Social Science Curriculum Map - Grade 6 - Oregon City School District

Grade Level: Sixth Grade School: Oregon City School District Author(s):
Subject: Social Science Date Created: April 24, 2012
Topics & Concepts:
Geographic Themes
September
Enduring Understanding: l scientists study and compare people, places,
ideas, and events to make sense of our world.
Essential Questions: Why should we compare and contrast people, places,
ideas, and events Why should we recognize universal patterns that exist within
our world What tools can social scientists use to compare and contrast people,
places, ideas, and events How are people and places alike How are people and
places different
Content Standards Resources Assessments
Geography
6.11. Distinguish among different types of maps and use them to analyze an
issue in the Western Hemisphere.
Textbook
Houghton Mifflin: Social Studies-World
Cultures & Geography Unit 1, Chap. 1,2, 3, 4,
Research and analyze an
issue in the Western
Hemisphere.
6.12. Collect and analyze data to describe regions of the Western
Hemisphere.
6.13. Classify and analyze the types of connections between places in the
Western Hemisphere.
6.14. Identify physical features of the Western Hemisphere and explain their
effects on people and events.
Atlas
Web
http://ms-andersonoceanlake.wikispaces.com/*Social+Studies
Learn 360
6.15. Explain how people have adapted to or changed the physical
environment in the Western Hemisphere.
6.16. Explain how technological developments, societal decisions, and
personal practices influence sustainability in the Western Hemisphere.
Social Science Analysis
6.23. Interpret documents and data from multiple primary and secondary
sources (…charts, graphs, diagrams, written texts). *
Literacy
RH 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.
1

RH 5 Describe how a text presents information
RH 7 Integrate visual information
Writing
WH.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
WH.5
WH.6
WH.10
With some guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing
on how well purpose and audience have been addressed..
Use technology, including the Internet, to produce and publish
writing and present the relationships between information and
ideas clearly and efficiently.
Write routinely over extended time frames (time for reflection
and revision) and shorter time frames (a single sitting or a day
or two) for a range of discipline-­‐specific tasks, purposes, and
audiences.
2

Grade Level: Sixth Grade School: Oregon City School District Author(s):
Subject: Social Science
Date Created:
Topics & Concepts: Cultures-Behind the Enduring Understanding:
Social scientists recognize and analyze multiple points of view to explain the ideas and actions
culture
of individuals and groups.
Aztec, Maya, Inca, Inuit
October
Essential Questions: How can differing points of view affect relations between and within
societies Why should we recognize and analyze multiple points of view Why should we care
about the perspectives of others
Content Standards Resources ASSESSMENT
Historical Knowledge
6.1. Determine and explain the historical context of key people,
cultures, products, events, and ideas over time including the
examination of different perspectives from people involved including,
but not limited to, Aztec, Maya, Inca, Inuit…*
*This is PART of the Standard.
Historical Thinking
6.4. Explain how different cultures in the Western Hemisphere record
history.
6.7. Define and use the terms “decade,” “century,” and “millennium,”
and compare alternative ways that historical periods and eras are
designated by identifying the organizing principles upon which each is
based.
World Book Online
Web
Forms of Government
http://www.mrsoshouse.com/puzpro/compcongovern
.html
http://ofcn.org/cyber.serv/academy/ace/soc/cec
sst/cecsst088.html
Mayan, Aztec, Inca, Inuit websites
http://www.lessonpathways.com/Pathways/Detail/173
76/the-mayans
http://www.lessonpathways.com/Pathways/Detailpat
h=%2f03_History%2fYear_5_History_Guided_Journe
y%2f02Native_People_of_the_North
Civics and Government
6.17. Compare and contrast early forms of government via the study of
early civilizations (tribal, monarchy, democracy, theocracy, and
oligarchy) in the Western Hemisphere.
Social Science Analysis
6.23. Interpret documents and data from multiple primary and
secondary sources (art, artifacts, …real or simulated historical sites…)*.
*This is PART of the Standard.
http://www.lessonpathways.com/Pathways/Detailpat
h=%2fUser%3aLoliveras%2fNative_People_of_the_S
outh%2fInca_Empire
http://incas.mrdonn.org/index.html
http://aztecs.mrdonn.org/index.html
http://mayas.mrdonn.org/index.html
http://ms-andersonoceanlake.wikispaces.com/*Social+Studies
Literacy
RH 4 Determine the meaning of words and phrases as they are used in
a text, including vocabulary specific to domains related to
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history/social studies.
RH 5 Describe how a text presents information
RH 7 Intergrate visual information
Writing
WH.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience.
WH.5
WH.6
WH.10
With some guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience
have been addressed..
Use technology, including the Internet, to produce and
publish writing and present the relationships between
information and ideas clearly and efficiently.
Write routinely over extended time frames (time for
reflection and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-­specific
tasks, purposes, and audiences.
4

Grade Level: Sixth Grade Oregon City School District Author(s):
Subject: Social Science
Topics & Concepts: Major Explorers
and Colonizers of Countries in Western
Hemisphere, and the Columbian
Exchange
November
Date Created:
Enduring Understanding: Social scientists examine cause and effect to see relationships
between people, places, ideas, and events.
Essential Questions: Why are social scientists concerned about cause and effect
How can examining cause and effect help us understand relationships between people, places,
ideas, and events
Content Standards Resources ASSESSMENT
Historical Knowledge
6.1. Determine and explain the historical context of key people, cultures,
products, events, and ideas over time including the examination of
different perspectives from people involved including, but not limited to,
.., major explorers, colonizers of countries in the Western Hemisphere,
and the Columbian Exchange. *
*This is PART of the Standard.
Historical Thinking
6.8. Analyze cause-­‐and-­‐effect relationships, including the importance of
individuals, ideas, human interests and beliefs.
6.9. Differentiate between fact and interpretation in historical accounts
and explain the meaning of historical passages by identifying who was
involved, what happened, where it happened, and relating them to
outcomes that followed and gaps in the historical record.
Social Science Analysis
6.23. Interpret documents and data from multiple primary and
secondary sources (… eyewitness accounts, letters and diaries, …).
*This is PART of the Standard.
Literacy
RH 1 Cite specific textual evidence to support analysis of primary and
secondary sources.
RH 3 Identify key steps in a text’s description of a process related to
history/social studies.
RH 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.
RH 5 Describe how a text presents information
RH 7 Integrate visual information
Writing
WH.2 Write informative/explanatory texts, including the narration
of historical events, scientific procedures/
Textbook
Houghton Mifflin: Social Studies-World Cultures &
Geography pg. 310-313
Web
http://ms-andersonoceanlake.wikispaces.com/*Social+Studies
Columbian Exchange
http://msh.councilforeconed.org/lessons.phplid=68379
Explorers
http://jsdlib.jsd.k12.ca.us/Explorers.htm
5

experiments, or technical processes.
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.
b. Develop the topic with relevant, well-­‐chosen
facts, definitions, concrete details, quotations,
or other information and examples.
c. Use appropriate and varied transitions to create
cohesion and clarify the relationships among
ideas and concepts.
d. Use precise language and domain-­‐specific
vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and
objective tone.
f. Provide a concluding statement or section that
follows from and supports the information or
explanation presented.
WH.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose,
and audience.
WH.5
WH.6
With some guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach,
focusing on how well purpose and audience have been
addressed..
Use technology, including the Internet, to produce and
publish writing and present the relationships between
information and ideas clearly and efficiently.
6

WH.10
Write routinely over extended time frames (time for
reflection and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-­‐specific
tasks, purposes, and audiences.
7

Grade Level: Sixth Grade School: Oregon City School District Author(s):
Subject: Social Science
Date Created:
Topics & Concepts: Major Explorers and
Enduring Understanding:
Colonizers of Countries in Western
Hemisphere and Columbian Exchange
Essential Questions:
December
Content Standards Resources Assessments
Continuation of November Standards
8

Grade Level: Sixth Grade School: Oregon City School District Author(s):
Subject: Social Science
Topics & Concepts: Rise and Fall of
Ancient Civilizations in Europe,
Asia and Africa
January
Date Created:
Enduring Understanding: Social scientists analyze and recognize how people,
places, and ideas change over time.
Essential Questions: How can people, places, and ideas change over time
How have the actions, ideas, and values of people changed over time How can the study
of history helps us connect continuity and change
Content Standards Resources ASSESSMENT
Historical Knowledge
6.3. Describe the rise; the political, technological, and cultural
achievements; and the decline of ancient civilizations in Europe,
Asia, and Africa prior to the Roman Empire.
Historical Thinking
6.5. Critique information to determine if it is sufficient to answer
historical questions.
Literacy
RH 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.
RH 5 Describe how a text presents information
RH 7 Integrate visual information
Writing
WH.4 Produce clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience.
WH.5
WH.6
WH.10
With some guidance and support from peers and
adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a
new approach, focusing on how well purpose and
audience have been addressed..
Use technology, including the Internet, to produce
and publish writing and present the relationships
between information and ideas clearly and
efficiently.
Write routinely over extended time frames (time
Textbook:
Houghton Mifflin: Social Studies-World Cultures &
Geography: Chapter 15, unit 6, pg 292-297
Glencoe
World History: Journey Across Time (7 th grade) pg.
pg.8-15, pg. 17-23, pg. 26-30, pg. 38-67, pg. 444-476
http://medievaleurope.mrdonn.org/lessonplans
.html
http://www.studenthandouts.com/World_Histor
y/Units/09.04/01.Outlines-PowerPoints.htm
http://edsitement.neh.gov/lesson-plan/noteveryone-lived-castles-during-middle-ages
-
sect-questions
http://china.mrdonn.org/lessonplans.html
http://www.nationalarchives.gov.uk/documents
/education/medieval-cartoon.pdf
http://www.studenthandouts.com/World_Histor
y/worldhistory09section16.htm
http://africa.mrdonn.org/lessonplans.html
9

for reflection and revision) and shorter time frames
(a single sitting or a day or two) for a range of
discipline-­‐specific tasks, purposes, and audiences.
10

Grade Level: Sixth Grade School: Oregon City School District Author(s):
Subject: Social Science
Date Created:
Topics & Concepts: Rise and Fall of
Enduring Understanding:
Ancient Civilizations in Europe, Asia
and Africa
Essential Questions:
February
Content Standards Resources Assessments
Continuation of February Standards
11

Grade Level: Sixth Grade School: Oregon City School District Author(s):
Subject: Social Science
Topics & Concepts: Native
American
March
Date Created:
Enduring Understanding: Social scientists recognize and analyze multiple points of view to
explain the ideas and actions of individuals and groups.
Essential Questions: Why should we recognize and analyze multiple points of view
Why should we care about the perspectives of others
Content Standards Resources Assessments
Historical Knowledge
6.1. Determine and explain the historical context of key people,
cultures, products, events, and ideas over time including the
examination of different perspectives from people involved
including, but not limited to, early Native American cultures of
North America.
*This is PART of the Standard.
6.6. Create and compare timelines that identify major people,
events and developments in the history of individual civilizations
and/or countries that comprise the Americas
http://www.academicamerican.com/coloni
al/topics/nativeam.htm
http://www.pbs.org/teachers/connect/reso
urces/2812/preview/
http://www.pbs.org/teachers/connect/reso
urces/7021/preview/
Literacy
RH 1 Cite specific textual evidence to support analysis of primary
and secondary sources.
RH 3 Identify key steps in a text’s description of a process related
to history/social studies.
RH 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.
RH 5 Describe how a text presents information
RH 7 Integrate visual information
RH.8 Distinguish among fact, opinion, and reasoned judgment in
a text.
RH.9 Analyze the relationship between a primary and secondary
source on the same topic.
RH.10 By the end of grade 8, read and comprehend history/social
studies texts in the grades 6–8 text complexity band independently
and proficiently.
Writing
WH.2 Write informative/explanatory texts, including the
http://www.lessonpathways.com/Pathway
s/Detailpath=%2f03_History%2fYear_5_
History_Guided_Journey%2f02Native_Pe
ople_of_the_North
http://exploringafrica.matrix.msu.edu/teac
hers/curriculum/m7b/activity1.php
Web
http://ms-andersonoceanlake.wikispaces.com/*Social+Studies
http://www.teachervision.fen.com/nativeamerican-heritage-month/teacherresources/6648.html
12

narration of historical events, scientific procedures/
experiments, or technical processes.
g. 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.
h. Develop the topic with relevant, well-­chosen
facts, definitions, concrete details,
quotations, or other information and
examples.
i. Use appropriate and varied transitions to
create cohesion and clarify the
relationships among ideas and concepts.
j. Use precise language and domain-­‐specific
vocabulary to inform about or explain the
topic.
k. Establish and maintain a formal style and
objective tone.
l. Provide a concluding statement or section
that follows from and supports the
information or explanation presented
WH.4 Produce clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience.
WH.5
WH.6
With some guidance and support from peers and
adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a
new approach, focusing on how well purpose and
audience have been addressed..
Use technology, including the Internet, to produce
13

WH.10
and publish writing and present the relationships
between information and ideas clearly and
efficiently.
Write routinely over extended time frames (time
for reflection and revision) and shorter time frames
(a single sitting or a day or two) for a range of
discipline-­‐specific tasks, purposes, and audiences.
14

Grade Level: Sixth Grade School: Oregon City School District Author(s):
Subject: Social Science
Date Created:
Topics & Concepts: Native America
Enduring Understanding:
April
Essential Questions:
Content Standards Resources Assessments
Continuation of February Standards
15

Grade Level: Sixth Grade School: Oregon City School District Author(s):
Subject: Social Science
Topics & Concepts: In depth study of a
Western Hemisphere issue of a
historical event
May
Date Created:
Enduring Understanding: Social scientists find the connections between
events of the past and present to help understand our world.
Essential Questions: How can studying the past help us understand the
present world and the future
How can the study of history help us compare and contrast the relationship
between the past and present
Content Standards Resources Assessments
Historical Knowledge
6.2. Identify examples of the social, political, cultural, and economic development in
key areas of the Western Hemisphere
6.10. Identify issues related to a historical event in the Americas and give basic
arguments for and against that issue utilizing the perspectives, interests and values
of those involved.
http://www.besthistorysites.net/
Social Science Analysis
6.20. Critique information to determine if it is sufficient to answer questions.
6.21. Clarify key aspects of an event, issue, or problem through inquiry and
research.
6.22. Gather, interpret, document, and use information from multiple sources,
distinguishing facts from opinions and recognizing points of view.
Literacy
RH 1 Cite specific textual evidence to support analysis of primary and secondary
sources.
RH 3 Identify key steps in a text’s description of a process related to history/social
studies.
RH 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.
RH 5 Describe how a text presents information
RH 7 Integrate visual information
RH.9 Analyze the relationship between a primary and secondary source on the
same topic.
16

Writing
WH.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
WH.5
WH.6
WH.7
WH.8
WH.9
WH.10
With some guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on how well purpose
and audience have been addressed..
Use technology, including the Internet, to produce and publish
writing and present the relationships between information and ideas
clearly and efficiently.
Conduct short research projects to answer a question (including a
self-­‐generated question), drawing on several sources and
generating additional related, focused questions that allow for
multiple avenues of exploration.
Gather relevant information from multiple print and digital
sources, using search terms effectively; assess the credibility and
accuracy of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a
standard format for citation.
Draw evidence from informational texts to support analysis,
reflection, and research.
Write routinely over extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or two) for
a range of discipline-­‐specific tasks, purposes, and audiences.
17

Grade Level: Sixth Grade School: Oregon City School District Author(s):
Subject: Social Science
Date Created:
Topics & Concepts: Current forms of
Enduring Understanding:
government and economics in the
Western Hemisphere
Essential Questions:
June
Content Standards Resources Assessments
Civics and Government
6.18. Describe current forms of government in countries in the Western Hemisphere.
Economics/Financial Literacy
6.19. Describe the role and function of prices in the economy.
Literacy
RH 1 Cite specific textual evidence to support analysis of primary and secondary
sources.
RH 3 Identify key steps in a text’s description of a process related to history/social
studies.
RH 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.
RH 5 Describe how a text presents information
RH 7 Integrate visual information
Writing
WH.4 Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
WH.5
WH.6
WH.10
With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on how well purpose and audience
have been addressed..
Use technology, including the Internet, to produce and publish writing
and present the relationships between information and ideas clearly
and efficiently.
Write routinely over extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-­‐specific tasks, purposes, and audiences.
NOTE: WH.3 is not addressed in the social Studies/literacy standard
18