· Web viewREADING – Word Recognition, Fluency, and Vocabulary Development Students use their knowledge of word parts and word relationships as well as context clues to determine

Barren County Schools 6th Grade District Curriculum 2007 Update 5/8/2023

Barren County Schools

6th Grade Curriculum 2007 Update

Shari AlexanderDistrict Curriculum Resource Teacher


Language Arts Curriculum

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SIXTH GRADE LITERACY CURRICULUM

A.E.1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems. A.E.1.2 Students make sense of the variety of materials read.A.E.1.3 Students make sense of the various things they observe.A.E.1.4 Students make sense of the various messages to which they listen.A.E.1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.A.E.1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.A.E.6.3 Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences.

Standard 1READING – Word Recognition, Fluency, and Vocabulary Development

Students use their knowledge of word parts and word relationships as well as context clues to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level appropriate words. Decoding and Word Recognition6.1.1 – Read aloud grade level appropriate narrative text and expository text with fluency and accuracy and with appropriate timing, change in voice, and expression. 6.1.3 – Apply knowledge of connotation and denotation to determine the meaning of words.6.1.4 – Understand unknown words in informational texts by using word, sentence, and paragraph clues to determine meaning.Vocabulary and Concept Development6.1.5 – Identify analogies and other word relationships including synonyms and antonyms, to determine the meaning of words.6.1.6 – Identify and interpret figurative language and words with multiple meanings.6.1.7 – Define the meaning of unknown words by using context clues and the author’s use of definitions, restatements, and example.6.1.8 – Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing.6.1.9– Determine the meaning and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology, and textual features such as, definitional footnotes or sidebars.

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Standard 2READING: Comprehension (Focus on Informational Materials)

Students read and understand grade-level appropriate materials. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. At Grade 6, in addition to regular classroom reading, students read a variety of grade-level appropriate narrative and expository text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information.

Structural Features of Informational and Technical Materials6.2.1 – Identify the structural features of popular media (newspapers, magazines, online information) and use the features to obtain information.6.2.2 – Analyze text that uses a compare and contrast organizational pattern. Compare text, noting author’s style as well as literal and implied content of text.6.2.3 – Predict or hypothesize as appropriate from information in the text, substantiating with specific references to textual examples that may be in widely separated sections of text.6.2.4 Summarize the information and identify important ideas, details and note gaps or contradictions.6.2.5 Select/create and use graphic organizers to interpret textual information.6.2.6 Answer literal, inferential, evaluative, and synthesizing questions to demonstrate comprehension of texts, electronic, and

visual media.6.2.7 List questions and find answers within test to construct meaning.

Comprehension and Analysis of Grade-Level Appropriate Text6.2.8 – Connect and clarify main ides by identifying their relationship to multiple sources and related topics.6.2.9 –Clarify an understanding of texts by creating outlines, notes, diagrams, summaries, or reports.6.2.10– Make inferences based on implicit information in texts and provide justifications for those inferences. 6.2.11 – Answer literal, inferential, and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.6.2.12 – Follow multiple-step instructions for preparing applications.

Expository Criticism 6.2.13 Determine the adequacy and appropriateness of the evidence presented for an author’s conclusions and evaluate

whether the author adequately supports inferences.6.2.14 Compare and contrast important details about a topic, using different sources of information including books,

magazines, newspapers, and online resources.6.2.15 Compare original text to a summary to determine the extent to which the summary adequately reflects the main ideas

in critical details of the original text.

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6.2.16 – Make reasonable statements and conclusions about text, supporting them with accurate examples. 6.2.17 – Note instances of persuasion, propaganda, and faulty reasoning in text.

Standard 3READING: Literary Response/Analysis

Students read and respond to grade-level appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social sciences. They clarify ideas and connect them to other literary works. Structural Features of Literary Text6.3.1 – Identify the different types of fiction and describe the major characteristics of each form.6.3.2 – Identify the main and minor events of the plot and explain how each incident gives rise to the next.6.3.3 – Analyze the effect of the qualities of the character on the plot and the resolution of the conflict. 6.3.4 – Analyze the influence of setting on the problem and its resolution.6.3.5 – Define how tone and meaning are conveyed in poetry thought word choice, figurative language, sentence structure, line length, punctuation, rhythm, alliteration, and rhyme.6.3.6 – Identify the speaker and recognize the difference between first person, third person, and omniscient points of view /narration.6.3.7 – Identify and analyze features of themes conveyed through characters, actions, and images. 6.3.8 – Explain the effects of common literary devices such as symbolism, imagery, or metaphor in a variety of fictional and non-fictional texts.Technical/Informational6.3.9 – Compare and contrast important details about topic, using different sources of information, including books, magazines, newspapers, and online resources.6.3.10 – Analyze examples of cause and effect and fact and opinion.6.3.11 – Compare original text to a summary to determine the extent to which the summary adequately reflects the main ideas in critical details of the original text. 6.3.12 – Identify the authors argument or viewpoint and assess the adequacy and accuracy of details used.Literary Criticism6.3.13 – Critique the believability of characters and the degree to which a plot is believable or realistic.

Standard 4WRITING:

Process--Students discuss and keep a list of writing ideas and graphic organizers to plan writing. They write clear, coherent, and focused essays. Students progress through the stages of the writing process and proofread, edit, and revise writing. Organization and Focus6.4.1—Discuss ideas, keep list, and use graphic organizers to plan writing.

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6.4.2—Choose form of writing that best suits the intended purpose.6.4.3—Write informational pieces of several paragraphs that engage the reader, state a clear purpose, develop the topic with supporting details and precise language, and concludes with a detailed summary linked to the purpose.6.4.4—Use a variety of organizational patterns.Research and Technology6.4.5—Use note-taking skills.6.4.6—Use organizational features of electronic text (computers), such as bulletin boards, databases, keyword serves, and e-mail addresses, to locate information.6.4.7—Use computers to compose documents with appropriate formatting by using word-processing skills and principles of design, including margins, tabs, spacing, columns, and page orientation.Evaluation and Revision6.4.8—Review, evaluate, and revise for meaning and clarity using a writing rubric.Applications — Students write narratives, expository, persuasive, and descriptive texts. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in the writing process. Writing demonstrates an awareness of audience and purpose. 6.4.9—Write narratives that maintain a clear focus and point of view and use sensory details and dialogue to develop plot, characters, and a specific setting. 6.4.10—Write descriptions, explanations, comparison and contrast papers, and problem and solution essays that state the thesis, explain the situation, are organized, and give evidence to support arguments and conclusions. 6.4.11—Write informational essays or reports, including research, that poses and answers relevant questions, present a literal understanding of the topic, include specific facts, details, and examples from multiple sources, and creates an organizing structure appropriate to the purpose, audience and context, and includes a bibliography.6.4.12—Write responses to literature that provide an interpretation, critique, or reflection and support judgments with specific references to the text.6.4.13—Write persuasive essays that establish a clear position and include organized and relevant information to support ideas and counter arguments.6.4.14—Write for different purposes and audiences.Conventions — Students write using Standard English conventions appropriate to sixth grade.HandwritingStudent writes consistently and proficiently in cursive on the majority of class assignments.

Sentence Structure6.4.15—Use simple, compound, complex and compound-complex sentences; use effective coordination and subordination of ideas, including both main ideas and supporting ideas in single sentences, to express complete thoughts. Identify independent and dependent clauses.

Grammar

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6.4.16—Identify and use noun, pronoun, verb, adverbs, adjective, conjunction, preposition, and interjection.6.4.17—Use verbs, including perfect tenses, transitive and intransitive, and linking verbs.6.4.18—Use nominative, objective, possessive, indefinite, and relative pronouns.6.4.19—Use subject-verb agreement with collective nouns, indefinite pronouns, compound subjects, and prepositional phrases.6.4.20 Recognize verbs in active and passive voice and avoid unnecessary use of passive voice.Punctuation6.4.21—Use colons, semicolons, hyphens, dashes, and brackets.Capitalization6.4.22—Use correct capitalization.Spelling6.4.23—Spell frequently misspelled and high frequency words correctly.6.4.24 Students should know the meaning of these Latin and Greek words that form common root words and be able to give examples of English words that are based on them.

Latin/Greek Word

Meaning Examples

Annus (L) year Annual, anniversaryAnte (L) before Antebellum, antecedentAqua (L) water aquariumAstron (G) star Astronaut, astronomyBi (L) two Bisect, bipartisanBios (G) life Biology, biographyCentrum (L) hundred Cent, percentDecem (L) ten Decade, decimalDico, dictum (L) Say, thing,

saidDictation, dictionary

Duo (G,L) two duplicateGe (G) earth Geology, geographyHydror(G) water Hydrant, hydroelectricMagnus (L) Large, great Magnificent, magnifyMega (G) Large, great Megaphone, megalomaniaMikros (G) small Microscope, microfilmMinus (L) smaller Diminish, minor

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Monos (G) single Monologue, monarch, monopoly

Omnis (L) all Omnipotent, omniscientPhileo (G) To love Philosophy, philanthropistPhone (G) Sound, voice Phonograph, telephonePhoto (G) light Photograph, photocopyPoly (G) many polygonPost (L) after Posthumous, posterityPre (L) before Predict, preparePrimus (L) first Primary, primitiveProtos (G) first Prototype, protozoaPsyche (G) Soul, mind psychologyQuartus (L) fourth Quadrant, quarterTele (G) At a distance Telephone, thermostat,Thermos (G) heat Thermometer, thermostatTri (G,L) three Trilogy, triangleUnus (L) one Unanimous, unilateralVideo, visum (L) See, seen Evident, visualVita life Vitality, vitamin

6.4.25 Correctly use the following Good/well Between/among Bring/take Accept/except Fewer/less Like/as Affect/effect (hint: RAVEN: Remember Affect a Verb, Effect a Noun) Who/whom Imply/infer Principle/principal Their/there/they’re

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Like/lack6.4.26 Recognize and use correctly the following troublesome verbs:

Sit, set Rise, raise Lie, lay Saw, seen

Standard 5LISTENING AND SPEAKING

Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interest of the audience. They evaluate the content of oral communication. Students deliver well-organized formal presentations using traditional speech strategies, including narration, exposition, persuasion, and description. Students use the same Standard English conventions for oral speech that they use in writing.Comprehension6.5.1—Relate the speaker’s verbal communication to the nonverbal message.6.5.2—Identify the tone, mood, and emotion conveyed in the oral communication. 6.5.3—Restate and perform multiple-step oral instructions and directions.Organization and Delivery of Oral Communication6.5.4—Select a focus, an organizational structure, and a point of view, matching the purpose, message, and vocal modulation to the audience.6.5.5—Emphasize important points to assist the listener in following the main ideas and concepts. 6.5.6—Support opinions with researched, documented evidence, and with visual or media displays that use appropriate technology.6.5.7—Use effective timing, volume, tone, and alignment of hand and body gestures to sustain audience interest and attention.Analysis and Evaluation of Oral and Media Communication6.5.8—Analyze the use of rhetorical devices, including rhythm and timing of speech, repetitive patterns, and the use of onomatopoeia for intent and effect.6.5.9—Identify persuasive and propaganda techniques used in the media and identify false and misleading information.Speaking Application6.5.10—Deliver narrative presentations that:

Establish a context, plot, and point of view. Include sensory details and specific language to develop the plot and character. Use a range of narrative devices, including dialogue, tension, or suspense.

6.5.11—Deliver informative presentations that: Pose relevant questions sufficiently limited in scope to be completely and thoroughly answered.

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Develop the topic with facts, details, examples, and explanations from multiple authoritative sources, including speakers, periodicals, and online information.

6.5.12—Deliver oral responses to literature that: Develop an interpretation that shows careful reading, understanding, and insight. Organize the presentation around several clear ideas, premises, or images. Develop and justify the interpretation through the use of examples from the text.

6.5.13—Deliver persuasive presentations that: Provide a clear statement of the position. Include relevant evidence. Offer a logical sequence of information. Engage the listener and try to gain acceptance of the proposition or proposal.

6.5.14—Deliver presentations on problems and solutions that: Theorize on the causes and effects of each problem. Establish connections between the defined problem and at least one solution. Offer persuasive evidence to support the definitions of the problem and the proposed solutions.

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Mathematics Curriculum

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Math

Number Properties and Operations

A. Numbers, Integers, and Place Value Read and write numbers (in digits and words) to one billion . Develop place value of large and small numbers (includes decimals to ten thousandths). Integers :

Locate positive and negative integers on a number line.Compare integers using <, >, =.Know that the sum of an integer and its opposite is 0.Add and subtract positive and negative integers.

Review determining whether a number is a prime number or composite number. Continue prime factorization Round to the nearest ten; to the nearest hundred; to the nearest thousand; to hundred thousand; to the nearest million. Use compatible numbers and rounding to estimate computational results Compare and order whole numbers, mixed numbers, fractions, and decimals symbols <, >, =. Review determining the greatest common factor (GCF) of given numbers. Review determining the least common multiple (LCM) of given numbers. Introduce using whole number exponents:

Review squares and square roots and their inverse relationsUsing the terms squared and cubed and to the nth power, read and evaluate expressions with exponents.

Review powers of 10Write numbers in expanded notation using exponents.

Locate fractions, decimals and whole numbers on a number line Introduce representation of numbers and operations in a variety of equivalent forms using models, diagrams and symbols (e.g.

number lines, 10 by 10 grids, rectangular array, number sentences…) Continue using compatible numbers and rounding to estimate and compute results

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Ratio, Percent, and ProportionRatio and proportion

Solve proportions, including word problems involving proportions with one unknown. Use ratios and proportions to interpret map scales and scale drawings. Set up and solve proportions Understand the justification for solving proportions by cross-multiplication. Develop meaning of ratio and appropriate notations (3:5, 3/5, 3 to 5)

Fractions and Percent Introduce converting between fractions, decimals, and percents. Introduce multiplying and dividing fractions Find the given percent of a number, and find what percent a given number is of another number. Solve problems involving percent increase and decrease.. Find an unknown number when a percent of the number is known. Use expressions with percents greater than 100% and less than 1%.

B. Number Computation Addition

Commutative, zero, identity and associative properties; know the names, understand and apply the properties.Understand addition and subtraction as inverse operations.Add and subtract with integers, fractions, and decimals

Multiplication Commutative and associative properties: know the names, understand, and apply the properties. Introduce multi-digit multiplication patterns Multiply multi-digit factors, with and without a calculator. Estimate a product. Multiply with integers, fractions, and decimals, both positive and negative. Introduce Inverse property Introduce Distributive property for multiplication over addition or subtraction, that is, A x (B+C) or A x (B-C): understand its use

in procedures such as multi-digit multiplication. Understand how the base 10 number system relates to place value (10 millions make 10 million, …, 10 hundred millions make

a billion). Introduce 10 billions make 10 billion,…

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Division Understand multiplication and division as inverse operations. Estimate the quotient. Divide multi-digit dividends by up to three-digit divisors, with and without a calculator. Divide with integers, fractions, or decimals, both positive and negative.

Solving Problems and Equations Solve word problems with multiple steps. Solve problems with more than one operation, according to order of operations (with and without a calculator).

Measurement Solve problems requiring conversion of units within the U.S. Customary System, and within the metric system. Associate prefixes used in metric system with quantities:

kilo= thousandhecto = hundreddeka = tendeci = tenthcenti = hundredthmilli = thousandth

Time: solve problems on elapsed time; express parts of an hour in fraction or decimal form. Derive and use formulas for various rates (e.g. distance/time mph)

Geometry Identify and use signs that mean:

Parallel Perpendicular

Construct parallel lines and a parallelogram. Angles: identify and measure the degrees in angles(review terms: right, acute, obtuse, straight). Identify properties of basic geometric elements that include points, segments, rays, lines, angle, and planes Reinforce classifying equilateral triangles and classify two dimensional shapes square, circle, triangle, rectangle, hexagon, and

pentagon Triangles:

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Know that the sum of the measures of the angles of a triangle is 180.Construct different kinds of triangles.Know terms by which we classify kinds of triangles:

by length of sides: equilateral, isosceles, scaleneby angles: right, acute, obtuse

Identify congruent angles and sides, in parallelograms. Continue regular and irregular polygons and patterns of lines of symmetry Identify characteristics of two dimensional shapes including circles, regular polygons, quadrilaterals and triangles Introduce development and application of proportionality and relationships between scale models and actual figures. Review identify, describe, model , draw and classify three dimensional shapes. Introduce finding surface area and volume of a rectangular prism Find the area(A) and perimeter(P) of plane figures, or given the area or perimeter find the missing dimension, using the

following formulas:RectangleA=lwP=2(l+w)SquareA=s²P=4sTriangleA=½bhP=sl + s²+s³ParallelogramA=bhP=2(b+s)

Circles:Introduce finding area, circumference, radius, and diameter of circles.Identify radius, (plural: radii), and diameter; know that radius=½ diameter.Using a compass, draw circles with a given diameter or radius.

Find volume of rectangular solids, or given the volume find a missing dimension, using the formulas V=lwh, or V=bh (in which b = area of base).

Introduce how proportional figures are related (scale drawings, similar figures). Introduce how two dimensional and 3 dimensional figures are related as seen in different orientations (e.g. top view, side view,

three dimensional shaped drawn on isometric dot paper) Move shapes in a coordinate plane using translations, reflections and rotations

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Data Analysis Find the range and measures of central tendency (mean, median, mode) of a given set of numbers. Understand the differences among the measures of central tendency and when each might be used. Apply most appropriate measures of central tendency and dispersion Introduce determining and interpreting clusters, qualities, gaps and outliers in data Understand the use of a sample to estimate a population parameter (such as the mean), and that larger samples provide more

stable estimates. Solve problems requiring interpretation and application of graphically displayed data. Construct and interpret displays of data (e.g. table, circle graph, line plot, stem and leaf plot, select an appropriate graph to

represent given data and justify its us

Given a set of data, find the mean, median, range, and mode. Introduce meaning of dispersion (range, cluster, gaps, outliers) Construct a histogram; a tree diagram. Coordinate plane:

Plot points on a coordinate plane, using ordered pairs of positive and negative whole numbers.Use the terms origin (0,0), x-axis, and y-axis.

Graph simple functions and solve problems involving use of a coordinate plane. Introduce characteristics and appropriateness of graph (line plots, line, circle graph, bar graph, stem and leaf) Recognize, create and continue patterns (give an informal description for a continuance of the pattern, generalize patterns

through a verbal rule Review organizing data into tables and plot points onto the first quadrant of a coordinate system/grid (introduce all four

quadrants) Introduce organize, represent, analyze and interpret sets of data (compare data from various type of graphs) Introduce plotting points onto all four quadrants and interpret resulting patterns and trends.

Algebraic Ideas Recognize uses of variables and solve linear equations in one variable. Solve word problems by assigning variables to unknown quantities, writing appropriate equations, and solving them. Introduce distinguishing difference between equations, inequalities and algebraic expressions Simplify numerical and algebraic expressions by translating verbal expressions into algebraic expressions Find the value for an expression, given replacement values for the variable Explore the concept of variable, expression, and equation (x+4, 2s=x+4) Investigate, interpret and explain relationships between tables, graphs, verbal rules, and equations

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Science Curriculum

Please note content is different from 6th Grade POS and CC Version 4.1. Strands were combined to allow for depth of instruction over 5th and 6th grade. 5th Grade is Earth and portions of Life. 6th Grade is Physical and portions of Life.

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Grade 6Structure and Transformation of MatterTechnology Tools: Microscope, balance, thermometer, graduated cyclinder)All matter composed of partsMixtures can be separated by physical propertiesDistinguish between mixtures and compoundsConservation of matter in a closed systemChemical changes in matterPhysical changes in matterClassification of substancesClassification of materials by physical properties of matterBoiling pointDensitySolubility

Motions and ForcesTools: timer, meter stick, balance, spring scaleRelationship between force and mass

Effects of variables on straight line motion

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Invisible and Visible forcesUnbalanced forcesFriction is a force that turns the energy of motion into heat causing moving objects to slow unless additional force (energy) is added)Relationship between force and massChanges in motion of an objected related to its mass or the amount of force acting on itEffect of friction on moving objects and mechanical systemsEffect of friction on speed or directionSpeed

Energy TransformationsClassify energy phenomena (heat/thermal energy, electrical energy, energy of position)Kinetic or potential energySolar EnergyElectrical circuits (altering variables)Electrical energy (evidenced by heat, light, sound and magnetic effectsPredictable interaction of light (refraction, absorption, scattering including reflection)Predictable movement of heat energy

InterdependenceBiotic and abiotic factorsLimiting factorsGlobal interconnection of Earth systemsEnvironmental decisions

Unity and Diversity

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Behavior is a response to internal or environmental stimulusHeredity and experience affect behavioral responseBehavioral response requires communication of cells, organ systems, and organisms.

Biological Science Geological time scale Adaptations Homeostasis Diversity of species Survival/reproductive success and biological adaptations Parents and offspring Behavior/environment Genetics Regulation

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Social Studies CurriculumBig Idea: Government and CivicsThe study of government and civics equips students to understand the nature of government and the unique characteristics of American democracy, including its fundamental principles, structure, and the role of citizens. Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies.

Big Idea: Cultures and SocietiesCulture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals connecting all cultures. Culture influences viewpoints, rules, and

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institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them.

Big Idea: EconomicsEconomics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies, and governments.

Big Idea: GeographyGeography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future.

Big Idea: Historical PerspectiveHistory is an account of events, people, ideas, and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World.Note to sixth grade teachers: It is very important when studying geography for students to understand the organizers and be able to apply them across world regions (e.g., Europe, Russia, Middle East, Asia, South Pacific, Africa, and the Americas). When teachers are studying Asia, for example, they should look for examples in Asia of the geographic organizers and not focus on every country within Asia. For example, consider the organizer, “Regions.” When applying this organizer to the study of Asia, students should explore the human and physical characteristics that help to define Asia as a world region. It would be impossible for teachers to explore every country within Asia, apply each core content standard, and accomplish anything but a superficial study of the region. However, a deep study of the organizers supported by the core content standards is recommended. The application of the organizers should be focused on the present day.

AsiaEssential Questions:

1. How have geographic features influenced past decisions in Asia?2. How can the 5 themes of geography be used to interpret and evaluate the impact of human settlement

and the interaction of humans with their environment in Asia?3. How have economic factors impacted societies and governments in Asia?4. What role does government play in Asia?5. How can man benefit from developing a greater appreciation of Asia?

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6. Why is it important to study the history of Ancient India and China?7. What role did geography play in the development of Ancient India and China?8. How are cultural elements and social institutions reflected in ancient civilizations of India and China?9. What is the influence of government and economics on the rise and fall of Ancient China and India?

The student will demonstrate an understanding of modern governments of Eastern Asia and be able to describe the structure of the national

governments of India, Indonesia, China, and Japan.

The student will evaluate the impact of government policies and individual behaviors on Asia’s environment.

The student will describe the factors that cause economic growth and examine their presence or absence in Southern and Eastern Asian

countries such as Pakistan, India, China, and Indonesia.

The student will describe different economic systems (traditional, command, market, mixed) and how they answer the basic economic questions

(What to produce? How to produce? For whom to produce?) and explain the basic types of economic systems found in India, China, and Japan

The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on Southern and Eastern

Asian countries.

The student will describe the diverse cultural characteristics of the people who live in Southern and Eastern Asia.

The student will explain the impact of location, climate, physical characteristics, natural resources on Asia.

The student will describe the diverse cultural characteristics of the people who live in Asia. and population size on Asian countries.

The student will be able to describe and locate important physical and human characteristics in Southern and Eastern Asia.

The student will explain the growth and development of Southern and Eastern Asia.

The student will describe the policies of China that led to isolation and the reaction to western desire to trade with China.

The student will describe the major developments in eastern Asia during the 20th century.

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AfricaEssential Questions:

1. How have geographic features influenced past decisions in Africa?2. How can the 5 themes of geography be used to interpret and evaluate the impact of human settlement

and the interaction of humans with their environment in Africa?3. How have economic factors impacted societies and governments in Africa?4. What role does government play in Asia?5. How can man benefit from developing a greater appreciation of Africa?6. Why is it important to study the history of Ancient Egypt?7. What role did geography play in the development of Ancient Egypt?

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8. How are cultural elements and social institutions reflected in Ancient Egyptian civilization?9. What is the influence of government and economics on the rise and fall of Ancient Egypt?

The student will demonstrate an understanding of the modern governments of Africa.


(What to produce? How to produce? For whom to produce?) and explain the basic types of economic systems found in South Africa, Egypt,

Nigeria, and Morocco.

The student will give examples of how voluntary trade benefits buyers and sellers in Africa over time.

The student will describe the factors that influence economic growth and examine their presence or absence in such African countries as Chad,

South Africa, Nigeria, and Kenya.

The student will be able to describe and locate the important physical and human characteristics of Africa.

The student will discuss the impact of government policies and individual behaviors on the African environment.

The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on African countries.

The student will describe the cultural characteristics of different people who live in Africa.

The student will identify important African empires.

The student will explain the reasons for the African independence movement.

The student will describe major developments in Africa since independence.

AmericasEssential Questions:

1. How have geographic features influenced past decisions in the Americas?2. How can the 5 themes of geography be used to interpret and evaluate the impact of human settlement

and the interaction of humans with their environment in the Americas?3. How have economic factors impacted societies and governments in the Americas?4. What role does government play in the Americas?5. How can man benefit from developing a greater appreciation of Americas?

The student will explain the structure of national governments in Latin America and the Caribbean and Canada.

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(What to produce? How to produce? For whom to produce?) and explain the basic types of economic systems found in Canada, Mexico, Cuba,

and Argentina.

The student will give examples of how voluntary trade benefits buyers and sellers in Latin America and the Caribbean and Canada.

The student will describe the factors that influence economic growth and examine their presence or absence in countries such as Canada,

Mexico, Brazil, and Argentina.

The student will be able to describe and locate the important physical and human characteristics of Latin America and the Caribbean and

Canada.

The student will discuss the impact of government policies and individual behaviors on Latin American and the Caribbean and Canadian

environments.

The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on Latin America and

the Caribbean and Canada.

The student will describe the cultural characteristics of Latin America and the Caribbean and Canada.

The student will explain the development of Latin America and the Caribbean and Canada as colonies of European nations and on through their

independence.

The student will analyze important 20th century issues in Latin America and the Caribbean and in Canada.

EuropeEssential Questions:

1. How have geographic features influenced past decisions in Europe?2. How can the 5 themes of geography be used to interpret and evaluate the impact of human settlement

and the interaction of humans with their environment in Europe?3. How have economic factors impacted societies and governments in Europe?4. What role does government play in Europe?5. How can man benefit from developing a greater appreciation of Europe?

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The student will describe modern European governments.


(What to produce? How to produce? For whom to produce?) and explain the basic types of economic systems found in England, Germany, and

Russia.

The student will give examples of how voluntary trade benefits buyers and sellers in Europe.

The student will describe the factors that cause economic growth and examine their presence or absence in countries such as England,

Germany, Russia, Poland, and Romania.

The student will be able to describe and locate the important physical and human characteristics of Europe.

The student will discuss the impact of government policies and individual behaviors on the European environment.

The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on Europe.

The student will describe the cultural characteristics of Europe.

The student will describe the civilizations at the time of the Columbian Exchange and the impact of European exploration on those

civilizations.

The student will describe major developments in Europe during the 20th century.

Middle EastEssential Questions:

1. How have geographic features influenced past decisions in the Middle East?2. How can the 5 themes of geography be used to interpret and evaluate the impact of human settlement

and the interaction of humans with their environment in the Middle East?3. How have economic factors impacted societies and governments in the Middle East?4. What role does government play in the Middle East?5. How can man benefit from developing a greater appreciation of the Middle East?

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The student will describe the different political structures of the Middle East.


(What to produce? How to produce? For whom to produce?) and explain the basic types of economic systems found in Israel, Saudi Arabia,

and Turkey.

The student will describe the factors that influence economic growth and examine their presence or absence in Middle Eastern countries such

as Israel, Lebanon, Turkey, Israel, Saudi Arabia, and Iran.

The student will be able to describe and locate important physical and human characteristics in Southwestern Asia (Middle East).

The student will describe the development of the three major religions that originated in the Middle East.

The student will describe major developments in the Middle East during the 20th century.

OceaniaEssential Questions:

1. How have geographic features influenced past decisions in Oceania?2. How can the 5 themes of geography be used to interpret and evaluate the impact of human settlement and the interaction of humans with their environment in Oceania?3. How have economic factors impacted societies and governments in Oceania?4. What role does government play in Oceania?5. How can man benefit from developing a greater appreciation of Oceania?

The student will describe the political structures of Oceania.

The student will describe the factors that influence economic growth and examine their presence or absence in Australia and Oceania.

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(What to produce? How to produce? For whom to produce?) and explain the basic types of economic systems found in Australia and the

Federated States of Micronesia

The student will give examples of how voluntary trade benefits buyers and sellers in Australia and Oceania.

The student will discuss the impact of government policies and individual behaviors on the environments of Australia and Oceania.

The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on Australia and

Oceania.

The student will describe the cultural characteristics of Australia and Oceania.

The student will be able to describe and locate the important physical and human characteristics of Australia and Oceania.

The student will describe the culture and development of Australia and Oceania prior to contact with Europeans.

The student will explain the impact European exploration and colonization had on Australia and Oceania.

The student will discuss the impact of important 20th century events on Australia and Oceania.

Mountains and Mountain Ranges Major mountain ranges South America: Andes North America: Rockies and Appalachians Asia: Himalayas and Urals Africa: Atlas Mountains Europe: Alps High mountains of the world Asia: Everest North America: McKinley South America: Aconcagua Europe: Mont Blanc Africa: Kilimanjaro

Great Lakes of the World Eurasia: Caspian Sea

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Asia: Aral Sea Africa: Victoria, Tanganyika, Chad North America: Superior, Huron, Michigan South America: Maracaibo, Titicaca

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Practical LivingPractical Living

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Sub Domain Weight for 7th GradeHealth/PE 50%

Consumerism/Vocational 50%

HEALTHSubstance Abuse

Know the consequences and risks of behavioral choices (e.g., tobacco, alcohol, and other drug use; sexual involvement; violent behaviors) as well as alternatives to that behavior

Know that guidance counselors, parents and teachers as resources if you know someone who is using drugs

Nutritional Education Review the 6 basic nutrients and their affect on proper growth and

development Review how dietary guidelines and calories from sugary and fatty foods should be included when making

daily food choices Review how exercise and dietary habits (vegetarian diets, eating out all the time) affect the way

adolescents look, feel, and perform

Physical Health and Wellness Review how diet, exercise, rest and other choices affect body systems Review how transmission and prevention of communicable diseases (hepatitis, mono, TB, influenza)

contribute to the health of the individual and community Introduce the identification, prevention, and treatment of

non-communicable diseases (cancer, asthma) by specialists vs. general practice, second opinion, common sense

Introduce that irregular exercise and unhealthy habits and behaviors that affect the physical health of adolescents

Review body changes that take place during a regular exercise program Review benefits (body shape, coordination, muscle development) of exercise to physical development

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Know that you must apply the principles of fitness training and conditioning (frequency, intensity, time/duration) that are needed to get the most out of exercise

Physical Health and Wellness Do a self-assessment of health status (e.g., strength, flexibility,

cardiovascular endurance, body composition, President’s Physical Fitness) for health maintenance

Know the basic structures and functions of the reproductive system Know that physical, social, and emotional changes occur during adolescence Know that abstinence is the only sure means of preventing pregnancy

Personal Health and Safety Recognize that health and safety hazards (e.g., firearms, traffic,

transportation, horseplay) can be life threatening Review traffic and transportation related safety issues on the ground and in the water contribute to a

reduction in injuries and death Apply safety strategies (e.g., walking in opposite direction of violence, staying calm in dangerous

situations) and wearing protective gear can reduce the incidence of injury or death Know basic first-aid procedures when responding to a variety of

life-threatening emergencies (e.g., choking, shock, poisons, burns, temperature related emergencies, animal and insect bites) to help reduce the severity of injuries

Know that symptoms and causes of anxiety vary with the individual Know that the effects of eating disorders (e.g., weight loss, nervousness) indicate a need for counseling Know that decision-making techniques are positive ways to cope with peer pressure

Physical Education Demonstrate basic physiological principles of exercise (e.g., intensity, duration and frequency) Describe the interrelationships of physiological changes in body systems Recognize the benefits of self-assessment of health status Analyze and apply strategies for achieving and maintaining self-esteem Use strategies to manage stress Evaluate available community health systems, services, and resources serving the needs of

adolescents Reflect on personal motivation for psychomotor skill development Assess psychomotor skills (e.g., individual, dual and team) using movement, mechanics, and concepts

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Demonstrate basic dance, team, and individual/duo sports skills Combine fundamental movement activities into purposeful movement patterns

AH-M Create movement ideas that could be used to compose a dance based on a theme, using dance elements and

principles of choreography Compose a dance using locomotor (skip, hop, grapevine, polka, waltz, 2 step) and nonlocomotor movements

(push, pull, rise, fall, dodge, sway) to express an idea or emotion PL

Analyze benefits (e.g., physical, mental, psychological, emotional) of involvement in lifetime physical activity

Explore ways to learn new lifetime physical activities Apply rules and appropriate behavior in lifetime physical activities Apply basic strategies in games and sports

AH-M Introduce skills of body alignment, balance, isolation of body parts, elevation and landing while moving Describe dance elements and steps from videotaped performance using appropriate dance vocabulary Introduce and discuss dance elements: space (focus, size), time (accent, rhythmic pattern, duration), and force (heavy/light,

sharp/smooth, tension/relaxation, bound/flowing) Discuss how dances are composed of a variety of motor and nonlocomotor movements Explain dance movements and how they differ from other movements (athletic, pedestrian)

CONSUMERISM Some of this will be in the social studies section under the Middle School sub domain of economics. Please refer to that as you teach this sub domain.

Know that a comparison of needs vs. wants will influence consumer decisions Know that products and services are compared and evaluated based on a range of considerations (e.g.,

price vs. quality, generic vs. name-brand, comparison shopping vs. impulse shopping, immediate availability vs. advance ordering)

Know that media, technology and cultural influences (method and mechanics of presentation as well as advertising) have an impact on consumer choices

Know that there are positive and negative aspects of advertising strategies (e.g., providing accurate or misleading information, gimmicks)

Review environmental issues when making consumer decisions

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achieving long and short term goals Continue working on community organizations (e.g., Public Health

Department, hospitals, family resource centers, American Heart Association, American Red Cross, and American Cancer Society) that provide health and safety resources

VOCATIONAL STUDIES

Individual and Family relationships Review that individuals have personal rights and responsibilities (e.g., cooperation, communication,

patience) when dealing with others (e.g., families, classmates, teams) Review conflict resolution strategies Review communication, cooperation, rules, and respect in effectively functioning groups

Introduce that people work to provide for their wants (e.g., entertainment, hobbies, brand-name

clothing/shoes) and needs (e.g., food, clothing, shelter) and often for personal satisfaction (e.g., self-worth)

Introduce that work is important to society because it provides necessary goods and services for individuals and groups

Introduce that jobs and career opportunities vary within and among communities and regions Introduce that interests and abilities can be identified through a variety of means Know that a person’s interests, aptitudes and career goals (e.g.,

salary, benefits, demands of the job, work environment) should match the career they choose

Review good work habits and introduce the work ethics (cooperation, respect, time management, team/individual responsibilities) and how it can impact the success of the group

Be aware that there are various postsecondary options available (e.g., technical college, vocational schools, 2 year colleges, 4 year colleges, apprenticeships and military service)

Know that identifying weak or negative habits and making changes will improve success Know that certain academic skills (e.g., communication, research, math, science) are important to

specific careers

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Know that individual and team skills (e.g., identifying goals, using listening skills, following directions, communicating orally, asking questions about tasks, using problem solving skills) contribute to the successful completion of a task

Know that there are strategies (e.g., studying in advance, talking with counselors, parents and/or friends, planning, getting ample rest, eating properly) for managing stressful situations (e.g., test taking, deadlines, change, grief, rejection) to reduce anxiety

Learn an additional strategy, such as communication, for preventing violence Use appropriate coping strategies (e.g., realistic goal setting, effective

time management, decision-making processes) to promote emotional and mental health Increase knowledge of principles of motor skill refinement (e.g., accuracy, technique, movement) require a logical and sequential approach Increase knowledge of combinations of locomotor and nonlocomotor movements is necessary for improvement in the transitional motor skills (e.g., punting, serving, vaulting) Know emotional/mental benefits from leisure/recreational and/or competitive physical activities (e.g., improved confidence, increased self-esteem, stress reduction, and self-expression) Begin a self-evaluation of techniques used in developing skills related to performance in games and/or sports Know that frequency, intensity, and time/duration are the principles of fitness training and conditioning Know that learning offensive and defensive strategies in games and/or sports make them interesting and enjoyable Know that the rules of behavior and fair play (e.g., accepting authoritative decisions, assessing one’s own performance level, accepting skills and abilities of others through verbal and nonverbal actions for spectators and/or participants)

during games are necessary

Community Resources and Services

Expand upon why people need to work to include wants (entertainment, hobbies, brand-name clothing/shoes)

Continue working on different types of work (e.g., manufacturing, construction, health care, food services) is important to society

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because it provides goods and services to individuals


Arts and Humanities Curriculum

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Not complete Drama, Dance, ArtComing by summer 2007 use POS interim

Music

I. Elements of Music - Through participation in creating and performing activities, become familiar with basic elements of musicA. Dynamics – Recognize crescendo and decrescendo and corresponding symbolsB. Discuss articulation and recognize legato and staccato

II. Music NotationA. Rhythm – Read and notate music using sixteenth notes and sixteenth rests, and combinations of eighth notes and sixteenth notesB. Rhythm – Identify and use mixed metersC. Melody – Identify and perform pitch notation in bass clefD. Harmony – Identify tonic (I), subdominant (IV), and dominant (V) chordsE. Form – Identify rondo formF. Form – Identify the symphony as having four movements (see “Styles” below)

III. Listening and UnderstandingA. Timbre

1. Introduce vocal ranges: soprano, alto, tenor, bass2. Identify and understand the use of electronic keyboard instruments

B. Composers1. Explore the life and music of Wolfgang Amadeus Mozart2. Explore the life and music of Franz Joseph Haydn3. Review the life and music of Ludwig van Beethoven

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C. Styles – Focus on music vocabulary, appreciation, and history1. Classical Era – Introduce the symphony2. Compare and contrast music from the Baroque and Classical Eras

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Documents

· Web viewREADING – Word Recognition, Fluency, and Vocabulary Development Students use their knowledge of word parts and word relationships as well as context clues to determine