Sixth Grade 2015-2016 Curriculum Guide · LITERACY.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and

Sixth Grade 2015-2016 Curriculum Guide

Greeley-Evans School District 6 Page 1 of 22 2015-2016 6th Grade Western Hemisphere Curriculum Guide

Unit 1: Social Studies and Geography skills (8-9 Weeks)

Suggested Big Idea Geographers use a variety of skills and sources to make sense of the past and make connections to the present and future.

Prepared Graduate

Competency

Geography 1: Develop spatial understanding, perspectives, and personal connections to the world.

Geography 2: Examine places and regions and the connections among them.

End of Unit Performance

Task

Examine places and regions in the Western Hemisphere through maps, charts, and geospatial technologies (geographic information systems, Google Earth, global

positioning systems) to analyze the positive and negative interactions between humans and the physical world (landforms, resources, climate) in order to present potential

solutions to problems surrounding issues of resource distribution, migration patterns, and population growth.

Colorado Academic

Social Studies Priority

Standards

Colorado Academic

Social Studies Supporting

Standards

Disciplinary Skill

Development

Cross-Content

Connections

Complex Texts Vocabulary Writing Focus

G.1.d: Interpret and

communicate geographic

data to justify potential

solutions to problems.

(DOK 1-3)

G.1.b: Collect and

analyze data to interpret

regions in the Western

Hemisphere. (DOK 1-3)

G.1.c.: Ask multiple

types of questions after

examining geographic

sources. (DOK 2-3)

G.1.e: Distinguish

different types of maps

and use them in analyzing

an issue (DOK-1-3)

GLE:

Geography 1: Use

geographic tools to

solve problems.

Geography 2: Human and physical

systems vary and

interact.

CCSS.ELA-

LITERACY.RH.6-8.1

Cite specific textual

evidence to support

analysis of primary and

secondary sources

CCSS.ELA-

LITERACY.RH.6-8.4

Determine the meaning

of words and phrases

as they are used in a

text, including

vocabulary specific to

domains related to

history/social studies.

CCSS.ELA-

LITERACY.RH.6-8.7

Integrate visual

information (e.g., in

charts, graphs,

photographs, videos, or

maps) with other

information in print

and digital texts.

**The following passage

found on my.hrw.com >

“Teacher Resources”

Geography and Maps Skills

Handbook p H1-H24

Chapter 1: A Geographer’s

World

-Enrichment Activities:

“The Travels of Marco Polo”

*The following passage

found in student text

Chapter 1

Section 3: “The Branches of

Geography” (pgs 16-20)

-Compare/Contrast Physical

& Human Geography with a

Venn Diagram (See #4 on

Pg. 20)

Geography,

Landscape,

Climate,

Environment,

Region,

Resources,

Absolute Location,

Relative Location,

Physical Geography,

Human Geography,

Latitude,

Landforms,

Continents,

Environments,

Culture,

Ethnic Group,

Cultural Diversity,

Cultural Diffusion,

Population,

Democracy,

Communism,

Market Economy,

Command Economy,

Interdependence

CCSS.ELA-

LITERACY.WHST.6-

8.1.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.

CCSS.ELA-

LITERACY.WHST.6-

8.2.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.

CCSS.ELA-

LITERACY.WHST.6-

8.9

Draw evidence from

informational texts to

support analysis,

reflection, and research

http://www.corestandards.org/ELA-Literacy/RH/6-8/1/






http://www.corestandards.org/ELA-Literacy/WHST/6-8/1/a/






http://www.corestandards.org/ELA-Literacy/WHST/6-8/9/




Greeley-Evans School District 6 Sixth Grade Social Studies Curriculum Guide

UNIT 1: Social Studies and Geography Skills Timeline: 7-8 weeks Chapters 1-4

Enduring Concept: Historians and geographers use a variety of skills and sources to make sense of the past and make connections to the present and future. Unit Essential Question: What are the tools and skills geographers and historians need to understand the world and the people who live in it?

Grade Level Expectations (GLE): Concept and skills students master: History 1: Analyze and interpret historical sources to ask and research historical questions. History 2: The historical eras, individuals, groups, ideas and themes in regions of the Western Hemisphere and their relationship with one another. Geography 1: Use geographic tools to solve problems. Geography 2: Human and physical systems vary and interact. Economics 1: Identify and analyze different economic systems. Economics 2: Saving and investing are key contributors to financial well-being (PFL) Civics 2: Compare multiple systems of government

Vocabulary: archeology archeologist, geographer cartographer artifact historical inquiry fossil fuels hemispheres Map Legend/Key compass rose scale equator regions ethnic group **Boldface terms are key vocabulary

Academic Vocabulary: historian history primary source secondary source landforms climate culture population migration resources (natural, renewable, non-renewable)

geography, (physical and human)

historical map political map physical map latitude longitude

Additional Essential Questions:

How do we use historical inquiry to understand the past?

How does the past affect the present?

How can we determine which historical sources are helpful in interpreting the past?

What are the five themes of geography?

What are the seven traits of a civilization?

How do the characteristics of physical geography differ from those of human geography?

How are artifacts (such as…) used to tell a story? What story might your possessions tell about you?

Assessments Evidence Outcomes

By the end of this unit, students will be able to:

Identify the Six Characteristics of a Civilization (History 1 c.)

Demonstrate basic map skills (Geography 1 e.)

Define and respond to the five themes of geography (Geography 2b.)

Use observation to create historical questions, identify and interpret historical sources, and utilize basic geographic skills to

History 1 b. Interpret documents and data from multiple primary and secondary sources while formulating historical questions. Sources to include but not limited to art, artifacts, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams and written texts. History 1 c. Critique information to determine if it is sufficient to answer historical questions. History 2 c. Identify examples of social, political, cultural, and economic development in key areas of Western Hemisphere.


solve problems. (History 1 b., History 2 c., Geography 1 a., Geography 1 c., Geography 1 e.)

Share general themes of world economics. (Economics 1 c.)

Describe the value of artifacts in historical reconstruction. (History 1

c.)

Differentiate between primary and secondary resources used for historical reconstruction. (History 1 b.)

Develop a basic understanding of personal finance and the value of saving. (Economics 2 f.)

Geography 1 a. Use longitude, latitude, and scale on maps and globes to solve problems. Geography 1 c. Ask multiple types of questions after examining geographic sources. Geography 1 e. Distinguish different types of maps and use them in analyzing an issue. Economics 1 c. Identify different economic activities and systems that exist throughout the world. Economics 2 c. Identify different economic activities and systems that exist throughout the world. Mini assessment-give during week 2

(8/24-8-28) Students read sourcing

document titled “Remarks from George

W Bush after two planes crash into the

World Trade Center”

Common 1- (10/12-10/16)

Instruction

Reading and Writing Performance Tasks:

Five Themes of Geography: Graphic Organizer p 11-12

Cross Discipline Activity: Language Arts-Journal Entry p 12

Focus on Writing: Job Description (Question 4) p 14

Critical Thinking: Understanding Cause and Effect p 37

Critical Thinking: Drawing Conclusions-Writing a Persuasive Letter p 40

Case Study: “The Ring of Fire” p 42-43

Social Studies Skills: Using a Physical Map p 44

Collaborative Learning: Ways Resources are Recycled-Internet/Poster p 49

Literature: “from The River” by Gary Paulson p 73

Social Studies Skills: Analyzing a Bar Graph p 74

Critical Thinking: Comparing and Contrasting Kinds of Government p 92

Social Studies Skill: Organizing Information p 96

Primary Source: Historic Document-“from The Charter of the United Nations” p100

Writing Workshop: Explaining a Process p 104


Log on to myhrw.com for more resources (browse by resource type)

Suggested Performance Task:

Geography 1 a. Map creation – neighborhood, city, state, nation, etc. History 1 b. Identifying and interpreting primary and secondary sources History 1 c. Analyze artifacts using historical inquiry What is a geographer? Suggested task- at beginning of year, give the definition of a geographer - have students draw a picture of what they think a geographer might look like. Drawing to include- in specifics- what type of clothing they would wear, what tools they will need to use and where they might be located.. Drawing should include labels and 1 paragraph explanation. End of year-have student repeat the activity and then compare both works. Repeat tasks for cartographer and archeologist. Suggested SCR Prompts:

What are the social studies skills a learner needs?

What are the geography skills a learner needs?

Summarize how we use historical inquiry to understand history.

Describe the difference between a primary source and a secondary source.

Identify and describe the five themes of Geography.

Identify and describe the seven traits of civilizations.

Resources: 6th Grade Resource Notebook Holt Textbook and related eResources: Western World – Chapters 1-4

Complex text passages (REQUIRED READINGS) **The following passage found on my.hrw.com > “Teacher Resources” Geography and Maps Skills Handbook p H1-H24 Chapter 1: A Geographer’s World -Enrichment Activities: “The Travels of Marco Polo” *The following passage found in student text Chapter 1 – Section 3: “The Branches of Geography” (pgs 16-20)

- Compare/Contrast Physical & Human Geography with a Venn Diagram (See #4 on Pg. 20)

- Activity Idea: Write a job description (“help wanted”) for one of the types: physical, human cartographer, hydrologist, or meteorologist.


Unit 2: Central America and Pacific South America – Past and Present (9-10 weeks)

Suggested Big Idea The present day civilizations of Central and South America have been shaped by geography and the historical Mayan, Incan, and Aztec civilizations.

Prepared Graduate

Competency

History 2: Analyze key historical periods and patterns of change over time within and across nations and cultures.


Economics 1: Understand the allocation of scare resources in societies through analysis of individual choice, market interaction, and public policy.

Civics 2: Analyze the origins, structure, and functions of governments and their impacts on societies and citizens.


Task

Analyze primary and secondary sources such as documents, photos, maps and artifacts to research and answer questions about:

Places and regions in the Western Hemisphere to analyze the positive and negative interactions between humans and the physical world (landforms, resources,

climate) by presenting potential solutions to problems surrounding issues of resource distribution, migration patterns, and population growth.

Economic systems (traditional, command, market, and mixed economies) to examine how economic systems interact in an interdependent global economy by

explaining how various economics systems require choices regarding resource distribution and the production of goods.

Political issues from national and global perspectives by comparing how different forms of government affect the daily lives of citizens when discussing the

rights, roles and responsibilities of citizens by examining personal choices and national actions and discussing their possible global consequences.

Colorado Academic

Social Studies Standards

Colorado Academic


Standards

Disciplinary Skill

Development

Cross-Content

Connections


H.2.b: Determine and

explain the historical

context of key people,

events, and ideas over

time including the

examination of different

perspectives from people

involved. Topics include

Aztec, Maya, and Inca

(DOK 1-3)

G.2.b: Identify physical

features and explain their

effects on people in the

Western Hemisphere.

(DOK 1-2)

E.1.b: Explore how

different economic

systems affect job and

career options and

population’s standards of

living (DOK 1-2)

C.2.b: Identify how

different forms of

government relate to their

citizens. Topics to

include but not limited to

democracy and

authoritarian government.

(DOK 1-2)

H.2.c: Identify examples

of the social, political,

cultural, and economic

development in key areas

of the Western

Hemisphere (DOK 1-2)

G.2.c: Give examples of

how people have adapted

to their physical

environment.

(DOK 1-2)

E.1.a: Describe the

characteristic of

traditional, command,

market, and mixed

economic systems.

(DOK 1-2)

C.2.c: Compare the

economic components of

different forms of

government. (DOK 1-2)

C.2d: Compare various

governments’ and

liberties of their citizens.

(DOK 1-2)

History 2: The

historical

individuals, groups,

ideas and themes in

regions of the

Western

Hemisphere and

their relationships

with one another.

Geography 2: Human and

physical systems

vary and interact.

Economics 1: Identify and analyze

different economic

systems.

Civics 2: Compare

multiple systems of

government.

CCSS.ELA-

LITERACY.RH.6-8.1


evidence to support


secondary sources

CCSS.ELA-

LITERACY.RH.6-8.4




text, including


domains related to


CCSS.ELA-

LITERACY.RH.6-8.7

Integrate visual


charts, graphs,


maps) with other


and digital texts.

“The Aztec Empire”

“Hernan Cortez and the

Aztec Empire”

“The triangle Trade”

“The history of the

Amazon”

Chapter 5: “Early

History of the Americas”

-

Enrichment Activities:

Biography: “Moctezuma

1”



Chapter 5 – Section 3:

“The Incas” (pgs 129-

133)

Conquistadors,

Peninsula,

Empire,

Mestizos,

Missions,

Haciendas,

Inflation,

Isthmus,

Archipelago,

Greater Antilles,

Lesser Antilles,

Ecotourism,

Strait,

Viceroy,

Coup

CCSS.ELA-

LITERACY.WHST.6-

8.1.A


a topic or issue,

acknowledge and


from alternate or



evidence logically.

CCSS.ELA-

LITERACY.WHST.6-

8.2.A




concepts, and









CCSS.ELA-

LITERACY.WHST.6-

8.9

Draw evidence from


















support analysis,




Unit 2: Central America and Pacific South America – Past and Present Timeline: 8-9 Weeks Chapters 5, 6, 7 (Section 1 and 2), 10 History Multimedia Classroom (p 139, and 159 MC1)

Enduring Concept: The present day civilizations of Central and South America have been shaped by geography and the historical Mayan, Incan and Aztec civilizations. Unit Essential Question: How have the civilizations of Central and South America evolved through cultural changes?

Grade Level Expectations (GLE): Concept and skills students master: History 1: Analyze and interpret historical sources to ask and research historical questions. History 2: The historical individuals, groups, ideas and themes in regions of the Western Hemisphere and their relationships with one another. Geography 1: Use geographic tools to solve problems. Geography 2: Human and physical systems vary and interact. Economics 1: Identify and analyze different economic systems. Civics 2: Compare multiple systems of government.

Vocabulary: Mesoamerica causeways chinampas conquistadors slash and burn cash crop mestizos missions isthmus archipelago Maya Pictograph Palenque Aztec Tenochtitlan Tlatelolco Teotihuacan Moctezuma II Lake Texcoco Codice Inca Machu Picchu Atahualpa

Academic Vocabulary: polytheism monotheism empire caste system strait peninsula inflation


Why have civilizations succeeded and failed?

What did these cultures do to record their cultural history?

How did the environment shape the Maya, Aztec, or Inca culture?

How have geographic factors influenced Central and South American cultures?

How did resources and trade impact the Maya, Aztec and Inca civilizations?

What geographic factors impacted how and where the Maya, Aztec and Inca settled? What contributed to their fall?

How do populations, physical features, resources, and perceptions of places and regions change over time?

What are the major physical, cultural, and economic features of Mexico?

How have Native cultures and Spanish colonization shaped the history and culture of Pacific South America?




Identify the Six Characteristics of a Civilization for Maya, Aztec and Inca civilizations; (History 1 a., History 1 b., Geography

2 a., Geography 2 b., Geography 2 c. Civics 2 a.)

Use the Six Characteristics of a Civilization, as well as skills of observation, analysis, and interpretation to answer the following question: “Choose one of these three civilizations: Maya, Aztec, or Inca. Analyze one out of the seven characteristics that led to their rise, and analyze another characteristic that led to their fall.” (History 1 a., History 1 b., History 2 a., Geography 2 b., Geography 2 d., )

Associate the Five Themes of Geography to the Maya, Aztec and Inca civilizations; (Geography 1 b., Geography 2 a.,

Geography 2 b., Geography 2 c. Civics 2 a.)

History 1 a. Identify ways different cultures record history. History 2 a. Explain how people, product, cultures, and ideas interacted over key eras in the Western Hemisphere. History 2 b. Interpret documents and data from multiple primary and secondary sources while formulating historical question.

Geography 2 a. Classify and analyze the types of connections between places. Geography 2 b. Identify physical features and explain their effects on people in the Western Hemisphere. Geography 2 c. Give examples of how people have adapted to their physical environment. Geography 2 d. Analyze the positive and negative interaction of human and physical systems in Western Hemisphere. Civics 2 a. Describe different forms of governments.

Mini Assessment 2- Give the week of

10/26 -10/30 –“Spanish Exploration and

the conquest of Peru”

Common Assessment 2- Give the week of

12/14-12/17


Suggested Performance Tasks: Geography 2 b. Create a cause and effect chart showing how the Maya, Aztec, or Inca civilizations were affected by their environments. Geography 2 c. Create physical maps with cultural regions for each of the three pre-Columbian civilizations. Geography 2 c. Complete physical and political maps (with cultural regions) for present day Central and Pacific South America. History 2 a. Draft an essay and post card from the Maya to Incan on how to survive colonization. History 2 b. Create a timeline documenting the rise and fall of the Maya, Aztec, Inca empires. Civics 2 a. Create a Triple Venn Diagram to compare and contrast the varied cultures and governments of the Maya, Aztecs and Inca empires.


Regional Atlas and Almanac: The Americas pp 106-115

Critical Thinking: Solving Problems-Making More Farmland p 126

Social Studies Skills: Analyzing Information p 136

Focus on Reading and Writing: Newspaper Article (Question 16) p 138

Multimedia Connections (The Maya) p 139 MC 1-2

Cross Discipline Activity: Literature-Writing a Travel Log p 144

Cross Discipline Activity: Language Arts-Persuasive Writing (Mexican Revolution)

Focus on Reading and Writing: Writing an “I Am” Poem (Question 17) p 158

Multimedia Connections (Mexico) p 159 MC 1-2

Social Studies Skills: Interpreting an Elevation Profile p 233

Critical Thinking: Comparing and Contrasting Life in Lima p 241

Suggested SCR Prompts:

What are some key primary sources that help to understand the history of the Maya? How have geographic factors influenced human settlement in Central and Pacific South America and their economy? Compare and contrast how the Maya and the Aztec controlled their civilization?

Resources: 6th Grade Resource Notebook Holt Textbook and related eResources: Western World – Chapter 5, 6, 7 (Sections 1 & 2), and 10 Suggested Reading: The Corn Grows Ripe by Dorothy Rhoades

Complex text passages (REQUIRED READINGS)


Suggested Activities can be found on myhrw.com by following these steps:

1. Teacher one stop planner

2. Browse by resource type

3. Skill development activity

4. Geography and history

Suggested Activities- “The Aztec Empire” “Hernan Cortez and the Aztec Empire” “The triangle Trade” “The history of the Amazon” Chapter 5: “Early History of the Americas” -Enrichment Activities: Biography: “Moctezuma 1” *The following passage found in student text Chapter 5 – Section 3: “The Incas” (pgs 129-133)

- Complete #4 on page 133 after reading


Unit 3: Exploration and the Caribbean Islands and Caribbean South America – Past and Present (8-9 weeks)

Suggested Big Idea The European conquest of pre-Columbian civilizations in the Western Hemisphere brought with it an exchange of ideas, diseases, and products called the Columbian

Exchange.

Prepared Graduate

Competency



Economics 1: Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy.



Task






Political issues from national and global perspectives by comparing how different forms of government affect the daily lives of citizens when discussing the

rights, roles and responsibilities of citizens by examining personal choices and national actions and discussing their possible global consequences.

Colorado Academic


Colorado Academic Social

Studies Supporting

Standards

Disciplinary Skill

Development

Cross-Content

Connections





events, and ideas over

time including the



involved. Topics to

include major explorers,

colonizers of countries in

the Western Hemisphere,

and the Columbian

Exchange.

(DOK 1-3)



effects on people in the

Western Hemisphere.

(DOK 1-2)

E.1.b: Explore how

different economic


career options and the


living. (DOK 1-2)

C.2.b: Identify how

different forms of


citizens. Topics to

H.2.a: Explain how

people, products, cultures,

and ideas interacted and

are interconnected over

key eras in the Western


G.2.d: analyze positive

and negative interactions

of human and physical

systems in the Western


E.1.c: Use economic

reasoning to explain why

certain careers are more

common in one region

than in another and how

specialization results in

more interdependence

(DOK 2-3)

C.2.d: Compare various

governments’ and their

liberties of their citizens

(DOK 1-2)

History 2: The

historical

individuals, groups,

ideas and themes in

regions of the

Western

Hemisphere and

their relationships

with one another.

Geography 2: Human and

physical systems

vary and interact.

Economics 1: Identify and analyze

different economic

systems.

Civics 2: Compare

multiple systems of

government.

CCSS.ELA-

LITERACY.RH.6-8.1


evidence to support


secondary sources

CCSS.ELA-

LITERACY.RH.6-8.4




text, including


domains related to


CCSS.ELA-

LITERACY.RH.6-8.7

Integrate visual


charts, graphs,


maps) with other


and digital texts.



8th Grade Text > United

States History

Beginnings through 1877

(picture of Liberty Bell

on Front)

Chapter 2: “New

Empires in the

Americas”

-

Enrichment Activities:

Primary Source: “The

Journal of Christopher

Columbus”



Chapter 7 - Central

America and The

Caribbean – Section 3:

“The Caribbean Islands”

(pgs 174-179)

Dialect,

Commonwealth,

Refugee,

Cooperative,

Cordillera,

CCSS.ELA-

LITERACY.WHST.6-

8.1.A


a topic or issue,

acknowledge and


from alternate or



evidence logically.

CCSS.ELA-

LITERACY.WHST.6-

8.2.A




concepts, and









CCSS.ELA-

LITERACY.WHST.6-

8.9

















include democracy and


(DOK 1-2)

Draw evidence from


support analysis,




UNIT 3: Exploration and the Caribbean Islands and Caribbean South America – Past and Present Timeline: 7-8 weeks Chapters 7 (Section 3), 8

Enduring Concept(s): The European explorers traveled to the New World to spread Christianity,

gain new lands, and attain wealth. The European conquest of pre-Columbian civilizations in the Western

Hemisphere brought with it an exchange of ideas, diseases, and products called the Columbian Exchange.

The present day cultures of the Caribbean Islands and Caribbean South America are impacted by the geographic and historic background of that area.

Unit Essential Questions(s): How did the European explorers affect and alter the environment

and people of the Western Hemisphere, specifically the Caribbean

Islands and Caribbean South America?

Grade Level Expectations (GLE): Concept and skills students master: History 1: Analyze and interpret historical sources to ask and research historical questions. History 2: The historical individuals, groups, ideas and themes in regions of the Western Hemisphere and their relationships with one another. Geography 1: Use geographic tools to solve problems. Geography 2: Human and physical systems vary and interact. Economics 1: Identify and analyze different economic systems. Civics 2: Compare multiple systems of government.

Vocabulary: Christopher Columbus Columbian Exchange Ponce De Leon trappers pueblos New World cordillera strike New France Jamestown Pocahontas Francisco Pizarro Hernan Cortes

Academic Vocabulary: colonization missionaries villages refugee dialect cooperative slavery conquistadors

Inquiry Question(s):

What factors influenced the development of civilizations and nations in the Caribbean Islands and Caribbean South America?

What were the differences between the Spanish, French, English and Dutch settlements in the Americas?

How did European exploration and settlement of the Americas affect indigenous peoples of the Western Hemisphere and West Africans?

How did the populations, physical features, resources, and cultures of the Caribbean Islands and Caribbean South America change over time?

How was the culture of the Caribbean Islands impacted by European colonization?




Identify how the Six Characteristics of a Civilization of pre-Columbian civilizations were affected by European interactions; (History 1 a., History 1 b.,

Geography 2 a., Geography 2 b., Geography 2 c. Civics 1 a. )

Use the Six Characteristics of a Civilization, as well as skills of observation,

analysis, and interpretation to answer the Unit Essential Question: “Argue

which side (Europeans or Native Americans) benefited more from the

Columbian Exchange. Use examples to prove and defend your argument.”

(History 1 a., History 1 b., History 2 a., Geography 2 b., Geography 2 d.)

Associate the Five Themes of Geography to the Maya, Aztec and Inca civilizations; (Geography 1 b., Geography 2 a., Geography 2 b., Geography 2 c. Civics 2 a.)

Mini Assessment - 1/25 -1/29 “Aboard a slave ship 1829” Common Assessment 3- 2/22-2/26

History 1 b. Interpret documents and data from multiple primary and secondary sources while formulating historical questions. History 2 a. Explain how people, products, cultures, and ideas interacted and are interconnected over key eras in the Western Hemisphere. History 2 b. Determine and explain the historical context of key people, events, and ideas over time including the examination of different perspectives from people involved. History 2 c. Identify examples of the social, political, cultural, and economic development in key areas of the Western Hemisphere Geography 2 b. Identify physical features and explain the affect they have on people in the Western Hemisphere. Geography 2 d. Analyze positive and negative interactions of human and physical systems in the Western Hemisphere. Economics 1 a. Describe the characteristic of traditional, command, market, and mixed economic systems Civics 1 a. Discuss advantages and disadvantages of living in an interconnected world Civics 1 b. Examine changes and connections in ideas about citizenship in different times and places Civics 1 c. Describe how groups and individuals influence the government and other nations Civics 1 d. Explain how political ideas and significant people have interacted, are interconnected, and have influenced nations

Instruction


Critical Thinking: Recognizing Bias-The Politics Caribbean p 178

Social Studies Skills: Interpreting a Climate Graph p 180

Focus on Reading and Writing: Creating a Travel Guide/Brochure-Include Research (Question 15) p 182

Biography: Simon Bolivar p 195

Focus on Reading and Writing: Writing a Letter (Question 16) p 202

Suggested Performance Tasks: Geography 2 c. Complete physical and political maps (with cultural regions) to demonstrate areas explored and settled by European explorers and colonists. Geography 2 b. Create a cause and effect chart showing how the Caribbean civilizations were affected by European colonization. History 2 a. “I Am” poem for each explorer History 2 b. /Geography 2 d. Socratic Seminar for Christopher Columbus: Hero or Villain?


Economics 1 a./Geography 1 c./ History 2 b./Civics 1 b. Create a Venn Diagram to compare and contrast the culture of colonial Caribbean America with present day Caribbean America. Suggested SCR Prompts: What were Spain’s political motivations to explore the New World? How have geographic factors influenced human settlement in the Caribbean Islands and Caribbean South America and their economy? How do the natural resources of the region impact the present day culture of the Caribbean Islands and Caribbean South America?

Resources: 6th Grade Resource Notebook Holt Textbook and related eResources: Western World Chapters 7 (Section 3), 8

Complex text passages (REQUIRED READINGS) **The following passage found on my.hrw.com > 8th Grade Text > United States History Beginnings through 1877 (picture of Liberty Bell on Front) Chapter 2: “New Empires in the Americas” -Enrichment Activities: Primary Source: “The Journal of Christopher Columbus” *The following passage found in student text Chapter 7 - Central America and The Caribbean – Section 3: “The Caribbean Islands” (pgs 174-179)

- Complete #4 on page 179 after reading


Unit 4: United States and Canada Geography (9-10 weeks)

Suggested Big Idea The unique geography and climate of the regions of the United States and Canada’s provinces has influenced their development.

Prepared Graduate

Competency



Economics 1: Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy.

Civics 1: Analyze and practice rights, roles, and responsibilities of citizens.



Task






Analyze the impact of colonization on North America and its people.

Colorado Academic


Colorado Academic


Standards

Disciplinary Skill

Development

Cross-Content

Connections





events, and ideas, over

time including the



involved. Topics to

include Inuit, early Native

Americans, major

explorers, colonizers of

countries, and Columbian

Exchange.

(DOK 1-3)



effects on people.

(DOK 1-2)

E.1.b: Explore how

different economic


career options and the


living. (DOK 1-2)

C.1.d: Explain how

political ideas and

significant people have

interacted, are

interconnected, and have

influenced nations.

H.2.a: Explain how

people, products, cultures,

and ideas interacted and

are interconnected over

key eras. (DOK 1-2)

H.2.c: Identify examples

of social, political,

cultural, and economic

development in key areas.

(DOK 1-2)

G.2.c: Give examples of

how people have adapted

to their physical

environment. (DOK 1)

G.2.d: Analyze positive

and negative interactions

of human and physical

systems. (DOK 1-2)

E.1.a: Describe the

characteristic of

traditional, command,

market, and mixed

economic systems.

(DOK 1-2)

C.1.c: Describe how

groups and individuals

influence the government

and other nations.

(DOK 1-2)

C.1.e: Analyze political

H.1.b: Interpret

documents and data

from multiple primary

and secondary sources

while formulating

historical questions.

G.1.d: Interpret and

communicate

geographic data to

justify potential

solutions to problems.

(DOK 1-3)

C.1: Analyze the

interconnectedness of

the United States and

other nations.

E.1: Identify and

analyze different

economic systems.

C.2: Compare

multiple systems of

governments.

CCSS.ELA-

LITERACY.RH.6-8.1


evidence to support


secondary sources

CCSS.ELA-

LITERACY.RH.6-8.4




text, including


domains related to


CCSS.ELA-

LITERACY.RH.6-8.7

Integrate visual


charts, graphs,


maps) with other


and digital texts.



8th Grade Text > United

States History

Beginnings through 1877

Chapter 1: “The World

Before the Opening of

the Atlantic”;

Section 2: “Native

American Cultures”


found in the 6th Grade

Social Studies Resource

Notebook

-Unit 4 section of

notebook > “Theories

About the Bering Strait”

Chapter 11 US

Section 1 and 2

Chapter 12 Canada

Section 1 and 2

**The following

US/Canada/Native

Americans Vocab

Beringia,

Rocky Mountains,

Continental Divide,

Provinces,

Regionalism,

Inuit,

Regions,

Buffalo,

Colonies Vocab

Columbian Exchange,

Slave trade,

Triangle Trade,

British Colonies,

New England Colonies,

Middle Colonies,

Southern Colonies,

Middle Passage,

Roanoke,

Jamestown,

Cash Crops,

Colony,

Plantation,

Democracy,

Petition,

Assembly

CCSS.ELA-

LITERACY.WHST.6-

8.1.A


a topic or issue,

acknowledge and


from alternate or



evidence logically.

CCSS.ELA-

LITERACY.WHST.6-

8.2.A




concepts, and









CCSS.ELA-

LITERACY.WHST.6-

8.9

Draw evidence from

















(DOK 1-3)

C.2.b: Identify how

different forms of


citizens. Topics to

include democracy and


(DOK 1-2)

issues from both a

national and global

perspective over time.

(DOK 1-4)

C.1.f: Identify historical

examples illustrating how

Americans from diverse

backgrounds perceived

and reacted to various

global issues.

(DOK 1-3)

C.2.a: Describe different

forms of government.

(DOK 1)

C.2.c: Compare the

economic components of

different forms of

government. (DOK 1-2)

C.2.d: Compare various

governments’ and

liberties of their citizens.

(DOK 1-2)

passage found on

my.hrw.com > 8th

Grade Text > United

States History

Beginnings through

1877 –page 68

sections 1-4 only

Chapter 3: “The English

Colonies”


support analysis,




Unit 4: ~ Native North Americans and United States and Canada geography – focus only on the geography/history of the area from the Holt text. ~Colonization of North America- focus on British colonies from Holt 6th and 8th grade texts Timeline: 10-11 Weeks Chapters 11 (Section 1 and 2) and 12 (Section 1 and 2)

Enduring Concept 1: Native North American cultures were shaped by how they adapted to, and interacted with, their environment. Enduring Concept 2: The establishment of the English Colonies required colonists to adapt to a new environment altering the existence of the indigenous people of the Western Hemisphere. Unit Essential Question 1: How have populations of the United States adapted to the environments of North America over time?

Grade Level Expectations (GLE): Concept and skills students master: History 1: Analyze and interpret historical sources to ask and research historical questions. History 2: Historical eras, individuals, groups, ideas and themes in regions of the Western Hemisphere and their relationships with one another. Geography 1: Use geographic tools to solve problems. Geography 2: Human and physical systems vary and interact. Economics 1: Identify and analyze different economic systems. Civics 2: Compare multiple systems of government.

Vocabulary: cultural region Beringia, Inuit continental divide tributary regions buffalo, pottery indentured servant slave trade cash crops middle passage plantation settlers Jamestown Roanoke/Virginia Dwellings Adobe Pueblo Long house Wigwam Tipi

Academic Vocabulary: culture migrate environment natural resource nomad tribe pictographs oral tradition assembly, democratic economy petition social class Colony Colonization New England Colonies Middle Colonies Southern Colonies


How did environmental factors promote cultural diversity among Native North American groups?

How did Native North Americans ability to adapt determine their survival?

What did Native North Americans do to maintain their cultural history?

What are the unique characteristics of the different regions of North America and Canada?

How has geography and climate shaped the development of the North American cultures?

What factors influenced the development of civilizations and nations?

How has land been acquired by countries?

How does where we live affect how we live?

How does the physical landscape of the United States change from east to west




Identify and apply the Six Characteristics of a Civilization to various Native North American groups and British colonists (History 1 a., History 1 b., Geography 2 a., Geography 2 b.,

Civics 2 a.)

Use the Six Characteristics of a Civilization, as well as skills of observation, analysis, and interpretation to answer the Unit Essential Question: “In a short paragraph explain with five specific examples how Native Americans and Colonists adapted to their environment.” (History 1 a., History 1 b., History 1 c., History 2 a., Geography 2 b., Geography 2 c.)

Associate the Five Themes of Geography to the Native North American civilizations and British Colonists; (Geography 1 b., Geography 2 a., Geography 2 b., Geography 2 c. Civics 2 a.)

Mini Assessment 4 -4/11-4/15 Johns Smith’s accounts

Common assessment- 5/16-5/20

Or

Inquiry Project- Teacher’s choice

History 1 a. Identify ways different cultures record history. History 1 b. Interpret documents and data from multiple primary and secondary sources while formulating historical questions. Sources to include but not limited to art, artifacts, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams and written texts. History 1 c. Analyze positive and negative interaction of human and physical systems in Western Hemisphere. History 2 a. Explain how people, products, cultures, and ideas interacted and are interconnected over key eras in the Western Hemisphere. History 2 b. Determine and explain the historical context of key people, events, and ideas over time including the examination of different perspectives from people involved. History 2 c. Identify examples of the social, political, cultural, and economic development in key areas of the Western Hemisphere Geography 1 b. Collect and analyze data to interpret regions in the Western Hemisphere. Geography 1 d. Interpret and communicate geographical data to justify potential solutions to problems. Geography 2 a. Classify and analyze the types of connections between places. Geography 2 b. Identify physical features and explain their effects on people in the Western Hemisphere. Geography 2 c. Give examples of how people have adapted to their physical environment. Geography 2 d. Analyze positive and negative interactions of human and physical systems in the Western Hemisphere. Economics 1 a. Describe the characteristic of traditional, command, market, and mixed economic systems Civics 1 a. Discuss advantages and disadvantages of living in an interconnected world Civics 1 b. Examine changes and connections in ideas about citizenship in different times and places Civics 1 c. Describe how groups and individuals influence the government and other nations Civics 1 d. Explain how political ideas and significant people have interacted, are interconnected, and have influenced nations Civics 2 a. Describe different forms of government.

Instruction:


Collaborative Learning: Follow the River (Research and Report to Class) p 250

Social Studies Skills: Using a Political Map p 253

Social Study Skills: Using Mental Maps and Sketch Maps p 292

Focus on Reading and Writing: Creating a Tourism Ad p 294

Primary Source: The Constitution (Excerpt) p 259

Literature (from Bearstone) by Will Hobbs p 263


Suggested Performance Tasks: History 1 a. Writing Oral History (Use AVID book) History 2 a. / Geography 2 a. Venn Diagram (Compare two Native North American cultural regions) Geography 2 b and c. Complete physical and political maps (with cultural regions) to demonstrate areas inhabited by Native North American civilizations. Economics 1 b. Map of 3 Colonial Regions of English Colonies. Label according to main economy. Economics 1 b. Map of 3 regions of present day United States. Label according to main economy. Civics 2 b. Philosophical Chairs: Self-governing colonies vs. Monarchy of England. Suggested SCR Prompts:

How does where we live affect how we live?

How have Native North American cultures interacted with their environment over time in a positive or negative way?

What are key primary sources that help historians study Native North American cultures? How have geographic factors influenced human settlement and economic activity?

How do you define a good government?

Resources: 6th grade Holt Text: Start with Chapter 11 (Section 1 and 2) and Chapter 12 (Section 1 and 2) for Geography and History of United States and Canada 6th Grade Resource Notebook (Very important for Native resources as text has nothing on Native Americans (in the US)) 8th Grade Text > United States History Beginnings through 1877 (picture of Liberty Bell on Front) – Chapter 1; Section 2 Holt Textbook and related eResources: Western World – Chapter 11 (Section 1 and 2) and Chapter 12 (Section 1 and 2)

*Online resources from United States History Beginnings through 1877 (picture of Liberty Bell on Front) Chapter 1 Section 2 – Native American Cultures Animated History: Early Native American Life https://my.hrw.com/ss_2012/ms_ushist/eactivities/Animated_History/native_anim/ah01_anim_nativeamerlif.html Video: Origins of Western Culture https://my.hrw.com/SocialStudies/ss_2010/student/ms_ushistory_begin1877/bookpages/library/videos/video.html?shortvid=855607498001&longvid=1796074038001&title=Origins of Western Culture

**focus only on the geography of the area from the Holt text

Complex text passages (REQUIRED READINGS)

https://my.hrw.com/ss_2012/ms_ushist/eactivities/Animated_History/native_anim/ah01_anim_nativeamerlif.html

https://my.hrw.com/SocialStudies/ss_2010/student/ms_ushistory_begin1877/bookpages/library/videos/video.html?shortvid=855607498001&longvid=1796074038001&title=Origins

https://my.hrw.com/SocialStudies/ss_2010/student/ms_ushistory_begin1877/bookpages/library/videos/video.html?shortvid=855607498001&longvid=1796074038001&title=Origins


**The following passage found on my.hrw.com > 8th Grade Text > United States History Beginnings through 1877 (picture of Liberty Bell on Front) Chapter 1: “The World Before the Opening of the Atlantic”; Section 2: “Native American Cultures” -Click on “Guided Reading Workbook” > “The World Before the Opening of the Atlantic” *The following passage found in the 6th Grade Social Studies Resource Notebook Unit 4 section of notebook > “Theories About the Bering Strait” (2 pages)

**Teacher discretion as to how students respond to text** Holt Textbook and related Resources: 8th Grade Text > United States History Beginnings through 1877 (picture of Liberty Bell on Front) – Chapter 1 To add the 8th grade online textbook to your Holt-McDougal account:

go to: myhrw.com

register another ISBN or key code

get your ISBN from an 8th grade teachers guide Suggested activity- focus on writing/writing an infomercial-page 68

Suggested writing activity- comparing and contrasting labor in Virginia Page 74

Suggested critical thinking-mayflower compact simulation-page 79

Suggested Collaborative learning-1st Thanksgiving news report-page 80

Suggested ELA task- Illustrated guide to Massachusetts Bay-page 81

Suggested Collaborative learning- New England Colonial Trade adds- page 83

Suggested Critical Thinking- pioneer letter- page 89

Differentiated Instruction- Colonial Trade posters- page 93

Interpreting Timelines-Frontier Conflicts-page 96

Suggested online Materials from United States History: Beginnings to 1877

Chapter 2: New Empires in the Americas Video: The Impact of Different Cultures https://my.hrw.com/apps/alchemy/editors/display.jsp?cid=musne_nbfng_video Animated Geography: Columbus Explorations https://my.hrw.com/ss_2012/ms_ushist/eactivities/Animated_History/ah02_anim_columbus.html Animated Geography and History: North America https://my.hrw.com/ss_2012/ms_ushist/eactivities/Animated_History/ah02_anim_noamerica.html

https://my.hrw.com/apps/alchemy/editors/display.jsp?cid=musne_nbfng_video

https://my.hrw.com/ss_2012/ms_ushist/eactivities/Animated_History/ah02_anim_columbus.html

https://my.hrw.com/ss_2012/ms_ushist/eactivities/Animated_History/ah02_anim_noamerica.html


Chapter 3, Chapter 3 Planning Guide: The English Colonies https://my.hrw.com/SocialStudies/ss_2010/online_tos/ms_us_history_beginnings_to_1877/data/resource_index/te_ch3.pdf Section 1 – The southern colonies Animated History: Founding the Colonies https://my.hrw.com/ss_2012/ms_ushist/eactivities/Animated_History/ah03_anim_foundcolonies.html Animated History: A New England Seaport https://my.hrw.com/ss_2012/ms_ushist/eactivities/Animated_History/seaport_anim/ah04_anim_neseaport.html Animated Geography and History: Colonial Trade Routes https://my.hrw.com/ss_2012/ms_ushist/eactivities/Animated_History/seaport_anim/ah04_anim_neseaport.html Primary Sources: Religious Tolerance vs. Intolerance https://my.hrw.com/ss_2012/ms_ushist/eactivities/Primary_Sources/Chapter_03.htm Video: Save our History: Secrets of Jamestown https://my.hrw.com/SocialStudies/ss_2010/student/ms_ushistory_begin1877/bookpages/library/videos/video.html?shortvid=721472779001&longvid=721472779001_long&title=Save Our History: Secrets of Jamestown Suggested Lesson from SHEG Website - http://sheg.stanford.edu ~Salem Witch Trials (multi day lesson)

Complex text passages (REQUIRED READINGS) **The following passage found on my.hrw.com > 8th Grade Text > United States History Beginnings through 1877 –page 68-sections 1-4 only Chapter 3: “The English Colonies” -Enrichment Activities: Primary Source: “The Sermon by Jonathan Edwards, ‘Sinners in the Hands of an Angry God’ ” *The following passage found in the 6th Grade Social Studies Resource Notebook Unit 5 section of notebook > “The English Colonies in America” (A Common Text)

**Teacher discretion as to how students respond to text**

https://my.hrw.com/SocialStudies/ss_2010/online_tos/ms_us_history_beginnings_to_1877/data/resource_index/te_ch3.pdf

https://my.hrw.com/ss_2012/ms_ushist/eactivities/Animated_History/ah03_anim_foundcolonies.html

https://my.hrw.com/ss_2012/ms_ushist/eactivities/Animated_History/seaport_anim/ah04_anim_neseaport.html

https://my.hrw.com/ss_2012/ms_ushist/eactivities/Animated_History/seaport_anim/ah04_anim_neseaport.html

https://my.hrw.com/ss_2012/ms_ushist/eactivities/Primary_Sources/Chapter_03.htm

https://my.hrw.com/SocialStudies/ss_2010/student/ms_ushistory_begin1877/bookpages/library/videos/video.html?shortvid=721472779001&longvid=721472779001_long&title=Save

https://my.hrw.com/SocialStudies/ss_2010/student/ms_ushistory_begin1877/bookpages/library/videos/video.html?shortvid=721472779001&longvid=721472779001_long&title=Save

http://sheg.stanford.edu/

Documents

Sixth Grade 2015-2016 Curriculum Guide · LITERACY.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and