OREGON SOCIAL SCIENCE GRADE LEVEL MAP, GRADE 6. PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate location(s))

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1 Content Standards and Eligible Content (Grade 6) CIVICS AND GOVERNMENT: Understand and apply knowledge about government and political systems, and the rights and responsibilities of citizens. Common Curriculum Goal: Understand the origins, purposes and functions of U.S. government, including the structure and meaning of the U.S. Constitution Content Standard: Understand the purposes of government and the basic constitutional principles of the United States republican form of government. 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; 211: Standardized Test Prep 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; 211: Standardized Test Prep Understand different forms of government and citizen rights in context of the history taught : Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 182, : Growth and Conflict in the United States; 189, : The United States on the Brink of Change; 211: Standardized Test Prep pages: : Cuba: Clinging to Communism; : Haiti: A Democracy in Progress Common Curriculum Goal: Understand the organization, responsibilities, and interrelationships of local, state, and federal governments in the United States. Content Standard: Understand the responsibilities and interrelationships of local, state, and national government in the U.S. 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; : Growth and Conflict in the United States; : The United States on the Brink of Change; 211: Standardized Test Prep 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; : Growth and Conflict in the United States; : The United States on the Brink of Change; 211: Standardized Test Prep Compare and contrast ancient governments with our own government : Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 182, : Growth and Conflict in the United States; 189, : The United States on the Brink of Change; 211: Standardized Test Prep pages: : Cuba: Clinging to Communism; : Haiti: A Democracy in Progress 1

2 Common Curriculum Goal: Understand the roles of the three branches of government and explain how their powers are distributed and shared. Content Standard: Understand the roles and powers of the executive, legislative, and judicial branches. 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; 211: Standardized Test Prep 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; 211: Standardized Test Prep Common Curriculum Goal: Understand personal and political rights of citizens in the United States. Content Standard: Understand the roles, rights, and responsibilities of citizens in the United States. 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; 182, : Growth and Conflict in the United States; 189, : The United States on the Brink of Change; 211: Standardized Test Prep 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; 182, : Growth and Conflict in the United States; 189, : The United States on the Brink of Change; 211: Standardized Test Prep Understand citizen rights in context of history taught and current events. Common Curriculum Goal: Understand participatory responsibilities of citizens in the community (voluntarism) and in the political process (becoming informed about public issues and candidates, joining political parties/interest groups/associations, communicating with public officials, voting, influencing lawmaking through such processes as petitions/initiatives) : Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 182, : Growth and Conflict in the United States; 189, : The United States on the Brink of Change; 211: Standardized Test Prep; : Cuba: Clinging to Communism; : Haiti: A Democracy in Progress 83: Earth s Human Geography/Representative Democracy; 84: Writing Activity/Government; 182, : Growth and Conflict in the United States; 189, : The United States on the Brink of Change; 211: Standardized Test Prep 2

3 Content Standard: Understand the participatory obligations of U.S. citizens. 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; 182, : Growth and Conflict in the United States; 189, : The United States on the Brink of Change; 211: Standardized Test Prep Understand resources that provide information about public issues at the city, state, and national level where appropriate in context with curriculum and current events : Using Reliable Information; 48 49: Using Climate Graphs; 72 73: Analyzing and Interpreting Population Density Maps; : Interpreting Diagrams; : Understanding Circle Graphs pages: : Analyzing and Interpreting Climate Maps; : Making a Timeline Introduce various media (newspapers, internet, radio, TV) as some of these resources. Common Curriculum Goal: Understand how government is influenced and changed by support and dissent of individuals, groups, and international organizations : Using Reliable Information; 24: Review and Assessment /Skills Practice; 170: Review and Assessment/Go Online; 361: Review and Assessment/Go Online 80 84: Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 182, : Growth and Conflict in the United States; 189, : The United States on the Brink of Change; 211: Standardized Test Prep pages: : Cuba: Clinging to Communism; : Haiti: A Democracy in Progress Content Standard: Understand how individuals, groups, and international organizations influence government : Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 182, : Growth and Conflict in the United States; 189, : The United States on the Brink of Change; 211: Standardized Test Prep pages: : Cuba: Clinging to Communism; : Haiti: A Democracy in Progress Explain how participation varies in the United States and in the world, and how this compares with other societies in context of history and geography studied : Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 182, : Growth and Conflict in the United States; 189, : The United States on the Brink of Change; 211: Standardized Test Prep 3

4 (Continued) Explain how participation varies in the United States and in the world, and how this compares with other societies in context of history and geography studied. Common Curriculum Goal: Understand how nations interact with each other, how events and issues in other countries can affect citizens in the United States, and how actions and concepts of democracy and individual rights of the United States can affect other peoples and nations. Content Standard: Understand how the United States government relates and interacts with other nations. (Continued) pages: : Cuba: Clinging to Communism; : Haiti: A Democracy in Progress 80 84: Political Systems; : Social Groups, Language, and Religion; : A Heritage of Diversity and Exchange; : The United States: A Nation of Immigrants; : European Conquest pages: : Cuba: Clinging to Communism; : Haiti: A Democracy in Progress 182, : Growth and Conflict in the United States; 189, : The United States on the Brink of Change; : The United States and Canada Today; 211: Standardized Test Prep Explain how countries have interacted with one another in context of period of history studied : Political Systems; : Social Groups, Language, and Religion; : A Heritage of Diversity and Exchange; : The United States: A Nation of Immigrants; : European Conquest pages: : Cuba: Clinging to Communism; : Haiti: A Democracy in Progress Explain how technology has made the world a smaller community. Common Curriculum Goal: Analyze major political systems of the world. 46: Eyewitness Technology; 130: Eyewitness Technology; 176: Eyewitness Technology; 252: Eyewitness Technology; 371: Eyewitness Technology; 449: Eyewitness Technology 80 84: Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 189, : The United States on the Brink of Change; 211: Standardized Test Prep pages: : Cuba: Clinging to Communism; : Haiti: A Democracy in Progress Content Standard: Understand that there are different ways for governments to be organized and to hold power : Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 189, : The United States on the Brink of Change; 211: Standardized Test Prep 4

5 (Continued) Content Standard: Understand that there are different ways for governments to be organized and to hold power. (Continued) pages: : Cuba: Clinging to Communism; : Haiti: A Democracy in Progress How governments have been organized; with examples from grade level content/case studies : Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 189, : The United States on the Brink of Change; 211: Standardized Test Prep pages: : Cuba: Clinging to Communism; : Haiti: A Democracy in Progress Common Curriculum Goal: Analyze the concepts of political power, authority, conflict, and conflict management : Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 189, : The United States on the Brink of Change; 211: Standardized Test Prep pages: : Cuba: Clinging to Communism; : Haiti: A Democracy in Progress Analyze the nature of war and conflicts, their resolution, and their effects on society (historical and contemporary examples). Know conflicts that have arisen regarding fundamental values and principles (conflicts between liberty and equality, conflicts between individual rights and the common good, conflicts between majority rule and minority rights). ECONOMICS: Understand economic concepts and principles and how available resources are allocated in a market economy : The Arrival of the Europeans; : Growth and Conflict in the United States; : European Conquest; : Haiti: A Democracy in Progress : The Arrival of the Europeans; : Growth and Conflict in the United States; : European Conquest; : Haiti: A Democracy in Progress 74 79: Economic Systems; : How People Use the Land; : Resources and Land Use; : British Columbia: Economic and Cultural Changes; : Resources and Land Use pages: : Venezuela: Oil Powers the Economy 5

6 Common Curriculum Goal: Understand that resources are limited (e.g., scarcity) 74 79: Economic Systems; : How People Use the Land; : Resources and Land Use; : British Columbia: Economic and Cultural Changes; : Resources and Land Use pages: : Venezuela: Oil Powers the Economy Content Standard: Understand the economic concept of scarcity : Economic Systems; : How People Use the Land; : Resources and Land Use; : British Columbia: Economic and Cultural Changes; : Resources and Land Use pages: : Venezuela: Oil Powers the Economy Give examples of how trade related to key developments in the context of history studied. Common Curriculum Goal: Understand economic trade-offs and how choices result in both costs and benefits to individuals and society. Content Standard: Understand how trade-offs and opportunity costs are decisions that can be measured in terms of costs and benefits : Economic Systems/World Trade Patterns; : Trade; : Trade; 372: Trade; 383: Trade 74 79: Economic Systems; : The Atlantic Provinces: Relying on the Sea; : Brazil: Geography Shapes a Nation 74 79: Economic Systems; : The Atlantic Provinces: Relying on the Sea; : Brazil: Geography Shapes a Nation 6

7 Know examples from world history that demonstrate that all decisions involve opportunity costs and that making effective decisions involves considering the costs and the benefits of alternative choices. Common Curriculum Goal: Understand how conditions in an economy influence and are influenced by the decisions of consumers, producers, economic institutions, and government : Economic Systems; : The Atlantic Provinces: Relying on the Sea; : Brazil: Geography Shapes a Nation 74 79: Economic Systems; : How People Use the Land; : Resources and Land Use; : British Columbia: Economic and Cultural Changes; : Resources and Land Use pages: : Venezuela: Oil Powers the Economy Content Standard: Understand the concept of supply and demand : Economic Systems; : How People Use the Land; : Resources and Land Use; : Trade; : Resources and Land Use pages: 372: Trade In the context of history studied: Identify factors that cause changes in market supply and demand : Economic Systems; : How People Use the Land; : Resources and Land Use; : Trade; : Resources and Land Use pages: 372: Trade Describe the role of buyers and sellers in determining the equilibrium price : Economic Systems/World Trade Patterns; : Trade; : Trade; 372: Trade pages: 383: Trade 7

8 Describe how prices send signals to buyers and sellers : Economic Systems/World Trade Patterns; : Trade; : Trade; 372: Trade pages: 383: Trade Know that price is an incentive for both buyers and producers/sellers in the marketplace: Higher prices for a good or service provide incentives for buyers to purchase less of it and for producers to make or sell more of it. Lower prices provide incentives for buyers to purchase more of it and for producers to make or sell less of it. Common Curriculum Goal: Understand economic concepts, principles, and factors affecting the allocation of available resources in an economy : Economic Systems/World Trade Patterns; : Trade; : Trade; 372: Trade pages: 383: Trade 74 79: Economic Systems; : How People Use the Land; : Resources and Land Use; : British Columbia: Economic and Cultural Changes; : Resources and Land Use pages: : Venezuela: Oil Powers the Economy Content Standard: Understand and evaluate the underlying philosophies and characteristics of various economic systems, including that of the U.S. economy : Economic Systems; : The West: Using and Preserving Resources; : Cuba: Clinging to Communism; : Venezuela: Oil Powers the Economy Understand elements of basic economic systems commonly found in selected regions (for example, tradition-based and command economies in the Eastern hemisphere, or relate to ancient cultures). Common Curriculum Goal: Understand the role of government and institutions (i.e., banks, labor unions) in various economic systems in an economy Content Standard: Understand the role of government and institutions in an economy : Economic Systems; : The West: Using and Preserving Resources; : Cuba: Clinging to Communism; : Venezuela: Oil Powers the Economy 74 79: Economic Systems; : The West: Using and Preserving Resources; : Cuba: Clinging to Communism; : Venezuela: Oil Powers the Economy 74 79: Economic Systems; : The West: Using and Preserving Resources; : Cuba: Clinging to Communism; : Venezuela: Oil Powers the Economy 8

9 Identify various institutions that are established as a result of a given economic system, including a free market system (for example, how market systems give rise to corporations, partnerships, labor unions, nonprofit organizations, and cooperatives). Explain how financial institutions (banks, credit unions, stocks-and-bonds markets) channel funds from savers to borrowers and investors. Common Curriculum Goal: Understand the interdependence of the global economy and the role played by the United States Content Standard: Understand how the United States economy relates and interacts with other nations : Economic Systems; : The West: Using and Preserving Resources; : Cuba: Clinging to Communism; : Venezuela: Oil Powers the Economy 74 79: Economic Systems; 179: Economy and history; 192: Economy and history; 372: Trade; 383: Trade 74 79: Economic Systems; 179: Economy and history; 192: Economy and history; 372: Trade; 383: Trade 78 79: Economic Systems/World Trade Patterns; : Trade; : Trade; 372: Trade; 383: Trade Common Curriculum Goal: Understand how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services. Content Standard: Understand the purpose and functions of money in the economy : Trade; : Trade 74 79: Economic Systems Trace the development of different kinds of money used in the United States, and explain how money helps make saving easier (relate in terms of ancient cultures). Common Curriculum Goal: Apply economic concepts and principles to issues of personal finance : Economic Systems 74 79: Economic Systems 9

10 Content Standard: Demonstrate the knowledge and skills necessary to make reasoned and responsible financial decisions as a consumer, producer, saver, and investor in a market economy : Economic Systems GEOGRAPHY: Understand and use geographic skills and concepts to interpret contemporary and historical issues. Common Curriculum Goal: Understand the spatial concepts of location, distance, direction, scale, movement, and region. Content Standard: Understand and use spatial concepts of geography. Overview; 10 15: The Five Themes of Geography; 16 22: The Geographer s Tools; : Analyzing and Interpreting Climate Maps Overview; 10 15: The Five Themes of Geography; 16 22: The Geographer s Tools; : Analyzing and Interpreting Climate Maps Explain the components of most maps (title, scale, legend, grid, and projection). Compare different map types (topographic, thematic, etc.) and different map projections, and explain the appropriate use for each. Create maps, globes, graphs, charts, models, and databases related to population, disease, and economics; Pose and answer questions about geographic distributions and patterns; compare world regions and countries, and cultures. Overview; 10 15: The Five Themes of Geography; 16 22: The Geographer s Tools; : Analyzing and Interpreting Climate Maps Overview; 10 15: The Five Themes of Geography; 16 22: The Geographer s Tools; : Analyzing and Interpreting Climate Maps Overview; 10 15: The Five Themes of Geography; 16 22: The Geographer s Tools; : Analyzing and Interpreting Climate Maps M1, M14 M15: Human Migration; 67 73: Why People Migrate; : The Arrival of the Europeans; : Growth and Conflict in the United States; 405: Human Migration pages: 407: Human Migration; 430: Migrant Workers 10

11 Analyze the characteristics, distribution, and migration of population, in context of history studied. M1, M14 M15: Human Migration; 67 73: Why People Migrate; : The Arrival of the Europeans; : Growth and Conflict in the United States pages: 405: Human Migration; 407: Human Migration; 430: Migrant Workers Common Curriculum Goal: Use maps and other geographic tools and technologies to acquire, process, and report information from a special perspective. Content Standard: Locate places and understand and use geographic information or relationships by reading, interpreting, and preparing maps and other geographic representations. Overview; 10 15: The Five Themes of Geography; 16 22: The Geographer s Tools; : Analyzing and Interpreting Climate Maps Overview; 10 15: The Five Themes of Geography; 16 22: The Geographer s Tools; : Analyzing and Interpreting Climate Maps Develop maps of human migration and settlement patterns at different times in history and compare to the present in terms of: population, settlement, climate, and language usage in the context of world history. M1, M14 M15: Human Migration; 67 73: Why People Migrate; : The Arrival of the Europeans; : Growth and Conflict in the United States pages: 405: Human Migration; 407: Human Migration; 430: Migrant Workers Common Curriculum Goal: Locate major physical and human (cultural) features of the Earth Content Standard: Locate major physical and human features of the Earth. Overview; 10 15: The Five Themes of Geography; 16 22: The Geographer s Tools; : Analyzing and Interpreting Climate Maps Overview; 10 15: The Five Themes of Geography; 16 22: The Geographer s Tools; : Analyzing and Interpreting Climate Maps 11

12 Identify major biomes (major ecological communities, such as rainforest, desert, grassland), and explain ways in which the natural environment of places in Europe and the Americas relates to their climate, which is influenced by earth/sun relationships. Research the reasons for the locations of the major manufacturing and agricultural regions of Europe and the Americas, using a variety of information resources. Know the location of major mountain ranges (Himalayas, Andes, Rockies, Alps, Ural, African Rift, Atlas), deserts (Sahara, Gobi), rivers (Nile Amazon, Yangtze, and Mississippi), cultural regions (the Middle East and Latin America), and major countries (by continent) in the world in the context of history studied. Common Curriculum Goal: Compare and analyze physical (e.g., landforms, vegetation, wildlife, climate, and natural hazards) and human (e.g., population, land use, language, and religion) characteristics of places and regions Content Standard: Identify and analyze physical and human characteristics of places and regions, the processes that have shaped them, and their geographic significance. M12: Climate Map; 40 49: Climate and Weather; : Climate and Vegetation; : Climate and Vegetation Overview; 10 15: The Five Themes of Geography; 16 22: The Geographer s Tools; : Analyzing and Interpreting Climate Maps Overview; 10 15: The Five Themes of Geography; 16 22: The Geographer s Tools; : Analyzing and Interpreting Climate Maps Overview; 10 15: The Five Themes of Geography; 16 22: The Geographer s Tools; : Analyzing and Interpreting Climate Maps Understand the reasons for the locations of the major manufacturing and agricultural regions of Europe and the Americas : Resources and Land Use; : The Northeast: An Urban Center; : The South: The Growth of Industry; : The Midwest: Leaving the Farm; : The West: Using and Preserving Resources pages: : The Prairie Provinces: Canada s Breadbasket; : The Atlantic Provinces: Relying on the Sea; : Resources and Land Use; : Panama: An Important Crossroads; : Brazil: Geography Shapes a Nation 12

13 Analyze the distribution of natural resources in Europe and the Western Hemisphere : Resources and Land Use; : The Northeast: An Urban Center; : The South: The Growth of Industry; : The Midwest: Leaving the Farm; : The West: Using and Preserving Resources pages: : The Prairie Provinces: Canada s Breadbasket; : The Atlantic Provinces: Relying on the Sea; : Resources and Land Use; : Panama: An Important Crossroads Identify, locate, and compare religious symbols, architectural landmarks, types of housing, ethnic and racial characteristics of people, and level of technological achievement. Identify, locate, and compare clothing, recreation, myths, building of dams for flood control, air-conditioned buildings in warm climates, and economic activities related to natural resources (land use). (Relate ancient civilizations to the present.) Common Curriculum Goal: Understand why places and regions are important to human identity and serve as symbols to unify or fragment society : Population; 90 91: Cultures of the World; 92 95: What Is Culture; : Social Groups, Language, and Religion; : Cultural Change pages: : A Heritage of Diversity and Exchange; : The United States: A Nation of Immigrants; : The Cultures of Mexico and Central America; : Guatemala: Descendants of an Ancient People 60 66: Population; 90 91: Cultures of the World; 92 95: What Is Culture; : Social Groups, Language, and Religion; : Cultural Change pages: : How People Use the Land; : Resources and Land Use; : A Heritage of Diversity and Exchange; : The United States: A Nation of Immigrants; : Resources and Land Use; : The Cultures of Mexico and Central America 60 66: Population; 90 91: Cultures of the World; 92 95: What Is Culture; : Social Groups, Language, and Religion; : Cultural Change pages: : A Heritage of Diversity and Exchange; : The United States: A Nation of Immigrants; : The Cultures of Mexico and Central America; : Guatemala: Descendants of an Ancient People 13

14 Common Curriculum Goal: Analyze the causes of human migration (e.g., density, food and water supply, transportation and communication systems) and its effects (e.g., impact on physical and human systems). M1, M14 M15: Human Migration; 67 73: Why People Migrate; : The Arrival of the Europeans; : Growth and Conflict in the United States; 405: Human Migration pages: 407: Human Migration; 430: Migrant Workers Content Standard: Understand the distribution and movement of people, ideas, and products. M1, M14 M15: Human Migration; 67 73: Why People Migrate; : The Arrival of the Europeans; : Growth and Conflict in the United States; 405: Human Migration pages: 407: Human Migration; 430: Migrant Workers Explain characteristics and locations of societies including factors responsible for patterns of population; influences of human migration; and geographic factors responsible for the location of economic activities (with a focus on ancient civilizations). Analyze and evaluate the causes and effects, processes and patterns of human movements, both chosen and forced in the world. M1, M14 M15: Human Migration; 67 73: Why People Migrate; : The Arrival of the Europeans; : Growth and Conflict in the United States; 405: Human Migration pages: 407: Human Migration; 430: Migrant Workers M1, M14 M15: Human Migration; 67 73: Why People Migrate; : The Arrival of the Europeans; : Growth and Conflict in the United States; 405: Human Migration pages: 407: Human Migration; 430: Migrant Workers Understand spatial aspects of communication and transportation systems in selected regions (for example, time required to travel and communicate over distances reduced by technological developments). 46: Eyewitness Technology; 130: Eyewitness Technology; 176: Eyewitness Technology; 252: Eyewitness Technology; 371: Eyewitness Technology pages: 449: Eyewitness Technology 14

15 Common Curriculum Goal: Understand economic, cultural, and environmental factors that influence changes in population and evaluate the consequences of the resulting increases or decreases in population 58 59: Earth s Human Geography; 60 66: Population; : The Arrival of the Europeans; : A Heritage of Diversity and Exchange; : The United States: A Nation of Immigrants pages: : European Conquest; : From Past to Present Content Standard: Understand, analyze and evaluate the consequences of population changes resulting from economic, cultural, or environmental factors : Earth s Human Geography; 60 66: Population; : The Arrival of the Europeans; : A Heritage of Diversity and Exchange; : The United States: A Nation of Immigrants pages: : European Conquest; : From Past to Present Identify patterns of population distribution and growth in the world, and explain changes in these patterns, which have occurred over time : Earth s Human Geography; 60 66: Population; : The Arrival of the Europeans; : A Heritage of Diversity and Exchange; : The United States: A Nation of Immigrants pages: : European Conquest; : From Past to Present Common Curriculum Goal: Understand how people and the environment are interrelated Content Standard: Understand how humans affect the physical environment : What Are Natural Resources; : How People Use the Land; : People s Effect on the Environment; : Resources and Land Use; : Resources and Land Use : How People Use the Land; : People s Effect on the Environment; : Resources and Land Use; : Resources and Land Use Understand how changes in a physical environment affect human activity in Latin America, Europe. 15

16 Understand how clearing vegetation affects the physical environment of a place and other places (deforestation, desertification). Common Curriculum Goal: Understand how people and the environment are interrelated : How People Use the Land; : People s Effect on the Environment; : Resources and Land Use; : Resources and Land Use : How People Use the Land; : People s Effect on the Environment; : Resources and Land Use; : Resources and Land Use Content Standard: Understand how physical characteristics in the environment and changes in the environment affect human activities. M12: Climate Map; 40 49: Climate and Weather; : Climate and Vegetation; : Climate and Vegetation Analyze the distribution of natural resources in Europe and the Western Hemisphere. Analyze and give examples of the consequences of human impact on the physical environment, and evaluate ways in which technology influences human capacity to modify the physical environment. Give examples of how both natural and technological hazards have impacted the physical environment and human populations in specific areas of Europe and the Americas : Resources and Land Use; : The Northeast: An Urban Center; : The South: The Growth of Industry; : The Midwest: Leaving the Farm; : The West: Using and Preserving Resources pages: : The Prairie Provinces: Canada s Breadbasket; : The Atlantic Provinces: Relying on the Sea; : Resources and Land Use; : Panama: An Important Crossroads; : Brazil: Geography Shapes a Nation; : Venezuela: Oil Powers the Economy : How People Use the Land; : People s Effect on the Environment; : Resources and Land Use; : Resources and Land Use Know examples of human systems that have been developed in response to opportunities afforded by the environment. 16

17 Common Curriculum Goal: Understand how differing points of view, self-interest, and global distribution of natural resources play a role in conflict over territory : The Arrival of the Europeans; : Growth and Conflict in the United States; : European Conquest; : Haiti: A Democracy in Progress Understand the various geographic factors that may divide or unite a country (for example, mountains, rivers, valleys). Overview; 10 15: The Five Themes of Geography; 28 32: Our Planet, the Earth; 33 39: Land, Air Water pages: 40 49: Climate and Weather; 58 59: Earth s Human Geography; 60 66: Population; 67 73: Why People Migrate; 74 79: Economic Systems Give examples of how land and water forms, climate, and natural vegetation have influenced historical trends and developments. M1 M17: Mapmaster Skills Handbook; 26 27: Earth s Physical Geography; 28 32: Our Planet, the Earth; 33 39: Land, Air Water; 40 49: Climate and Weather pages: 50 54: How Climate Affects Vegetation; 67 73: Why People Migrate; : Physical Geography; : Land and Water; : Climate and Vegetation Common Curriculum Goal: Understand the geographic results of resource use and management programs and policies : How People Use the Land; : People s Effect on the Environment; : Resources and Land Use; : Resources and Land Use Understand the various geographic factors that may divide or unite a country (for example, mountains, rivers, valleys), using examples from the Americas, Europe. Give examples of how land and water forms, climate, and natural vegetation have influenced historical trends and developments. Overview; : Physical Geography; : Land and Water; : Latin America: Physical Geography M1 M17: Mapmaster Skills Handbook; 26 27: Earth s Physical Geography; 28 32: Our Planet, the Earth; 33 39: Land, Air Water; 40 49: Climate and Weather pages: 50 54: How Climate Affects Vegetation; 67 73: Why People Migrate; : Physical Geography; : Land and Water; : Climate and Vegetation 17

18 HISTORY: Relate significant events and eras in United States and world history to past and present issues and developments. Grade 6 HISTORICAL SKILLS: Common Curriculum Goal: Interpret and reconstruct chronological relationships Content Standard: Understand, represent, and interpret chronological relationships in history. 90: Using Sequence; 95: Sequence; : Timelines; 247: Timeline; : Making a Timeline 90: Using Sequence; 95: Sequence; : Timelines; 247: Timeline; : Making a Timeline Develop and compare time lines that identify major people, events, and developments in the history of individual civilizations and/or countries that comprise Europe and the Americas. Use the terms decade, century, millennium : Timelines; 247: Timeline; : Making a Timeline 90: Using Sequence; 95: Sequence; : Timelines; 247: Timeline; : Making a Timeline Compare alternative ways that historical periods and eras are designated by identifying the organizing principles upon which each is based. Common Curriculum Goal: Analyze cause and effect relationships, including multiple causalities Content Standard: Identify and analyze cause and effect relationships in history. 90: Using Sequence; 95: Sequence; : Timelines; 247: Timeline; : Making a Timeline 32: Cause and Effect; 66: Cause and Effect; 170: Cause and effect; 400: Using Cause and Effect; 402: Using Cause and Effect 32: Cause and Effect; 66: Cause and Effect; 170: Cause and effect; 400: Using Cause and Effect; 402: Using Cause and Effect 18

19 Analyze cause and effect relationships, keeping in mind multiple causation, including the importance of individuals, ideas, human interests, beliefs, and chance in history. Common Curriculum Goal: Understand, recognize and interpret change and continuity over time Content Standard: Interpret and represent chronological relationships and patterns of change and continuity over time. 32: Cause and Effect; 66: Cause and Effect; 170: Cause and effect; 400: Using Cause and Effect; 402: Using Cause and Effect 90: Using Sequence; 95: Sequence; : Timelines; 247: Timeline; : Making a Timeline 90: Using Sequence; 95: Sequence; : Timelines; 247: Timeline; : Making a Timeline Consider and use the Ten Themes presented in the National Council for the Social Studies (reference: standards: 1) Culture, 2) Time, Continuity, and Change, 3) People, Places, and Environments, 4) Individual Development and Identity, 5) Individuals, Groups, and Institutions, 6) Power, Authority, and Governance, 7) Production, Distribution, and Consumption, 8) Science, Technology, and Society, 9) Global Connections, 10) Civic Ideals and Practices. Consider and use the Vital Unifying Themes and Narratives of Human Experience from National Council for History Education (reference 1) Civilization, cultural diffusion, and innovation, 2) Human Interaction with the Environment, 3) Values, Beliefs, Political Ideas, and Institutions, 4) Conflict and Cooperation, 5) Comparative History of Major Developments, 6) Patterns of Social and Political Interaction. Consider and use other examples for themes: American isolationism, domestic reform, development of capitalism, the conduct of war, rights of African Americans, Native Americans, Hispanic Americans, women; the role of youth; racism. Overview; 10 15: The Five Themes of Geography; 28 32: Our Planet, the Earth; 33 39: Land, Air Water pages: 40 49: Climate and Weather; 58 59: Earth s Human Geography; 60 66: Population; 67 73: Why People Migrate; 74 79: Economic Systems M1 M17: Mapmaster Skills Handbook; 10 15: The Five Themes of Geography; 58 59: Earth s Human Geography; 60 66: Population; 67 73: Why People Migrate pages: 74 79: Economic Systems; 80 84: Political Systems; 92 95: What Is Culture; : Resources and Land Use; : The United States and Canada: Shaped by History : The United States and Canada: Shaped by History; : The Arrival of the Europeans; : Growth and Conflict in the United States; : The United States on the Brink of Change; : The United States: A Nation of Immigrants pages: : The Midwest: Leaving the Farm 19

20 Consider patterns of change and continuity in history in relationship to contemporary events, issues, problems, and phenomena. Common Curriculum Goal: Identify and analyze diverse perspectives on and historical interpretation of historical issues and events 90: Using Sequence; 95: Sequence; : Timelines; 247: Timeline; : Making a Timeline RW1 RW5: Reading and Writing Handbook; 14 15: Using Reliable Information; 58: Comparing and Contrasting; 88 89: Literature; : Making Valid Generalizations pages: : Making Predictions; : Identifying Frame of Reference; : Writing a Summary; : Distinguishing Fact and Opinion; : Drawing Inferences and Conclusions Content Standard: Identify and analyze various perspectives and interpretations of historical issues and events. RW1 RW5: Reading and Writing Handbook; 14 15: Using Reliable Information; 58: Comparing and Contrasting; 88 89: Literature; : Making Valid Generalizations pages: : Making Predictions; : Identifying Frame of Reference; : Writing a Summary; : Distinguishing Fact and Opinion Distinguish between fact and opinion : Using Reliable Information; : Identifying Frame of Reference; : Distinguishing Fact and Opinion Distinguish between primary and secondary sources of information. Interpret data from charts, tables, and graphs. RW1 RW5: Reading and Writing Handbook; 14 15: Using Reliable Information; 88 89: Literature; : Identifying Frame of Reference; : Writing a Summary pages: : Distinguishing Fact and Opinion Differentiate between factual and fictional historical accounts; explain the meaning of historical passages by identifying who was involved, what happened, where it happened, what events led to these developments, and what consequences or outcomes followed : Using Reliable Information; : Identifying Frame of Reference; : Distinguishing Fact and Opinion 20

21 Common Curriculum Goal: Understand relationships among events, issues, and developments in different spheres of human activity (i.e., economic, social, political, cultural) Content Standard: Identify and analyze various perspectives and interpretations of historical issues and events. Overview; 10 15: The Five Themes of Geography; 67 73: Why People Migrate; 74 79: Economic Systems pages: 80 84: Political Systems; : Cultural Change; : Analyzing and Interpreting Climate Maps RW1 RW5: Reading and Writing Handbook; 14 15: Using Reliable Information; 88 89: Literature; : Identifying Frame of Reference; : Writing a Summary pages: : Distinguishing Fact and Opinion See grade-level maps for Civics, Economics, Geography, for linking strategies. WORLD HISTORY: Common Curriculum Goal: Understand and interpret events, issues, and developments within and across eras of world history : Why People Migrate; 80 84: Political Systems; : Cultural Change; : A Heritage of Diversity and Exchange; : The United States: A Nation of Immigrants pages: : Latin America: Shaped by Its History; : Early Civilizations of Middle America; : The Incas: People of the Sun; : European Conquest Understand the major characteristics and historical influence of the early civilizations of Mesopotamia, Indus River Valley, Egypt, the Americas, and Greece. Civilizations are cultures considered to have reached a high level of social and cultural development, specifically in regard to the development and use of written language, advances in the arts and sciences, government, etc : Early Civilizations of Middle America; : The Incas: People of the Sun 21

22 Mesopotamia: monotheism, alphabet. Please see the Ancient World edition of the Prentice Hall s World Studies program. Egypt: architecture (pyramids, Sphinx), agricultural mastery (flood control), writing (hieroglyphs), religious beliefs (polytheism), paper (papyrus), mathematics. Pre-Columbia America: Maya (trade, pyramids, astronomy, calendar); Inca (terracing, stone architecture, textiles), Aztec (calendar, trade routes, architecture, cities). China: inventions and technological innovations (writing, paper, bronze); political organization (dynastic hierarchy); religious beliefs. Greece: democracy, art, architecture, theater, science and medicine (Hippocrates), mathematics (geometry); military conquest (Alexander the Great), logic (Socrates). Identify and give examples of the political, economic, and social characteristics of the Roman Republic and Empire and how they are reflected in the law, government, economy and society of the United States. Political characteristics of the Roman Republic, and how they are reflected in law and government in the United States today (Roman system of law, republican form of government, constitution, senate, separation of powers). Economic features of the Roman Empire, and how they compare (or compared) to similar features in the United States (slavery, network of roads for trade and commerce, use of coins, taxes). Social Characteristics of the Roman Republic and Empire (importance of religion many gods), differences in life of wealthy Romans, small farmers and slaves. Please see the Ancient World edition of the Prentice Hall s World Studies program : Early Civilizations of Middle America; : The Incas: People of the Sun Please see the Ancient World edition of the Prentice Hall s World Studies program. Please see the Ancient World edition of the Prentice Hall s World Studies program. Please see the Ancient World edition of the Prentice Hall s World Studies program. Please see the Ancient World edition of the Prentice Hall s World Studies program. Please see the Ancient World edition of the Prentice Hall s World Studies program. Please see the Ancient World edition of the Prentice Hall s World Studies program. 22

23 The historical legacy of the Romans (engineering and architecture public buildings, aqueducts, roads, Latin) as the basis for modern-day Romance languages, Roman law. Understand the significance of the rise of Islam and its interaction with Europe, Africa, and Asia. Understand the development of the empires and kingdoms of Kush (and its relationship to Egypt), Ghana, Mali, and Songhai, and how resources, location and trade enhanced their development. Understand the development of dynasties (Qin, Han, Tang, Ming, and Song), the development of Confucianism and Daoism, and the development of technologies (compass, gunpowder, printing) in Imperial China. Understand the development of the lord-vassal system (shoguns, daimyo, samurai), and Buddhism and Shinto in feudal Japan. U.S. HISTORY Common Curriculum Goal: Understand and interpret events, issues, and developments within and across eras of U.S. history Content Standard: Understand the importance and lasting influence of individuals, issues, events, people, and developments in U.S. history. Please see the Ancient World edition of the Prentice Hall s World Studies program. Please see the Medieval Times to Today and Asia editions of the Prentice Hall s World Studies program. Please see the Medieval Times to Today and Africa editions of the Prentice Hall s World Studies program. Please see the Ancient World and Asia editions of the Prentice Hall s World Studies program. Please see the Medieval Times to Today and Asia editions of the Prentice Hall s World Studies program : The United States and Canada: Shaped by History; : The Arrival of the Europeans; : Growth and Conflict in the United States; : The United States on the Brink of Change; : The United States: A Nation of Immigrants : The United States and Canada: Shaped by History; : The Arrival of the Europeans; : Growth and Conflict in the United States; : The United States on the Brink of Change; : The United States: A Nation of Immigrants Grade 6 Common Curriculum Goal: Understand and interpret events, issues, and developments within and across eras of U.S. history : The United States and Canada: Shaped by History; : The Arrival of the Europeans; : Growth and Conflict in the United States; : The United States on the Brink of Change; : The United States: A Nation of Immigrants 23

24 Content Standard: Understand the importance and lasting influence of individuals, issues, events, people, and developments in U.S. history : The United States and Canada: Shaped by History; : The Arrival of the Europeans; : Growth and Conflict in the United States; : The United States on the Brink of Change; : The United States: A Nation of Immigrants STATE & LOCAL HISTORY Common Curriculum Goal: Understand and interpret the history of the state of Oregon 181: A Nation Grows; 244: Databank/Oregon; 272: Focus on Geography; 273: Mineral Resources Content Standard: Understand and interpret events, issues, and developments in Oregon history. 181: A Nation Grows; 244: Databank/Oregon; 272: Focus on Geography; 273: Mineral Resources Identify significant connections between Oregon and the period of history studied. 181: A Nation Grows; 244: Databank/Oregon; 272: Focus on Geography; 273: Mineral Resources Common Curriculum Goal: Understand and interpret events, issues, and developments in the history of one s family, local community, and culture Content Standard: Understand and interpret events, issues, and developments in local history. 66: Writing Activity/Local Demography; 95: Writing Activity/Local Culture; 101: Writing Activity/Family and Language; 36: Research Your Local History 66: Writing Activity/Local Demography; 95: Writing Activity/Local Culture; 101: Writing Activity/Family and Language; 36: Research Your Local History Make appropriate connections between the local community and events in the period of history studied. 66: Writing Activity/Local Demography; 95: Writing Activity/Local Culture; 101: Writing Activity/Family and Language; 36: Research Your Local History 24

25 SOCIAL SCIENCE ANALYSIS: Design and implement strategies to analyze issues, explain perspectives, and resolve issues using the social sciences. Common Curriculum Goal: Define and clarify an issue so that its dimensions are well understood RW1 RW5: Reading and Writing Handbook; 14 15: Using Reliable Information; 58: Comparing and Contrasting; 88 89: Literature; : Making Valid Generalizations pages: : Making Predictions; : Identifying Frame of Reference; : Writing a Summary; : Distinguishing Fact and Opinion; : Drawing Inferences and Conclusions Content Standard: Identify, research, and clarify an event, issue, problem, or phenomenon of significance to society. RW1 RW5: Reading and Writing Handbook; 14 15: Using Reliable Information; 88 89: Literature; : Identifying Frame of Reference; : Writing a Summary pages: : Distinguishing Fact and Opinion Know and apply Bloom s Taxonomy to formulate questions. RW1 RW5: Reading and Writing Handbook; 72 73: Analyzing and Interpreting Population Density Maps; : Making Predictions; : Identifying Frame of Reference; : Writing a Summary pages: : Distinguishing Fact and Opinion Common Curriculum Goal: Acquire and organize materials from primary and secondary sources RW1 RW5: Reading and Writing Handbook; 14 15: Using Reliable Information; 88 89: Literature; : Identifying Frame of Reference; : Writing a Summary pages: : Distinguishing Fact and Opinion 25

26 Content Standard: Gather, use, and evaluate researched information to support analysis and conclusions. RW1 RW5: Reading and Writing Handbook; 14 15: Using Reliable Information; : Identifying Frame of Reference; : Writing a Summary pages: : Distinguishing Fact and Opinion Identify and interpret primary and secondary source documents to increase understanding. RW1 RW5: Reading and Writing Handbook; 14 15: Using Reliable Information; 88 89: Literature; : Identifying Frame of Reference; : Writing a Summary pages: : Distinguishing Fact and Opinion Common Curriculum Goal: Explain various perspectives on an event or issue and the reasoning behind them RW1 RW5: Reading and Writing Handbook; 14 15: Using Reliable Information; 88 89: Literature; : Identifying Frame of Reference; : Writing a Summary pages: : Distinguishing Fact and Opinion Content Standard: Understand an event, issue, problem, or phenomenon from multiple perspectives. RW1 RW5: Reading and Writing Handbook; 14 15: Using Reliable Information; 88 89: Literature; : Identifying Frame of Reference; : Writing a Summary pages: : Distinguishing Fact and Opinion 26