World Cultures and Geography Survey, © Update, by National

World Cultures and Geography Survey, © Update, by National Geographic Learning, © 2017,

ISBN 13: 9781305967182

correlation to

Georgia

Standards of Excellence (GSE),

Studies Standards Grade 6

Georgia Standards of Excellence (GSE), Social Studies, Grade 6 correlated to


ISBN 13: 9781305967182 National Geographic Learning

World Cultures and Geography Survey, © Update, to

GA GSE, Social Studies Gr 6 Page 2 ngl.cengage.com / 888.915.3276

Georgia Social Studies Standards World Cultures and Geography, Survey

Student Edition Page References World Cultures and Geography, Survey

Teacher’s Guide Page References

Sixth Grade

Latin America, the Caribbean and Canada, Europe, and Australia

Sixth grade is the first year of a two-year World Area Studies course. Sixth grade students study Latin America, Canada, Europe, and Australia. The goal of this two-year course is to acquaint middle school students with the world in which they live. The geography domain includes both physical and human geography. The intent of the geography domain is for students to begin to grasp the importance geography plays in their everyday lives. The government/civics domain focuses on selected types of government found in the various areas so that students begin to understand the variety of governments in the world. The economics domain builds on the K-5 economics standards; however, the focus shifts from the United States to how other countries answer the basic questions of economics. The history domain focuses on major events in each region during the twentieth and twenty-first centuries.

Latin America and Canada

Historical Understandings

SS6H1 Explain conflict and change in Latin America.

a. Describe the influence of African slavery on the development of the Americas.

U2: 88-89, 98-99, 105

U3: 152-153, 156, 172

U4: 207, 208-209

U2: 88-89, 98-99, 105

U3: 152-153, 156, 172

U4: 207, 208-209

b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.

U2: 104-105 U4: 206-207, 218-229

U2: 104-105 U4: 206-207, 218-229

c. Explain the impact of the Cuban Revolution and describe the current relationship between Cuba and the United States.

U3: 158 U3: 158

d. Explain the impact of poverty, the war on drugs, and migration to the United States on Latin America.

U2: 116, 129 U3: 173

U2: 116, 129 U3: 173









SS6H2 Describe Quebec’s independence movement.

The opportunity to address this objective exists. For example, see: U2: 90-91


Geographic Understandings

SS6G1 Locate selected features of Latin America.

a. Locate on a world and regional political-physical map: Amazon River, Amazon Rainforest, Caribbean Sea, Gulf of Mexico, Atlantic Ocean, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, and Atacama Desert.

U3: 140, 142, 143, 145, 146, 153, 157, 159, 160, 180, 183

U4: 189, 190, 191, 193, 194, 197, 200, 205, 207, 209, 212, 218, 225, 227, 231, 237

U3: 140, 142, 143, 145, 146, 153, 157, 159, 160, 180, 183

U4: 189, 190, 191, 193, 194, 197, 200, 205, 207, 209, 212, 218, 225, 227, 231, 237

b. Locate on a world and regional political-physical map the countries of Brazil, Chile, Colombia, Cuba, Mexico, and Panama.

Atlas: A12-A17

U3: 140, 142, 143, 145, 146, 157, 160

U4: 189, 190, 191, 193, 194, 205, 212, 231, 237

Atlas: A12-A17

U3: 140, 142, 143, 145, 146, 157, 160

U4: 189, 190, 191, 193, 194, 205, 212, 231, 237

SS6G2 Explain the impact of environmental issues in Latin America.

a. Explain the causes and effects of air pollution in Mexico City, Mexico.



b. Explain the environmental issue of destruction of the rain forest in Brazil.

U4: 198-199

U4: 198-199









SS6G3 Explain the impact of location, climate, distribution of natural resources, and population distribution on Latin America.

a. Explain how the location, climate, and distribution of natural resources impact trade and affect where people live in Mexico, Brazil, and Cuba.

U2: 70-71, 84-85, 123, 126-127, 128-129, 130-131, 158-159, 176

U4: 191, 193, 198-199, 205, 230-231

U2: 70-71, 84-85, 123, 126-127, 128-129, 130-131, 158-159, 176

U4: 191, 193, 198-199, 205, 230-231

SS6G4 Locate selected features of Canada.

a. Locate on a world and regional political-physical map: the St. Lawrence River, Hudson Bay, Atlantic Ocean, Pacific Ocean, the Great Lakes, Canadian Shield, and Rocky Mountains.

Atlas: A8, A9 U2: 78, 79, 89, 91

Atlas: A8, A9 U2: 78, 79, 89, 91

b. Locate on a world and regional political-physical map Canada and the province of Quebec.

U2: 75, 91 U2: 75, 91

SS6G5 Explain the impact of location, climate, distribution of natural resources, and population distribution on Canada.

a. Describe how Canada’s location, climate, and natural resources impact trade and affect where people live.

U2: 79, 90-91, 116-117, 120-121 U2: 79, 90-91, 116-117, 120-121









SS6G6 Explain the impact of environmental issues in Canada.

a. Explain the causes and effects of pollution and acid rain in Canada to include the Great Lakes.

The opportunity to address this objective exists. For example, see: U1: 69 U2: 82-83

The opportunity to address this objective exists. For example, see: U1: 69 U2: 82-83

b. Explain the causes and effects of the extraction of natural resources on the Canadian Shield (e.g., mining and logging).

U1: 69 U2: 82-83

U2: 122-123

Government/Civic Understandings

SS6CG1 Compare and contrast various forms of government.

a. Explain citizen participation in autocratic, and democratic governments. [i.e. the role of citizens in choosing the leaders of Mexico (presidential democracy), Cuba (autocratic), and Brazil (presidential democracy)].

U2: 130-131

U3: 158-159, 170 U4: 222, 223

Economics & Government Handbook: R49, R50

U2: 130-131

U3: 158-159, 170 U4: 222, 223


b. Describe the two predominant forms of democratic governments: parliamentary and presidential.

U2: 130-131

U3: 159, 170 U4: 222, 223

U2: 130-131

U3: 159, 170 U4: 222, 223

SS6CG2 Explain citizen participation in the Canadian government.

a. Explain the role of citizens in choosing the leader of Canada (parliamentary democracy).

U2: 124-125 U2: 124-125









Economic Understandings

SS6E1 Analyze different economic systems.

a. Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce.

U2: 128-129

U3: 170-171, 176-177

U4: 224-225, 228-229, 230-231, 235, 238

Economics & Government Handbook: R41, R44, R46

U2: 128-129

U3: 170-171, 176-177

U4: 224-225, 228-229, 230-231, 235, 238


b. Explain that countries have a mixed economic system located on a continuum between pure market and pure command.

U2: 128-129

U3: 170-171, 176-177

U4: 224-225, 228-229, 230-231, 235, 238


U2: 128-129

U3: 170-171, 176-177

U4: 224-225, 228-229, 230-231, 235, 238


c. Compare and contrast the basic types of economic systems found in Mexico, Cuba, and Brazil.

U2: 120-121 U3: 158-159 U4: 230-231

U2: 120-121 U3: 158-159 U4: 230-231

SS6E2 Give examples of how voluntary trade benefits buyers and sellers in Latin America.

a. Explain how specialization encourages trade between countries.

U2: 128-129 U3: 178-179 U4: 224-225, 228-229

U2: 128-129 U3: 178-179 U4: 224-225, 228-229

b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos.

U4: 292 Economics & Government Handbook: R42, R47

U4: 292 Economics & Government Handbook: R42, R47









c. Explain why international trade requires a system for exchanging currencies between nations.

The opportunity to address this objective exists. For example, see: U2: 128-129 U3: 178-179 U4: 224-225, 228-229

The opportunity to address this objective exists. For example, see: U2: 128-129 U3: 178-179 U4: 224-225, 228-229

d. Explain the functions of the North American Free Trade Agreement (NAFTA).

U2: 128 U2: 128

SS6E3 Describe factors that influence economic growth and examine their presence or absence in Brazil, Cuba, and Mexico.

a. Evaluate how literacy rates affect the standard of living.

U3: 173 U3: 173

b. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP per capita).

The opportunity to address this objective exists. For example, see: U1: 62 U2: 129


c. Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP per capita).



d. Describe the role of natural resources in a country’s economy.

U3: 174, 175

U4: 208, 209

U3: 174, 175

U4: 208, 209

e. Describe the role of entrepreneurship. The opportunity to address this objective exists. For example, see: U4: 230-231












U3: 170-171, 176-177

U4: 224-225, 228-229, 230-231, 235, 238


U3: 170-171, 176-177

U4: 224-225, 228-229, 230-231, 235, 238



U2: 128-129

U3: 170-171, 176-177

U4: 224-225, 228-229, 230-231, 235, 238


U2: 128-129

U3: 170-171, 176-177

U4: 224-225, 228-229, 230-231, 235, 238


c. Describe the economic system of Canada. U2: 120-121

U2: 120-121

SS6E5 Give examples of how voluntary trade benefits buyers and sellers in Canada.


U2: 120-121

U2: 120-121

b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargoes.




The opportunity to address this objective exists. For example, see: U2: 120-121, 128-129

The opportunity to address this objective exists. For example, see: U2: 120-121, 128-129

d. Explain the functions of the North American Free Trade Agreement (NAFTA).

U2: 128 U2: 128









SS6E6 Describe factors that influence economic growth and examine their presence or absence in Canada.


The opportunity to address this objective exists. For example, see: U2: 121









U2: 69, 120-121 U2: 69, 120-121



Europe


SS6H3 Explain conflict and change in Europe.

a. Describe the aftermath of World War I: the rise of communism, the Treaty of Versailles, the rise of Nazism, and worldwide depression.

U5: 277, 278 U5: 277, 278









b. Explain the rise of Nazism including preexisting prejudices, the use of propaganda, and events which resulted in the Holocaust.

U5: 278-279 U6: 328-329

U5: 278-279 U6: 328-329

c. Explain how German reunification contributed to the collapse of the Soviet Union and led to the end of the Cold War.

U5: 278 U6: 329

U5: 278 U6: 329


SS6G7 Locate selected features of Europe.

a. Locate on a world and regional political-physical map: the Danube River, Rhine River, English Channel, Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, and Iberian Peninsula.

Atlas: A18-A21 U5: 245, 246, 249 U6: 309, 310, 316

Atlas: A18-A21 U5: 245, 246, 249 U6: 309, 310, 316

b. Locate on a world and regional political-physical map the countries of France, Germany, Italy, Russia, Spain, Ukraine, and United Kingdom.

Atlas: A18-A21 U5: 245, 246 U6: 309, 310

Atlas: A18-A21 U5: 245, 246 U6: 309, 310

SS6G8 Explain environmental issues in Europe.

a. Explain the causes and effects of acid rain in Germany.

The opportunity to address this objective exists. For example, see: 298-299


b. Explain the causes and effects of air pollution in the United Kingdom.



c. Explain the causes and effects of the nuclear disaster in Chernobyl, Ukraine.

U6: 346-347 U6: 346-347









SS6G9 Explain the impact of location, climate, natural resources, and population distribution on Europe.

a. Compare how the location, climate, and natural resources of Germany, the United Kingdom and Russia impact trade and affect where people live.

U5: 246-247, 248-249, 250-251, 298-299 U6: 310-311, 312-313, 314-315, 318-319, 336-

337, 344-345

U5: 246-247, 248-249, 250-251, 298-299 U6: 310-311, 312-313, 314-315, 318-319, 336-

337, 344-345

SS6G10 Describe selected cultural characteristics of Europe.

a. Describe the diversity of languages spoken within Europe.

U5: 284 U5: 284

b. Identify the major religions in Europe: Judaism, Christianity, and Islam.

U5: 284-285 U5: 284-285


SS6CG3 Compare and contrast various forms of government.

a. Explain citizen participation in autocratic and democratic governments. [i.e., role of citizens in choosing the leaders of the United Kingdom (parliamentary democracy), Germany (parliamentary democracy), and Russia (presidential democracy)].

U5: 296-297 U6: 328-329, 342-343


U5: 296-297 U6: 328-329, 342-343


b. Describe the two predominant forms of democratic governments: parliamentary and presidential.

U6: 342-343 U6: 342-343












U5: 248, 292-295, 297, 299

U6: 338, 340-341, 344-345

U5: 248, 292-295, 297, 299

U6: 338, 340-341, 344-345


U5: 248, 292-295, 297, 299

U6: 338, 340-341, 344-345

U5: 248, 292-295, 297, 299

U6: 338, 340-341, 344-345

c. Compare the basic types of economic systems found in the United Kingdom, Germany, and Russia.

U1: 18, 63 U5: 293 U6: 344-345

U1: 18, 63 U5: 293 U6: 344-345

SS6E8 Analyze the benefits of and barriers to voluntary trade in Europe.


U5: 248, 266 U5: 248, 266

b. Compare and contrast different types of trade barriers such as tariffs, quotas, and embargoes.




U5: 294-295 U5: 294-295









d. Describe the purpose of the European Union and the relationship between member nations.

U5: 292-293, 294-295 U5: 292-293, 294-295

SS6E9 Describe factors that influence economic growth and examine their presence or absence in the United Kingdom, Germany, and Russia.


The opportunity to address this objective exists. For example, see: 299

The opportunity to address this objective exists. For example, see: 299

b. Explain the relationship between investment in human capital goods (education and training) and gross domestic product (GDP per capita).

U5: 294-295 U6: 344-345

U5: 294-295 U6: 344-345

c. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP per capita).

U5: 294-295 U6: 344-345

U5: 294-295 U6: 344-345


U5: 250, 251

U6: 314-315, 344-345, 350-351

U5: 250, 251

U6: 314-315, 344-345, 350-351

e. Describe the role of entrepreneurship. The opportunity to address this objective exists. For example, see: U5: 297










Australia


SS6H4 Explain the impact of English colonization on current Aboriginal basic rights, health, literacy, and language.

U12: 656-657, 660-661, 678-679 U12: 656-657, 660-661, 678-679


SS6G11 Locate selected features of Australia.

a. Locate on a world and regional political-physical map: the Great Barrier Reef, Coral Sea, Uluru/Ayers Rock, Indian and Pacific Oceans, Great Dividing Range, and G

reat Victoria Desert.

Atlas: A36-A39 U12: 645, 646

Atlas: A36-A39 U12: 645, 646

SS6G12 Explain the impact of location, climate, distribution of natural resources, and population distribution on Australia.

a. Describe how Australia’s location, climate, and natural resources impact trade and affect where people live.

U12: 646-647, 648-649, 650-651, 652-653, 654-655, 668-669, 670-671 672-673, 674-675, 676-677

U12: 646-647, 648-649, 650-651, 652-653, 654-655, 668-669, 670-671 672-673, 674-675, 676-677


SS6CG4 Explain forms of citizen participation in government.

a. Explain citizen participation in democratic governments [i.e. the role of citizens in choosing the leaders of Australia (parliamentary democracy)].














U12: 676-677


U12: 676-677



U12: 676-677 Economics & Government Handbook: R41, R44, R46

U12: 676-677 Economics & Government Handbook: R41, R44, R46

c. Describe the economic system used in Australia.

U12: 676-677

U12: 676-677

SS6E11 Give examples of how voluntary trade benefits buyers and sellers in Australia.

a. Explain how specialization makes trade possible between countries.

U12: 676-677 U12: 676-677

b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargoes.



c. Explain why international trade requires a system for exchanging currency between nations.











SS6E12 Describe factors that influence economic growth and examine their presence or absence in Australia.


U12: 678-679 U12: 678-679


U1: 62-63 U1: 62-63


U1: 62-63 U1: 62-63


U12: 680-681 U12: 680-681



SS6E13 Understand that a basic principle of effective personal money management is to live within one’s income.

a. Understand that income is received from work and is limited.

This objective is not addressed in World Cultures and Geography.


b. Understand that a budget is a tool to plan the spending and saving of income.











c. Understand the reasons and benefits of saving.



d. Understand the uses and costs of credit. This objective is not addressed in World Cultures and Geography.


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World Cultures and Geography Survey, © Update, by National