.2; 06-5.1.1). Conflict in Syria, Lessons on the Syrian Conflict  Israel-Palestinian Conflict, A Guide for Educators
to Understand the Israeli-Palestinian Conflict
Points of View on the Israeli-Palestinian Conflict,
Lesson using primary sources and multiple  Teaching With the News, The United States in
perspectives Afghanistan: Analyzing Political Cartoons

Central Asia 3 Days
 How has conflict in Central Asia affected the rest of the world?
VOCABULARY:
climate zones, arid, semiarid, steppes, landlocked, Arab, Mongol, Soviet Union, Silk Road, nomad, yurt, Taliban, dryland farming, arable, desert scrub,
deciduous forest, coniferous forests, ice cap, primate city, environmental degradation, water stress, potable, saline, salinization, groundwater,
pesticides, fishery, migrate, sewage, wastewater
EXCLUSIONARY
 I can describe how human activities have caused the Graphic Organizers, Customizable graphic organizers,  Map of Asia, PBS Learning Media
Aral Sea to shrink (06-4.4.1; 06-4.4.2). Worksheetworks.com website
 National Geographic Lesson Plan, The Aral

Revised: April 2017
Page 30
GRADE SIX
 I can describe how the collapse of the Soviet Union has Question Formulation Technique, Strategy Sea: Then and Now
directly affected life in Central Asia (06-2.1.1; 06-2.3.1;
06-2.3.2; 06-4.3.2; 06-5.1.1). Inquiry-based Learning, Strategy  National Geographic Lesson Plan, The Aral
Sea: What’s Happening to Whom?
Map Activity: Mapping Central Asia, PBS Learning
Media  Lesson Plan, The Shrinking of the Aral Sea,
use this article with lesson
Data Analysis: Pollution in Asia, PBS Learning Media
 Map Activity: Environment and Natural
Data Analysis: Society's Impact on the Environment in Resources in Central and Southeast Asia, PBS
Asia, PBS Learning Media Learning Media
Activity: Mapping out the Soviet Union, PBS Learning  Frontline: Fighting for Bin Laden, PBS Learning
Media Media
Lesson Plan: Living Under Communism, PBS Learning

Media
South Asia 4 Days
 How does religion affect daily life in India?
VOCABULARY:
subcontinent, delta, monsoons, Harappan, Mohenjo Daro, Aryans, Mauryan, Mughal, Gupta, Sanskrit, Hindi, empire, colony, partition, polytheism,
Hinduism, Buddhism, caste system, Sikhism, Jainism, Diwali, urbanization, green revolution, Bollywood, Sherpas, atmospheric pressure, upwind,
downwind, orographic effect, tropical cyclones, runoff, slums, cloud seeding, information technology, outsource, comparative advantage, time zones,
cost of living, standard of living, linguistic groups, illiterate, brain drain, foreign investment, World Heritage Site, acclimatize, exposure, carrying capacity,
developing country, avalanche
EXCLUSIONARY
 I can describe how religion plays a key role in the daily Graphic Organizers, Customizable graphic organizers,  Map of Asia, PBS Learning Media
life of India (06-2.1.1; 06-2.3.1; 06-2.3.2). Worksheetworks.com website
 Teach India Project, lesson plans and resources
Question Formulation Technique, Strategy on Gandhi

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Page 31
GRADE SIX
 I can describe how Gandhi used religious values to Inquiry-based Learning, Strategy  Country Report: India, PBS Learning Media
promote justice, equality, responsibility, and freedom
(06-1.1.1; 06-1.1.2; 06-2.1.1; 06-2.3.1; 06-2.3.2). Culturally Responsive Teaching Strategies, The  Country Report: Pakistan, PBS Learning Media
 I can construct an argument for whether or not  Himalayas: Pakistan in Winter, PBS Learning
religious freedom exists using specific claims and Map Analysis: Southeast Asia, PBS Learning Media Media
relevant evidence from historical sources (06-2.1.1).
Data Analysis: Pollution in Asia, PBS Learning Media  Inquiry Design Module, Sample IDM from NY,
Religious Freedom
Data Analysis: Society's Impact on the Environment in
Asia, PBS Learning Media

East Asia 5 Days
 How has urban growth affected East Asian culture?
VOCABULARY:
plateau, basins, loess, dynasty, Shang, Zhou, Qin, Han, dialect, Daoism, Confucianism, pagodas, martial arts, great wall, drought, famine, birth rate and
death rate, urban, rural, propaganda, toxic, pollution, hydroelectric power, renewable resource, migrant worker, standard of living, developing country,
population density, commute time, extended families, nuclear families, earthquake zone, earthquake-resistant construction techniques, terracing, life
expectancy, pollution, natural resources, gers, tsunamis, fishery, shoguns, samurai, empire, Shinto, Buddhism, kimonos, kimchi, work ethic, trade
surplus, tariff, democracy, republic, communist, totalitarian, demilitarized zone
EXCLUSIONARY
 I can explain how cultures change as a result of urban Graphic Organizers, Customizable graphic organizers,  Map of Asia, PBS Learning Media
growth (06-2.1.1; 06-2.3.1; 06-2.3.2; 06-3.4.2; 06-4.2.2; Worksheetworks.com website
06-4.4.1).  Map of China, PBS Learning Media
Teachers Guide: Asia Rising, PBS Learning Media
 I can describe how countries in East Asia have  Map of Japan, PBS Learning Media
modified their environments to accommodate urban Where in China is...?, PBS Learning Media
population growth (06-4.2.1; 06-4.3.1; 06-4.4.1).  Map of South Korea, PBS Learning Media
Asia Rising, PBS Learning Media
 Country Report: China, PBS Learning Media
Data Analysis: Pollution in Asia, PBS Learning Media

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Page 32
GRADE SIX
 I can explain how geography promotes urban growth  Country Report: Japan, PBS Learning Media
in East Asia (06-4.2.1; 06-4.2.2; 06-4.3.1; 06-4.3.2; 06- Data Analysis: Society's Impact on the Environment in
4.4.1; 06-4.4.2). Asia, PBS Learning Media  Country Report: North Korea, PBS Learning
Media
Assignment: Natural Resources in China, PBS Learning
Media  Country Report: South Korea, PBS Learning
Media
China's Future with Fewer Females, PBS Learning
Media  Introduction to Japan, PBS Learning Media
Accounting for the Environment in China, PBS

Learning Media
China's Environmental Future, PBS Learning Media

Southeast Asia 3 Days
 How has cultural diffusion affected people in Southeast Asia?
VOCABULARY:
archipelago, river, tsunami, Khmer, Buddhism, domino theory, wats, Islam, human rights, klongs, kamong, free ports, sultan, globalization,
toxic waste, foreign investment, geographic determinism
EXCLUSIONARY
 I can explain the factors that have influenced cultural Assignment: Geographic Determinism in Southeast  Map of Asia, PBS Learning Media
change in Southeast Asia (06-2.1.1; 06-2.3.1; 06-2.3.2). Asia
 Map of Cambodia, PBS Learning Media
Map Activity: Environment and Natural Resources in
Central and Southeast Asia, PBS Learning Media  Introduction to Cambodia, PBS Learning Media
Activity: The Expansion of Hinduism in Southeast Asia,  Country Report: Indonesia, PBS Learning Media
PBS Learning Media
 Country Report: Malaysia, PBS Learning Media

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Page 33
GRADE SIX
Assignment: Asia and Japan's Isolationism, PBS  Country Report: Singapore
Learning Media
Unit 7: An Emphasis on Culture and Climate Suggested Duration:
Australia and the Pacific World 12 days

Australia and New Zealand 3 Days
 How do distance and isolation affect a region’s connection to the rest of the world?
VOCABULARY:
coral reef, colony, prime minister, monarchy, Outback, continental island, immigrate, refugees, ethnic groups, plural society, extinct
EXCLUSIONARY

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GRADE SIX
 I can compare the regions of Australia and Graphic Organizers, Customizable graphic organizers,  About Australia, Video on YouTube
different advantages and disadvantages (06-4.2.1; Worksheetworks.com website
06-4.2.2; 06-4.3.1; 06-4.3.2; 06-4.4.1; 06-4.4.2).  Country Report: New Zealand, PBS Learning
Question Formulation Technique, Strategy Media
 I can explain how geography has and continues to
influence the cultures of Australia and New Inquiry-based Learning, Strategy
Zealand (06-4.2.1; 06-4.2.2; 06-4.3.1; 06-4.3.2; 06-
4.4.1; 06-4.4.2). Culturally Responsive Teaching Strategies, The
Assignment: Geographic Determinism in Australia and

New Zealand, PBS Learning Media

Cultures of the Pacific World 4 Days
Supporting Question:
 Why are there so many diverse cultures in Oceania?
Vocabulary:
Aborigines, Maori, British, Samoans, Pacific Islanders, Polynesia, Micronesia, Melanesia
EXCLUSIONARY
 I can describe the elements of culture for Australia Graphic Organizers, Customizable graphic organizers,  The History of Australia and New Zealand, Article
(06-2.1.1). Worksheetworks.com website
 Travel Kids in Oceania, Video on YouTube
 I can describe the elements of culture for New Question Formulation Technique, Strategy
Zealand (06-2.1.1).  Original Maori Haka Dance, Video on YouTube
 I can explain the colonial history of the Pacific World  New Zealand All Blacks, National Rugby Team
(06-1.1.1; 06-2.1.1; 06-5.1.1). Culturally Responsive Teaching Strategies, The Haka, Video on YouTube
 I can describe the traditional cultures and customs that
exist throughout the Pacific World (06-1.1.1; 06-2.1.1;
06-5.1.1).

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Page 35
GRADE SIX
Suggested Days:
Topic 3: Environmental Issues in Oceania
2 Days
 What is climate change and who does it affect?
VOCABULARY:
continental island, atoll, volcanic island, territory, hemispheres, arid, flora and fauna, supercontinent, landmass, tectonic plates, continental drift theory,
biodiversity, exotic species, endangered species, threatened species, immigrate, refugees, ethnic groups, plural society, extinct, ozone hole, glaciers,
desalinization plants
EXCLUSIONARY
 I can explain how climate change continues to affect Graphic Organizers, Customizable graphic organizers,  World Wildlife Fund, Environmental Problems in
the people of Oceania (06-4.2.2; 06-4.3.1; 06-4.3.2; 06- Worksheetworks.com website Australia
4.4.1; 06-4.4.2).
Question Formulation Technique, Strategy  National Geographic Lesson Plan, Great Barrier
Inquiry-based Learning, Strategy Reef
Culturally Responsive Teaching Strategies, The  National Geographic Lesson Plan, A Polynesian
Education Alliance at Brown University website Story
Suggested Days:
Topic 4: Antarctica
3 Days
 Is Antarctica good for anything?
VOCABULARY:
polar desert, peninsula, ozone layer, environmental threats, atmospheric temperature, climate change, global warming, manmade causes, natural
causes, medieval warm period, greenhouse effect, greenhouse gases, glaciers, solar energy, precipitation, biome, ecosystem, biome, ice streams, ice
cap, ice shelf, fossil fuels, Industrial Revolution, icebergs
EXCLUSIONARY

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Page 36
GRADE SIX
 I can explain the differing viewpoints of scientific Graphic Organizers, Customizable graphic organizers,  Antarctica Today, PBS Learning Media
research in Antarctica (06-4.2.2; 06-4.3.1; 06-4.3.2; 06- Worksheetworks.com website
4.4.1; 06-4.4.2).  Virtual Field Trip, Antarctica
 I can describe how the physical environment of  Antarctica Lesson Plans spanning various days
Antarctica allows researchers a unique opportunity to Inquiry-based Learning, Strategy
monitor the environment (06-4.2.2; 06-4.3.1; 06-4.3.2;  Observing Antarctica, PBS Learning Media
06-4.4.1; 06-4.4.2). Culturally Responsive Teaching Strategies, The
Education Alliance at Brown University website  Antarctica: Earth's Cryosphere, PBS Learning
Media
 Mountain of Ice, PBS Learning Media

Revised: April 2017
Page 37

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GRADE SIX

Social Studies Curriculum Map

HOW TO USE THE CURRICULUM MAP

Academic Services/ Curriculum Management

RECOMMENDED STATE-APPROVED TEXTBOOKS

CONNECTIONS TO THE FRAMEWORK FOR TEACHING

CULTURALLY RELEVANT AND REFLECTIVE TEACHING

RESEARCH-BASED HIGH-YIELD PRACTICES FOR TIER 1 INSTRUCTION

Academic Services/ Curriculum Management

DIMENSION 1 DIMENSION 2 DIMENSION 3 DIMENSION 4

PROJECT BASED LEARNING

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To learn more about Project-based learning, go to Buck Institute for Education.

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FUNDAMENTAL SKILLS STANDARDS

Unit 1: Introduction to Concepts Suggested Duration:

Academic Services/ Curriculum Management

Topic 1: Suggested Days:

LEARNING TARGETS POSSIBLE INSTRUCTIONAL STRATEGIES POSSIBLE RESOURCES

Academic Services/ Curriculum Management

Topic 2: Suggested Days:

Academic Services/ Curriculum Management

Unit 2: An Emphasis on Government, Culture and Economics Suggested Duration:

Reminder: Continue to spiral the Fundamental Skills Standards throughout instruction.

Academic Services/ Curriculum Management

Topic 1: Suggested Days:

Academic Services/ Curriculum Management

Topic 2: Suggested Days:

Academic Services/ Curriculum Management

Topic 3: Suggested Days:

Academic Services/ Curriculum Management

Academic Services/ Curriculum Management

FUNDAMENTAL SKILLS STANDARDS

Unit 3: An Emphasis on Culture, Economics and History Suggested Duration:

Reminder: Continue to spiral the Fundamental Skills Standards throughout instruction.

Academic Services/ Curriculum Management

Topic 1: Suggested Days:

Question Formulation Technique, Strategy

Academic Services/ Curriculum Management

 I can describe how the cultures of Central America

Question Formulation Technique, Strategy

Academic Services/ Curriculum Management

Topic 3: Suggested Days:

Academic Services/ Curriculum Management

Academic Services/ Curriculum Management

FUNDAMENTAL SKILLS STANDARDS

Unit 4: An Emphasis on Economics, Government and History Suggested Duration:

Reminder: Continue to spiral the Fundamental Skills Standards throughout instruction.

Academic Services/ Curriculum Management

Topic 1: Suggested Days:

Academic Services/ Curriculum Management

Academic Services/ Curriculum Management

Topic 3: Suggested Days:

Academic Services/ Curriculum Management

 I can explain reasons why countries would want to

Topic 4: Suggested Days:

Academic Services/ Curriculum Management

Reminder: Continue to spiral the Fundamental Skills Standards throughout instruction.

Topic 1: Suggested Days:

Academic Services/ Curriculum Management

Lesson: The Baka of Cameroon, PBS Learning Media

Topic 2: Suggested Days:

Academic Services/ Curriculum Management