School Administrative District #4
Unity of purpose
CORE CURRICULUM: SCOPE AND SEQUENCE
Department: Social Studies
CONTENT STANDARD: HISTORY
The study of history acquaints students with human experience through time and helps them to recognize relationships between and among events and people and to identify patterns, themes, and turning points of change, using the chronology of history and major eras. In interpreting current and historical events, students evaluate the credibility and perspectives of information gathered from multiple sources. All students are expected to (1) use the chronology of history and major eras to demonstrate the relationships between and among events and people; (2) develop historical knowledge of major events, people, and enduring themes in Maine, in the United States, and throughout the world; and (3) evaluate source material such as documents, artifacts, maps, artworks, and literature; and to make judgments about the perspectives of the authors and their credibility when interpreting current historical events.
Performance Indicators: The learner will·
|
Grade 6 |
1. Review and extend prior learning
2. Explain
the term civilization and describe the ancient civilizations of
á Agriculture
á Architecture
á Art
á Education
á Geographic features
á Government and economy
á Music
á Religion
á Roles of men, women, and children
á Sports
á Technology
3. Identify
the sequence of major events and people in the history of
á Trace the development of an ancient civilization÷including economic policy, governmental structure, and expansion÷from its beginning to its decline
á Trace
the major chronological events in the development of
4. Trace simultaneous events in various parts of the world during a specific era
á Compare and contrast the development of cities in two ancient civilizations and explain the reasons for differences between them
5. Identify characteristics of ancient civilizations that are reflected in western civilizations
6. Demonstrate
an understanding of selected themes in Canadian,
á Trace the impact of the development of a technology upon an ancient civilization
á Trace the impact of the development of a technology upon Canadian civilization
7. Demonstrate an understanding of selected turning points in ancient and medieval world history and the continuing influence of major civilizations of the past
á Compare and contrast the time prior to and after a specific ancient historical event to assess its impact
8. Judge the accuracy of historical fiction by comparing the characters and events described with descriptions in multiple primary sources
á Compare a historical fictional account of an event from ancient history and/or Canadian history with primary sources of the same event (e.g., Longfellow's EVANGELINE)
9. Use information from a variety of primary and secondary sources to identify and support a personal point of view on a controversial historical topic related to
á Ancient history
á Canadian history
CONTENT STANDARD: GEOGRAPHY
The study of geography involves understanding the relationships among people and environments. Students learn how to construct and interpret maps and how to use globes and other geographic tools to locate and derive information about people, places, regions, and environments. In an integrated way, students study people and the physical characteristics and processes of the earth's surface to understand causes and effects, ecosystems, human behavior, patterns of population, inter-dependence, resources, cooperation and conflict and the process by which these are shaped by economic, political, and cultural systems. All students are expected to (1) know how to construct and interpret maps and use globes and other geographic tools to locate and derive information about people, places, regions, and environments; (2) understand and analyze the relationships between people and their physical environments; (3) develop an under-standing of ethnic, gender, socio-economic, religious, and political differences among people; (4) understand that cultural diversity can be both a boon and a bane to society; and (5) understand that cultural change is evolutionary and somewhat predictable.
Performance Indicators: The learner will·
|
Grade 6 |
1. Review and extend prior learning
2. Distinguish between parallels of latitude and meridians of longitude, and use the equator and prime meridian to identify
á The Northern, Southern, Eastern, and Western hemispheres
á The Tropic of Cancer and the Tropic of Capricorn
á The Arctic Circle and the Antarctic Circle
á The locations of places being studied
3. Locate from memory the elements of physical geography
á Major fresh-water bodies
á Rivers
á Euphrates
á Nile
á Tigris
á Canals
á Suez
á Major islands
á Corsica
á Crete
á Cyprus
á Newfoundland
á Prince Edward
á Sardinia
á Sicily
á Major mountain ranges and mountains
á Mountains
á Sinai
á Vesuvius
á Major countries and major cities within those countries
á Canada
á Ottawa
á All provinces and their capitals
4. Associate the elements of physical geography with a particular geographic region when that region becomes the focus of a discussion, including but not limited to
á Major salt-water bodies
á Aegean Sea
á Gulf of St. Lawrence
á Hudson Bay
á Major countries and major cities within those countries
á Africa
á Egypt
á Cairo
á Europe
á Greece
á Athens
á Italy
á Rome
á Middle East
á Iraq
á Baghdad
á Israel
á Jerusalem
á Lebanon
á Beirut
á Syria
á Damascus
á North America
á Canada (non-capital cities of significance)
á Calgary
á Dawson
á Montreal
á St. John
á Saskatoon
á Vancouver
5. Visualize the globe and construct maps of the world and its sub-regions to identify patterns of human settlement, major physical features, and political divisions
á Construct a comprehensive map of an ancient civilization, noting those geographic features which contributed to its development
á Construct a political/physical map of Canada outlining borders of provinces and territories and indicating major geographic features (e.g., Rocky Mountains, Great Lakes, Atlantic and Pacific Oceans, proximity to North Pole and neighboring countries)
6. Analyze how technology shapes the physical and human characteristics of places and regions
á Describe the impact of a specific technological advance upon the physical and human characteristics of a particular region of the ancient world
á Describe the impact of a specific technological advance upon the physical and human characteristics of Canada
7. Demonstrate an understanding of how society changes as a consequence of concentrated settlement
á Compare and contrast societies of hunter-gatherers with those of early towns
á Compare and contrast language differences and their effect on Canadian culture
8. Explain how cultures differ in their use of similar environments and resources
á Select two ancient cultures and compare and contrast their use of specified resources
á Compare and contrast French and English cultural differences as they have developed in Canada
CONTENT STANDARD: CIVICS AND GOVERNMENT
The study of civics and government provides students the opportunity to learn about the constitutional principles and the democratic foundations of local, state, and national systems and institutions, as well as the opportunity to learn how to exercise the rights and responsibilities of participation in civic life and how to analyze and evaluate public policies. Political relationships among the United States and other nations are included in this content area. All students are expected to understand (1) the rights and responsibilities of civic life and employ the skills of effective civic participation; (2) the types and purposes of governments, their evolution, and their relationships with the governed; (3) the constitutional principles and the democratic foundations of the political institutions of the United States; and (4) the political relationships among the United States and other nations.
Performance Indicators: The learner will·
|
Grade 6 |
1. Review and extend prior learning
2. Compare leadership and civil rights in a democracy to their status under an authoritarian government by
á Analyzing the effects of the law on the individual rights of a citizen from an ancient civilization and the impact of that law if it were imposed upon a contemporary American citizen
3. Compare and contrast the structure and roles of local, state, and national government by
á Explaining how an outside political threat served as a catalyst for the development of an ancient civilization's government
4. Compare and contrast the structure of the government of Canada with the government of the United States
5. Assess competing ideas about the purposes government should serve (i.e., individual rights versus group rights) by
á Evaluating the effects of two diverse ancient governments on the individual and citizens as a whole
6. Demonstrate an understanding of how ancient Greek society contributed to democratic principles by
á Identifying the rights and responsibilities of an ancient Greek citizen and explaining how each contributed to the strength of an early democratic society
á Comparing and contrasting the individual rights of ancient Greeks with those of a contemporary American citizen
á Differentiating among the roles of each class of citizen living in ancient Greece and explaining how each influenced the development of laws
7. Explain the meaning and importance of fundamental principles of American constitutional democracy by
á Identifying those elements of the ancient Greek assembly which have contributed to the development of the legislative branch of American government
8. Explain the importance, in a pluralistic society, of having certain shared political values and principles by
á Identifying the impact of a specific historical event on the shared political values and principles of an ancient civilization (e.g., comparing the nationalistic benefits of the Greek city-state alliance during the Persian War with the consequences of the development of the Delian League upon the unity of the Greek people)
9. Explain the reasons for alliances with some nations against others by
á Identifying the benefits and costs of a historical alliance between two ancient civilizations (e.g., the Athenian/Spartan alliance against the Persians)
CONTENT STANDARD: ECONOMICS
The study of economics includes understanding concepts of production, distribution, and consumption needed to make decisions as effective participants in an international economy. Students come to understand the development, principles, institutions, relationships to culture, and change over time of economic systems in the United States and elsewhere. Students also come to understand how these concepts apply to individuals, households, businesses, governments, and societies that make decisions based on the availability of resources, as well as on costs and benefits of choices. These concepts help to explain the patterns and results of trade, interdependence, and distribution of wealth in local, regional, national, and world economics. All students are expected to (1) understand that economic decisions are based on the availability of resources and the costs and benefits of choices; (2) understand the economic system of the United States, including principles, development, and institutions; (3) analyze how different economic systems function and change over time; and (4) understand the patterns and results of international trade.
Performance Indicators: The learner will·
|
Grade 6 |
1. Review and extend prior learning
2. Recognize how satisfaction can be derived from a product one makes or a service one provides by
á Comparing and contrasting occupations available in hunter-gatherer and settlement
societies
3. Explain how technology has affected the work place in the past and speculate about how it will do so in the future
4. Identify important economic concepts related to the development of ancient civilizations (e.g., Sumer, Egypt, Greece, Rome)
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07/30/98 |
curr-social studies-scope-6.doc |