NA Social Studies Curriculum: Grade 6
Instructional Focus: Regions and People of the Eastern Hemisphere
Modeled after the ODE 6th Grade Curriculum
Overarching Learning Targets: (Historical Thinking)
- I can locate, research, analyze, and interpret primary sources to help me understand relationships between events, determine central ideas, draw appropriate conclusions using specific textual evidence, and construct a written response using specific textual evidence.
- I can locate, research, analyze, and interpret secondary sources to help me understand relationships between events, determine central ideas, draw appropriate conclusions using specific textual evidence, and construct a written response using specific textual evidence.
- I can make connections between ancient civilizations and modern day civilizations and defend my connections with facts and evidence.
- I can identify relevant examples of economic, geographic, and governmental theories in the world today.
Specific Learning Targets:
History: How does where you live influence how you live?
I can arrange events in order of occurrence using the conventions of B.C. and A.D. or B.C.E. and C.E.
I can describe the influence of geography on the development of unique civilizations in
I can describe the
-products of early civilizations.
I can discuss the enduring influence or legacies of the Eastern Hemisphere.
Geography: How have ideas and events from the past shaped the Eastern Hemisphere today?
I can use appropriate maps, globes and geographic tools to gather, process and report information about people, places and environments.
I can explain that maps are created for specific purposes and represent the context in which they were created.
I can use latitude and longitude coordinates to identify absolute location.
I can use various criteria to describe, classify and compare regions within the Eastern Hemisphere. (e.g., landform, climate, population, cultural, or economic).
I can explain how variations among physical environments in the Eastern Hemisphere influence human activities.
I can explain how human activities have altered through unintentional and intentional consequences the physical environments of the Eastern Hemisphere.
I can explain political, environmental, social and economic factors that cause the movement of people, products and ideas in the Eastern Hemisphere.
I can describe the lasting legacies and impact of the movement of people, products and ideas in the Eastern Hemisphere.
I can explain how tradition and diffusion have influenced modern cultural practices and products in the Eastern Hemisphere.
I can describe the influence of religious diffusion in the modern world.
Government: How do we know what we know about the world today?
I can describe the relationship between those in power and the citizens in a:
-traditional and constitutional monarchy
I can explain that the characteristics of government can often overlap and that the categorization of governments can misrepresent the actual relationship between those governing and those being governed.
Economics: Why can’t people have everything they want?
I can compare economic data sets to identify relationships and draw conclusions.
I can predict the present and future consequences of an economic decision and explain how individuals and societies may evaluate the choice differently.
I can explain the fundamental questions of economics including what to produce, how to produce and for whom to produce.
I can explain how specialization leads to global trade.
I can explain how supply, demand and competition determine the price and quantities of inputs and outputs.
I can explain how individuals compare price and quality when selecting goods and services to buy.