Social Studies Curriculum Map
SchoolIndianTownshipGrade Level Sixth
TimeLine / Content Standard
Learning Expectations / Skills / Activities/Resources / End of Unit Assessment(s)
Ongoing / A. Applications of Social Studies Processes, Knowledge and Skills: Students apply critical thinking, the research process, and discipline-based processes and knowledge from civic/government, economics, geography, and history in authentic contexts. / A1. Researching and Developing Positions on Current Social Studies Issues
A1.Students research, select, and present a position on a current social studies issue by proposing and revising research questions, and locating and selecting information from multiple and varied sources
a. Formulate research questions related to a current social studies issue.
b. Suggest appropriate sources to use when investigating a particular topic.
c. Understands the value of including multiple perspectives from varied sources.
d. Practice taking notes and use strategies to organize information.
e. Defines primary and secondary sources.
f. Evaluate the credibility of information found in print and non-printsources. / Current Event Webquests
Current Event Searches using various media
(primary & secondary source info)
Newspapers article
Weekly Reader/Junior Scholastic
Social Studies Fair Projects and Research Activities, 2001.
Create Slideshow / Movie Presentation
Create Models / End Product /
Presentation /
Summaries
Teacher Observations
Time
Line / Content Standard
Learning Expectations / Skills / Activities/Resources / End of Unit Assessment(s)
Ongoing / g. Recognize contradictory information in sources and continues to gather information to explore these discrepancies.
h. Summarize information from varied sources and/orfrom fieldwork and interviews.
i. Recognize a clear position.
j. Present a position supported with facts and details to a variety ofaudiences.
k. Identify appropriate tools and sources from social studies related fields.
l. Understands the legal ramifications of plagiarism. / (plagiarism)
/ End Product /
Presentation /
Summaries
Teacher Observations
Ongoing / MIE
1. Discuss competing interpretations of current and historical events.
2. Use critical thinking skills to interpret events, recognize bias, point of view, and context.
3. Write a bibliography using a model (MLA format will be used while students will be made aware that other formats are used at times). / Social Studies Fair Projects & Research Activities
Format and steps for the research paper, p24-55 / Activity Worksheets
Bibliography
Teacher Observations
Time
Line / Content Standard
Learning Expectations / Skills / Activities/Resources / End of Unit Assessment(s)
Ongoing / 4. Summarize central concepts from oral presentations, class discussions, and content-related reading by taking notes and identifying the main idea. / Social Studies Fair Projects & Research Activities
Format and steps for the research paper, p24-55 / Notes
Summaries
Ongoing / A2. Making Decisions Using Social Studies Knowledge and Skills
A2. Students make individual and collaborative decisions on matters related to social studies using relevant information and research and discussion skills.
a. Contribute equitably to collaborative discussions, seek and examine alternative ideas, consider the pros and cons of each.
b. Make a realor simulated decisionrelated to the classroom, school, community, or civic organization by applying appropriate and relevant social studies knowledge and skills. / Service Learning
Debate – Interdisciplinary
Group discussions
/ Teacher Observations
Using participation checklist
Student Observations Using participation checklist
Time
Line / Content Standard
Learning Expectations / Skills / Activities/Resources / End of Unit Assessment(s)
Ongoing / A3. Taking Action Using Social Studies Knowledge and Skills
A3. Students select and implement a civic action or service-learning project based
on a school orcommunityasset or need, and analyze the project’s effectiveness and civic contribution. / Service learning project
/ Teacher Observation
End Product
B. Civics and Government: Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, United States, and world. / (Because the 6th grade curriculum includes world history through 1800A.D., it is not expected that students will develop skills/knowledge in the State MLR’s for Civics and Government. These performance indicators will be addressed in grades 7 and 8. MIE Benchmarks will be expected as they are connected to global topics. )
1st Trimester / B1. Knowledge, Concepts, Themes and Patterns of Civics/Government
B1. Students understand the basic ideals, purposes, principles, structures, and
processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world. / See below / Constructed response assessment
Time
Line / Content Standard
Learning Expectations / Skills / Activities/Resources / End of Unit Assessment(s)
1st Trimester / a. Understand that the study of government includes the structures and functions of government.
b. Recognize examples of democratic idealsincluding rule of law, legitimate power, and common good.
c. Identify the structures and processes of the United States government and understand how the United States Constitution and other primary sources have framed our government.
d. Identify the concepts of federalism and checks and balances and the role they play in the governments of Maine and the United States.
e. Recognize how laws are made in Maine and how they are made at the federal level in the United States.
f. Understand the structures of the United States government. /
/ Constructed response assessment
Essay assessment
Time
Line / Content Standard
Learning Expectations / Skills / Activities/Resources / End of Unit Assessment(s)
1st Trimester / MIE
1. Examine major government structures and functions outside the United States.
- Explain the purpose of government and analyze how government powers are acquired, used, and justified
- Describe the underlying values and principles of democracy and distinguish these from other forms of government (e.g. dictatorship, democracy, theocracy, monarchy, totalitarianism)
Civics
Current events in world affairs (governments)
/ Webquest product
Student Writings
Teacher Observations
Ongoing / B2. Rights, Duties, Responsibilities, and Citizen Participation in Government
B2. Students understand constitutional and legal rights, civic dutiesand
responsibilities, and roles of citizens in a constitutional democracy. / Citizenship, AGS. / Constructed response assessment
Time
Line / Content Standard
Learning Expectations / Skills / Activities/Resources / End of Unit Assessment(s)
Ongoing / a. Understand the legal status of “citizen,”and provide examples of rights, duties, and responsibilitiesof citizens.
b. Recognize that the powers of government are limited to protect individual rights and minority rights as described in the United States Constitution and the Bill of Rights.
c. Recognize examples of the protection of rights in court cases or examples from current events.
d. Recognize that people influence government and work for the common
good including voting, writing to legislators, performing community
service, and engaging in civil disobedience. /
/ Constructed response assessment
2nd Trimester / B3. Individual, Cultural, International, and Global Connections in Civics and
Government
B3. Students understand political and civic aspects of unity and diversity in
Maine, the United States, and various world cultures including Maine Native
Americans. /
/ Essay assessment
Time
Line / Content Standard
Learning Expectations / Skills / Activities/Resources / End of Unit Assessment(s)
2nd Trimester / a. Recognize basic constitutional and political aspects of historic or current issues that involve unity and diversity in Maine, the United States, and other nations.
b. Recognize the political structuresand civic responsibilities within diverse cultures, including Maine Native Americans, various historicaland recent immigrant groups in the United States, and various cultures in the world. /
/ Essay assessment
2nd Trimester / MIE
1. Analyze ways in which nation-states interact with one another through trade, diplomacy, cultural exchanges, treaties or agreements, humanitarian aid, economic incentives and sanctions, and the use or threat of military force. /
World Adventures in Time and Place by McGraw Hill Ch 18 / Teacher Observations
Presentation
Student Writings
Time
Line / Content Standard
Learning Expectations / Skills / Activities/Resources / End of Unit Assessment(s)
2nd Trimester / 2. Discuss factors that lead to a breakdown of order among nation-states (e.g. conflicts about national interests, ethnicity, and religion; competition for territory or resources; absence of effective means to enforce international law) and describe the consequences of the breakdown of order. / World Cultures Past and Present, Steck-Vaughn Social Studies / Teacher Observations
Presentation
Student Writings
2nd Trimester / 3. Explain the purposes and functions of major international organizations (e.g. United Nations, World Health Organization, International Red Cross, Amnesty International) and the role of the United Sates within each.
4. Understand the relationship between the United States and major international organizations. / The United Nations Becomes a Reality
Eduardo’s Tale of Two Worlds
Reform in Armenia: Mikhail’s Story / Student writing
Time
Line / Content Standard
Learning Expectations / Skills / Activities/Resources / End of Unit Assessment(s)
C. Economics: Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world. / Grade 7
C1. Economic Knowledge, Concepts, Themes, and Patterns
C1. Students understand principles and processes of personal economics, the
influence of economics on personal life and business, and the economic systemsof Maine, the United States, and various regions of the world.
a. Recognize that economics is the study of how scarcity requires choices about what, how, for whom, and in what quantity to produce, and how scarcity relates to market economy,and supply and demand.
b. Recognize the function of economic institutionsincluding financial
institutions, businesses, government, taxing, and trade.
c. Recognize that many factors contribute to personal spending and savings decisions.
C2. Individual, Cultural, International, and Global Connections in Economics
C2. Students understand economic aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine NativeAmericans.
Time
Line / Content Standard
Learning Expectations / Skills / Activities/Resources / End of Unit Assessment(s)
a. Recognize factors in economic development,economic unity and interdependence.
b. Recognize economic aspects of diverse cultures, including Maine Native Americans, various historical and recent immigrant groups in the United States, and various cultures in the world.
Ongoing / D. Geography: Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world. / Grade 6
D1. Geographic Knowledge, Concepts, Themes, and Patterns
D1. Students understand the geography of the community, Maine, the United States, and various regions of the world and geographic influences on life in the past, present, and future.
a. Explain that geography includes the study of physical, environmental, and cultural features of the State, nation and various regions of the world to identify consequences of geographic influences and make predictions. / River travel, every 13 miles…
Regions Project (week)
Why did the colonies settle where they did? / Regions project (with rubric)
Ongoing / b. Use the geographic grid and a variety of types of mapsto gather geographic information.
c. Identify the major regions of the Earth and their major physical features and political boundaries using a variety of geographic tools. / Geography Dictionary, student created.
Old maps of world, state, and community
(what was, what is today)
Physical / Political mapping what is it? / Regions project (with rubric)
Time
Line / Content Standard
Learning Expectations / Skills / Activities/Resources / End of Unit Assessment(s)
Ongoing / d. Describe the impact of change, including technological change, on the physical and cultural environment. / Native experiences, expansion, and integration.
Communications: symbols, smoke, Morse code, telephone (crank, party, private, cell, computer, PDA, etc) / Regions project (with rubric)
Ongoing / MIE
1. Distinguish among the distinct characteristics of maps, globes, graphs, charts, diagrams, and other geographical representations, and the utility of each in solving problems.
2. Estimate distances between two places on a map using a scale of miles, and use cardinal and intermediate directions when referring to a relative location.
3. Use geographic tools and technologies to pose and answer questions about spatial distributions and patterns on Earth.
4. Distinguish among the major map types including: physical, political, topographic, and demographic. / Project based activities
Map work – hands on
Map Quests
Understanding Geography / Project (with rubric)
Atlas work
Teacher observation
Time
Line / Content Standard
Learning Expectations / Skills / Activities/Resources / End of Unit Assessment(s)
Ongoing / 5. Read, predict, and understand how to construct geographic representations to analyze information, understand spatial relationships, and compare places.
6. Describe location technologies, such as Geographic Information Systems (GIS) and Global Positioning Systems (GPS).
7. Describe the significance of the major cities of Maine, the United States, and the world.
8. Compare the various types of natural characteristics used to define a region.
9. Explain how regional systems are interconnected (e.g. watersheds, trade, transportation systems).
10. Discuss how the geography of Maine impacts transportation, industry, and community development. / Finding Katahdin
Virtual Field Trips / Students’ Writing
Reports
Teacher Observations
Teacher generated test
Time
Line / Content Standard
Learning Expectations / Skills / Activities/Resources / End of Unit Assessment(s)
Ongoing / 11. Discuss the similarities and differences among rural, suburban, and urban communities.
12. Locate the regions where Wabanaki Indians live in Maine and New Brunswick. / The Wabanakis of Maine and the Maritimes 1989 American Friends Service Committee / Students’ Writing
Reports
Teacher Observations
Teacher generated test
Ongoing / D2. Individual, Cultural, International, and Global Connections in Geography
D2. Students understand geographic
United States, and various world cultures, including Maine Native Americans.
a. Explain geographic features that have impacted unity and diversity in Maine, the United States, and other nations.
b. Describe the dynamic relationship between geographic features and various cultures, including the cultures of Maine Native Americans,various historical and recent immigrant groups in the United States, and other cultures in the world. / Steck-Vaughn History of Our Country
Guest Speaker, i.e. Wayne Newell, John Stevens, etc. to talk about the Passamaquoddy migration patterns
/ Students’ Writing
Reports
Teacher Observations
Teacher generated test
Time
Line / Content Standard
Learning Expectations / Skills / Activities/Resources / End of Unit Assessment(s)
Ongoing / 1. Describe how one’s heritage includes personal history and experiences, culture, customs, and family background.
2. Identify Native American land areas in Maine and reservation lands across the country.
3. Discuss how and why reservations were created.
4. Analyze how the life, culture, economics, politics, and the media of the United Sates impact the rest of the world.
5. Discuss how cultures may change and that individuals may identify with more than one culture.
6. Engage in activities that foster understanding of various cultures (e.g. clubs, dance groups, sports, travel, and community celebrations). / Steck-Vaughn History of Our Country
Guest Speaker, i.e. Wayne Newell, John Stevens, etc. to talk about the Passamaquoddy migration patterns
The Wabanakis of Maine and the Maritimes 1989 American Friends Service Committee / Students’ Writing
Teacher Observations
Teacher generated tests
Time
Line / Content Standard
Learning Expectations / Skills / Activities/Resources / End of Unit Assessment(s)
Ongoing / 7. Describe the types of regions and the influence and effects of region labels including:
- Formal regions;
- Functional regions; marketing area of a newspaper, fan base of a sport team; and
- Perceptual regions; the Bible Belt, the Riviera in southern France.
9. Compare and contrast the primary geographic causes for world trade.
10. Analyze the patterns of settlement in different urban regions of the world.
11. Compare the patterns and processes of past and present human migration. / Five Themes of Geography
/ Students’ Writing
Teacher Observations
Teacher generated tests
Time
Line / Content Standard
Learning Expectations / Skills / Activities/Resources / End of Unit Assessment(s)
Ongoing / 12 Explain and identify examples of global interdependence.
13. Describe how physical and human characteristics of regions change over time.
14. Identify the location of major mountain ranges, deserts, rivers, and cultural regions and countries in the world.
15. Identify economic, cultural, and environmental factors that affect population, and predict how the population would change as a result.
16. Explain how changes in the physical environment can increase or diminish capacity to support human activity. / See Above
Current Events i.e. global warming
Direct Instruction
Graphic Organizers
/ Students’ Writing
Teacher Observations
Teacher generated tests
Time
Line / Content Standard
Learning Expectations / Skills / Activities/Resources / End of Unit Assessment(s)
Ongoing / E. History: Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world. / E1. Historical Knowledge, Concepts, Themes, and Patterns
E1. Students understand major eras, major enduring themes, and historic influences in the of the history of Maine, the United States and various
regions of the world.
a. Recognize that history includes the study of past human experience
based on available evidence from a variety of sources and recognize
that it is useful in helping one better understand and make informed
decisions about the present and future.
b. Identify major historicaleras, turning points, events, consequences, and people in the history of Maine, the United States and various regions of the world.
c. Trace the history of democratic idealsand their importance in the history of the United States and the world.