Physics Pacing Guide



Western Hemisphere – Sixth Grade

General Knowledge, Processes, & Skills Social Studies Pacing Guide

Reached throughout Year

General Social Studies knowledge—embedded in sixth grade standards and expectations and used throughout the course of study.

HISTORY

6 – H1.1.1 Explain why and how historians use eras and periods as constructs to organize and explain human activities over time. 

6 – H1.2.1 Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis).

6 – H1.2.2 Read and comprehend a historical passage to identify basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes followed.

6 – H1.2.3 Identify the point of view (perspective of the author) and context when reading and discussing primary and secondary sources.

6 – H1.2.4 Compare and evaluate competing historical perspectives about the past based on proof.

6 – H1.2.5 Identify the role of the individual in history and the significance of one person’s ideas.

6 – H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/ belief, science/technology, written language, education, family).

6 – H1.4.2 Describe and use themes of history to study patterns of change and continuity.

6 – H1.4.3 Use historical perspective to analyze global issues faced by humans long ago and today.

GEOGRAPHY

6 – G1.2.1 Locate the major landforms, rivers (Amazon, Mississippi, Missouri, Colorado), and climate regions of the Western Hemisphere.

6 – G1.2.2 Explain why maps of the same place may vary, including cultural perspectives of the Earth and new knowledge based on science and modern technology.

6 – G1.2.3 Use data to create thematic maps and graphs showing patterns of population, physical terrain, rainfall, and vegetation, analyze the patterns and then propose two generalizations about the location and density of the population.

6 – G1.2.4 Use observations from air photos, photographs (print and CD), films (VCR and DVD) as the basis for answering geographic questions about the human and physical characteristics of places and regions.

6 – G1.2.5 Use information from modern technology such as Geographic Positioning System (GPS), Geographic Information System (GIS), and satellite remote sensing to locate information and process maps and data to analyze spatial patterns of the Western Hemisphere to answer geographic questions.

6 – G1.2.6 Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region of the Western Hemisphere.

6 – G1.3.1 Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth.

6 – G1.3.2 Explain the locations and distributions of physical and human characteristics of Earth by using knowledge of spatial patterns.

6 – G1.3.3 Explain the different ways in which places are connected and how those connections demonstrate interdependence and accessibility.

PLACES AND REGIONS

6 – G2.1.1 Describe the landform features and the climate of the region (within the Western or Eastern Hemispheres) under study.

6 – G2.1.2 Account for topographic and human spatial patterns (where people live) associated with tectonic plates such as volcanoes, earthquakes, settlements (Ring of Fire, recent volcanic and seismic events, settlements in proximity to natural hazards in the Western Hemisphere) by using information from GIS, remote sensing, and the World Wide Web.

6 – G2.2.1 Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions).

6 – G2.2.2 Explain that communities are affected positively or negatively by changes in technology (e.g., Canada with regard to mining, forestry, hydroelectric power generation, agriculture, snowmobiles, cell phones, air travel).

6 – G2.2.3 Analyze how culture and experience influence people’s perception of places and regions (e.g., the Caribbean Region that presently displays enduring impacts of different immigrant groups – Africans, South Asians, Europeans – and the differing contemporary points of view about the region displayed by islanders and tourists).

PHYSICAL SYSTEMS

6 – G3.1.1 Construct and analyze climate graphs for two locations at different latitudes and elevations in the region to answer geographic questions and make predictions based on patterns. (e.g., compare and contrast Buenos Aires and La Paz; Mexico City and Guatemala City; Edmonton and Toronto).

6 – G3.2.1 Explain how and why ecosystems differ as a consequence of differences in latitude, elevation, and human activities (e.g., South America’s location relative to the equator, effects of elevations on temperature and growing season, proximity to bodies of water and the effects on temperature and rainfall, effects of annual flooding on vegetation along river flood plains such as the Amazon).

6 – G3.2.2 Identify ecosystems and explain why some are more attractive for humans to use than are others (e.g., mid-latitude forest in North America, high latitude of Peru, tropical forests in Honduras, fish or marine vegetation in coastal zones).

HUMAN SYSTEMS

6 – G4.1.1 Identify and explain examples of cultural diffusion within the Americas (e.g., baseball, soccer, music, architecture, television, languages, health care, Internet, consumer brands, currency, restaurants, and international migration).

6 – G4.2.1 List and describe the advantages and disadvantages of different technologies used to move people, products, and ideas throughout the world (e.g., call centers in the Eastern Hemisphere that service the Western Hemisphere; the United States and Canada as hubs for the Internet; transport of people and perishable products; and the spread of individuals’ ideas as voice and image messages on electronic networks such as the Internet).

6 – G4.4.1 Identify factors that contribute to conflict and cooperation between and among cultural groups (control/use of natural resources, power, wealth, and cultural diversity).

GLOBAL ISSUES PAST AND PRESENT

6 – G6.1.1 Contemporary Investigations – Conduct research on contemporary global topics and issues, compose persuasive essays, and develop a plan for action. (H1.4.3, G1.2.6, See P3 and P4)

Public Discourse, Decision Making, and Citizen Involvement

6 – P3.1.1 Clearly state an issue as a question or public policy, trace the origins of an issue, analyze various perspectives, and generate and evaluate alternative resolutions. Deeply examine policy issues in group discussions and debates to make reasoned and informed decisions. Write persuasive/argumentative essays expressing and justifying decisions on public policy issues. Plan and conduct activities intended to advance views on matters of public policy, report the results, and evaluate effectiveness.

• Identify public policy issues related to global topics and issues studied.

• Clearly state the issue as a question of public policy orally or in written form.

• Use inquiry methods to acquire content knowledge and appropriate data about the issue.

• Identify the causes and consequences and analyze the impact, both positive and negative.

• Share and discuss findings of research and issue analysis in group discussions and debates.

• Compose a persuasive essay justifying the position with a reasoned argument.

• Develop an action plan to address or inform others about the issue at the local to global scales.

6 – P4.2.1 Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in matters of public policy, report the results, and evaluate effectiveness.

6 – P4.2.2 Engage in activities intended to contribute to solving a national or international problem studied.

6 – P4.2.3 Participate in projects to help or inform others (e.g., service learning projects).

Month: September/October – 6 Weeks Western Hemisphere – Sixth Grade

Unit: Introduction to Western Hemisphere Social Studies Pacing Guide

|Code & Content Expectations |Essential |Assessment |Vocabulary |Resources |

|(Disciplinary Knowledge) |Questions/Scaffold | | | |

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|6 – G1.1.1 Describe how geographers use mapping |How do geographers use mapping to |For each major area of study, keep a scrapbook of|absolute location |World Cultures and Geography – Western Hemisphere and |

|to represent places and natural and human |represent places and human phenomena |related newspaper and magazine articles |bay |Europe, McDougall Littell 2005 |

|phenomena in the world. |in the world? |(geography related issues; culture; and/or |butte |Latin America and Canada, MacMillan/McGraw-Hill, 1992 |

| | |history). In a reader’s response relate the |canyon |Dill, Bonnie. Teaching the Five Themes of Geography. |

|6 – G1.1.2 Draw a sketch map from memory of the |Where are the major regions of the |article to the history, geography or culture of |cape |Frank Schaffer Publications, 1994 |

|Western Hemisphere showing the major regions |western hemisphere in relation to the|the area or region. |cartographer |Aten, Jerry. Understanding Our World through Geography.|

|(Canada, United States, Mexico, Central America,|United States? | |cataract |Good Apple Publications, 1991 |

|South America, and Caribbean). | |Participate in class discussion based upon issues|citizen |Fischer, Max W. Geography Simulations. Teacher Created |

| |How do the five themes of geography |related to current events topics included in the |cliff |Materials, 1999 |

|6 – C4.3.2 Explain the challenges to governments|relate to the international issues in|weekly “News Game” (or similar current events |color |Chexney & Capone. The Map Corner. Good Year Book, 1983 |

|and the cooperation needed to address |the western hemisphere? |quiz/activity).  |compass rose |Five Themes of Geography poster. Poster Education |

|international issues in the Western Hemisphere | | |continent |Company. 1-800-858-0969 |

|(e.g., migration and human rights). | |Locate famous man-made and natural wonders of the|culture |Classroom Atlas |

| | |Western Hemisphere. Discuss ideas of what life |culture region |Fischer, Max W. Geography Simulations. Teacher Created |

| | |may be like near these famous places. What jobs |culture trait |Materials, 1999 |

| | |may be available, what housing might consist of, |desert |Jasmine, Grace. Nader, Lillian. Cooperative Learning |

| | |transportation, communication, etc. |economics |Activities for Social Studies. Teacher Created |

| | | |equator |Materials, Inc., 1995. |

| | |Describe through words and pictures the major |flood plain |education/ |

| | |ecosystems of Canada and Latin America. |geography |Teaching the Five Themes Instructional Fair. T.S. |

| | | |glacier |Denison, Grand Rapids, MI 49544 |

| | |Create a map of ecozones of Canada and Latin |government |Almanacs    |

| | |America. Assign students to research and write a |graph |Geographical Dictionary  |

| | |report on an ecozone to present the information |history | |

| | |orally to the class using visual aids, |interdependence |Social Studies Skills Made Easy. Mark Twain |

| | |PowerPoint, overheads, etc. |island |Media/Carson - Dellosa Publishing Co., Inc. |

| | | |labels |Internet |

| | |Contrast: common good and individual rights, |latitude |Videos |

| | |equality and individual rights of truth, justice,|legend |Teacher lectures |

| | |diversity, and reconciliation |lines of latitude |Large and small group discussions |

| | | |lines of longitude | |

| | |Compare core democratic values with values of |longitude |Presentations by local business people/experts |

| | |other forms of government. |map |Classroom maps |

| | | |map projection |Overhead transparencies |

| | |Use map puzzles, student made and commercially |mesa |Globes, charts, graphs |

| | |produced. |migrate |Classroom posters |

| | | |mountain | |

| | | |mouth | |

| | | |North Pole | |

| | | |oasis | |

| | | |physical maps | |

| | | |plateau | |

| | | |political maps | |

| | | |prairie | |

| | | |prime meridian | |

| | | |relative location | |

| | | |river | |

| | | |scale | |

| | | |scarcity | |

| | | |sea level | |

| | | |South Pole | |

| | | |steppe | |

| | | |strait | |

| | | |swamp | |

| | | |symbols | |

| | | |thematic maps | |

| | | |time line | |

| | | |title | |

| | | |Tropic of Cancer | |

| | | |Tropic of Capricorn | |

| | | |valley | |

| | | |volcano | |

Month: October/November – 2 Weeks Western Hemisphere – Sixth Grade

Unit: Introduction to United States and Canada Social Studies Pacing Guide

|Code & Content Expectations |Essential |Assessment |Vocabulary |Resources |

|(Disciplinary Knowledge) |Questions/Scaffold | | | |

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|6 – W1.1.1 Describe the early migrations of |How has the early migrations of |Throughout major units, on tag board or |climate |World Cultures and Geography – Western Hemisphere and |

|people among Earth’s continents (including the |nomadic people progressed into modern|newsprint, after class discussion, compile a list|desert |Europe, McDougall Littell 2005 |

|Berringa Land Bridge). |agricultural settlements? |of major events. Through discussion or simulation|economy |Latin America and Canada, MacMillan/McGraw-Hill, 1992 |

| | |hypothesize possible different outcomes and how |erosion |Classroom subscriptions to newspaper and/or student |

|6 – W1.1.2 Examine the lives of hunting and |Can you describe the physical |that would have affected history. |forest |weekly news magazine (Junior Scholastic, Time for Kids).|

|gathering people during the earliest eras of |geography of the United States and | |glacier | |

|human society (tools and weapons, language, |Canada through the 5 themes? |Simulate a bartering economy in the classroom. |grassland |Classroom Atlas |

|fire). | | |landforms |Newspaper articles and student news magazine |

| | |Use graphic organizer to compare/contrast hunter |polar/tundra |Fischer, Max W. Geography Simulations. Teacher Created |

|6 – W1.2.1 Describe the transition from hunter | |gatherer societies. |precipitation |Materials, 1999 |

|gatherers to sedentary agriculture | | |rain forest |NCSS Publications P.O. Box 2067   Waldorf, MD |

|(domestication of plants and animals). | | |river system |20604-2067  #940097   1-800-683-0812 |

| | | |Sacagawea |Jasmine, Grace. Nader, Lillian. Cooperative Learning |

|6 – W1.2.2 Describe the importance of the | | |vegetation |Activities for Social Studies. Teacher Created |

|natural environment in the development of | | |weather |Materials, Inc., 1995. |

|agricultural settlements in different locations | | | | |

|(e.g., available water for irrigation, adequate | | | |Teaching the Five Themes Instructional Fair. T.S. |

|precipitation, and suitable growing season). | | | |Denison, Grand Rapids, MI 49544 |

| | | | |Almanacs  |

|6 – W1.2.3 Explain the impact of the | | | |Atlases  |

|Agricultural Revolution (stable food supply, | | | |Geographical Dictionary  |

|surplus, population growth, trade, division of | | | |Newspapers, news magazines |

|labor, development of settlements). | | | |Social Studies Skills Made Easy. Mark Twain Media/Carson|

| | | | |- Dellosa Publishing Co., Inc. |

|6 – W2.1.1 Explain how the environment favored | | | | |

|hunter gatherer, pastoral and small scale | | | |Presentations by local business people/experts |

|agricultural ways of life in different parts of | | | |Classroom maps |

|the Western Hemisphere. | | | |Overhead transparencies |

| | | | |Globes, charts, graphs |

|6 – W2.1.2 Describe how the invention of | | | |Classroom posters |

|agriculture led to the emergence of agrarian | | | |Library |

|civilizations (seasonal harvests, specialized | | | |Internet |

|crops, cultivation, and development of villages | | | |Videos |

|and towns). | | | |Teacher lectures |

| | | | |Large and small group discussions |

|6 – W2.1.3 Use multiple sources of evidence to | | | | |

|describe how the culture of early peoples of | | | | |

|North America reflected the geography and | | | | |

|natural resources available (e.g., Inuit of the | | | | |

|Arctic, Kwakiutl of the Northwest Coast; Anasazi| | | | |

|and Apache of the Southwest). | | | | |

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|6 – W2.1.4 Use evidence to identify defining | | | | |

|characteristics of early civilizations and early| | | | |

|pastoral nomads (government, language, religion,| | | | |

|social structure, technology, and division of | | | | |

|labor). | | | | |

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Month: November/December – 5 Weeks Western Hemisphere – Sixth Grade

Unit: United States Social Studies Pacing Guide

|Code & Content Expectations |Essential |Assessment |Vocabulary |Resources |

|(Disciplinary Knowledge) |Questions/Scaffold | | | |

| | | | | |

|6 – G5.1.1 Describe the environmental effects of |What values and beliefs have |Examine urbanization and immigration in |Anasazi |TV News Game (weekly current events) from Cass Street |

|human action on the atmosphere (air), biosphere |influenced the history, government, |Canada and Latin America, and impact on |Bill of Rights |Publishers 21300 Sierra Blvd. Brookfield, WI 53045 |

|(people, animals, and plants), lithosphere (soil), |economics, and culture of the United |the US. |citizenship |World Cultures and Geography – Western Hemisphere and |

|and hydrosphere (water) (e.g., changes in the |States? | |competition |Europe, McDougall Littell 2005 |

|tropical forest environments in Brazil, Peru, and | |Create a chart with topics and countries |constitutional amendment|Latin America and Canada, MacMillan/McGraw-Hill, 1992 |

|Costa Rica). |How are technological advances |or regions to compare. Include information|consumer |Classroom subscriptions to newspaper and/or student |

| |reflective of United States |for the US in the chart. |democracy |weekly news magazine (Junior Scholastic, Time for Kids).|

|6 – G5.1.2 Describe how variations in technology |interdependence? | |equal opportunity | |

|affect human modifications of the landscape (e.g., | |Create a time line of events contrasting |factors of production |Classroom Atlas |

|clearing forests for agricultural land in South | |US, Canada, and Latin America. |federal government |Newspaper articles and student news magazine |

|America, fishing in the Grand Banks of the Atlantic, | | |free enterprise |Fischer, Max W. Geography Simulations. Teacher Created |

|expansion of cities in South America, hydroelectric | |Create a chart which compares and |GDP |Materials, 1999 |

|developments in Canada, Brazil and Chile, and mining | |contrasts the governments of the US and |globalization |NCSS Publications P.O. Box 2067   Waldorf, MD |

|the Kentucky and West Virginia). | |totalitarian, parliamentarian, socialist |immigrant |20604-2067  #940097   1-800-683-0812 |

| | |systems. |limited government |Jasmine, Grace. Nader, Lillian. Cooperative Learning |

|6 – G5.1.3 Identify the ways in which human-induced | | |market economy |Activities for Social Studies. Teacher Created |

|changes in the physical environment in one place can | |Create a time line to show changes in |patriotism |Materials, Inc., 1995. |

|cause changes in other places (e.g., cutting forests | |leadership of a country. |political process | |

|in one region may result in river basin flooding | | |profit |Teaching the Five Themes Instructional Fair. T.S. |

|elsewhere; building a dam floods land upstream and | | |republic |Denison, Grand Rapids, MI 49544 |

|may permit irrigation in another region). | | |technology |Almanacs  |

| | | |unlimited government |Atlases  |

|6 – C1.1.1 Analyze competing ideas about the purposes| | |US constitution |Geographical Dictionary  |

|government should serve in a democracy and in a | | |value |Newspapers, news magazines |

|dictatorship (e.g., protecting individual rights, | | | |Social Studies Skills Made Easy. Mark Twain Media/Carson|

|promoting the common good, providing economic | | | |- Dellosa Publishing Co., Inc. |

|security, molding the character of citizens, or | | | |Understanding Economics Learning Resource Kit, Cambridge|

|promoting a particular religion). | | | |Education.  |

| | | | |Intro to Economics (video) 330 INT  |

|6 – C3.6.2 Compare and contrast a military | | | |Golomb, Kristen Girard. Economics and You. Mark Twain |

|dictatorship such as Cuba, a presidential system of | | | |Media, 1996  |

|representative democracy such as the United States, | | | |Flowers. Economics and Children's Literature. SPEC, |

|and a parliamentary system of representative | | | |1993  |

|democracy such as Canada. | | | |A Framework for Teaching Basic Economic Concepts. NCEE  |

| | | | |Economic Terms Cards, OPS |

|6 – C4.3.3 Give examples of how countries work | | | |Presentations by local business people/experts |

|together for mutual benefits through international | | | |Classroom maps |

|organizations (e.g. North American Free Trade | | | |Overhead transparencies |

|Agreement (NAFTA), Organization of American States | | | |Globes, charts, graphs |

|(OAS), United Nations (UN)). | | | |Classroom posters |

| | | | |Library |

|6 – E1.1.1 Explain how incentives vary in different | | | |Internet |

|economic systems (e.g. acquiring money, profit, | | | |Guest speakers |

|goods, wanting to avoid loss in position in society, | | | |Videos |

|job placement). | | | |Teacher lectures |

| | | | |Large and small group discussions |

|6 – E3.1.1 Use charts and graphs to compare imports | | | | |

|and exports of different countries in the Western | | | | |

|Hemisphere and propose generalizations about patterns| | | | |

|of economic interdependence. | | | | |

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|6 – E3.1.2 Diagram or map the movement of a consumer | | | | |

|product from where it is manufactured to where it is | | | | |

|sold to demonstrate the flow of materials, labor, and| | | | |

|capital (e.g., global supply chain for computers, | | | | |

|athletic shoes, and clothing). | | | | |

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|6 – E3.1.3 Explain how communications innovations | | | | |

|have affected economic interactions and where and how| | | | |

|people work (e.g., internet-based home offices, | | | | |

|international work teams, and international | | | | |

|companies). | | | | |

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|6 – E3.3.1 Explain and compare how economic systems | | | | |

|(traditional, command, and market) answer four basic | | | | |

|questions: What should be produced? How will it be | | | | |

|produced? How will it be distributed? Who will | | | | |

|receive the benefits of production? (e.g., compare | | | | |

|United States and Cuba, or Venezuela and Jamaica.) | | | | |

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Month: January/February – 5 Weeks Western Hemisphere – Sixth Grade

Unit: Canada Social Studies Pacing Guide

|Code & Content Expectations |Essential |Assessment |Vocabulary |Resources |

|(Disciplinary Knowledge) |Questions/Scaffold | | | |

| | | | | |

|6 – G4.3.1 Identify places in the Western Hemisphere |How have the people, government, and |Create and complete political, physical, |bilingual |Henson, Ted. Discovering Canada (Using the Five Themes |

|that have been modified to be suitable for settlement|economy of present-day Canada been |topographic, and various thematic maps of |constitutional monarchy |of Geography) Frank Schaffer Publications, 1996 |

|by describing the modifications that were necessary |influenced by its geography and |major areas studied: Latin America and |export |Lueckenhoff, Mark. Neighbors of USA. Mark Twain |

|(e.g., Vancouver in Canada; irrigated agriculture; or|history? |Canada.  |first nation |Media/Carson-Dellosa Publishing, Co. Inc., 1993 |

|clearing of forests for farmland). | | |francophone |World Cultures and Geography – Western Hemisphere and |

| | |Locate the settings of young adult fiction|import |Europe, McDougall Littell 2005 |

|6 – G4.3.2 Describe patterns of settlement by using | |books. Give absolute and relative location|industry |Latin America and Canada, MacMillan/McGraw-Hill, 1992 |

|historical and modern maps (e.g., coastal and river | |of each. Describe and compare language, |multiculturalism |Classroom subscriptions to newspaper and/or student |

|cities and towns in the past and present, locations | |religion, belief systems, gender roles, |national identity |weekly news magazine (Junior Scholastic, Time for |

|of mega-cities – modern cities over 5 million, such | |and traditions of each culture depicted in|parliament |Kids). |

|as Mexico City, and patterns of agricultural | |novel. |Pierre Trudeau |Classroom Atlas |

|settlements in South and North America). | | |prime minister |Newspaper articles and student news magazine |

| | |Interact with activities on the Internet. |refugee |Fischer, Max W. Geography Simulations. Teacher Created |

|6 – G5.1.1 Describe the environmental effects of | | |separatist |Materials, 1999 |

|human action on the atmosphere (air), biosphere | |Examine urbanization and immigration in |transportation barrier | |

|(people, animals, and plants), lithosphere (soil), | |Canada and Latin America, and impact on |transportation corridor |Teaching the Five Themes Instructional Fair. T.S. |

|and hydrosphere (water) (e.g., changes in the | |the US. | |Denison, Grand Rapids, MI 49544 |

|tropical forest environments in Brazil, Peru, and | | | |Geographical Dictionary  |

|Costa Rica). | |Create a timeline of events contrasting | |Newspapers, news magazines |

| | |US, Canada, and Latin America. | |Presentations by local business people/experts |

|6 – G5.1.2 Describe how variations in technology | | | |Classroom maps |

|affect human modifications of the landscape (e.g., | |Create a chart that compares and contrasts| |Overhead transparencies |

|clearing forests for agricultural land in South | |the governments of the US and | |Globes, charts, graphs |

|America, fishing in the Grand Banks of the Atlantic, | |totalitarian, parliamentarian, socialist | |Classroom posters |

|expansion of cities in South America, hydroelectric | |systems. | |Library |

|developments in Canada, Brazil and Chile, and mining | | | |Internet |

|the Kentucky and West Virginia). | | | |Guest speakers |

| | | | |Videos |

|6 – G5.1.3 Identify the ways in which human-induced | | | |Teacher lectures |

|changes in the physical environment in one place can | | | |Large and small group discussions |

|cause changes in other places (e.g., cutting forests | | | | |

|in one region may result in river basin flooding | | | | |

|elsewhere; building a dam floods land upstream and | | | | |

|may permit irrigation in another region). | | | | |

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|6 – C3.6.2 Compare and contrast a military | | | | |

|dictatorship such as Cuba, a presidential system of | | | | |

|representative democracy such as the United States, | | | | |

|and a parliamentary system of representative | | | | |

|democracy such as Canada. | | | | |

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Month: February – 2 Weeks Western Hemisphere – Sixth Grade

Unit: Introduction to Latin America Social Studies Pacing Guide

|Code & Content Expectations |Essential |Assessment |Vocabulary |Resources |

|(Disciplinary Knowledge) |Questions/Scaffold | | | |

| | | | | |

|6 – H1.1.2 Compare and contrast several different |Can you describe the physical |Compose a descriptive essay on an area of |Atahualpa |World Cultures and Geography – Western Hemisphere and |

|calendar systems used in the past and present and |geography of Latin America through the|Canada or Latin America. Use the 5 themes |Chinampa |Europe, McDougall Littell 2005 |

|their cultural significance (e.g., Olmec and Mayan |5 themes? |as an organizer. |Columbian exchange |Latin America and Canada, MacMillan/McGraw-Hill, 1992 |

|calendar systems, Aztec Calendar Stone, Sun Dial, | | |deforestation |Classroom subscriptions to newspaper and/or student |

|Gregorian calendar – B.C./A.D.; contemporary secular |How have early Latin American cultures|Research projects using print and nonprint|El Nino |weekly news magazine (Junior Scholastic, Time for Kids).|

|– B.C.E./C.E. Note: in 7th grade Eastern Hemisphere |served as models for how successful |resources. Presentation of data in maps, |Francisco Pizarro | |

|the Chinese, Hebrew, and Islamic/Hijri calendars are |civilizations develop? |graphs, charts, tables. |Hernan Cortes |Classroom Atlas |

|included). | |- Design a country and culture. |hieroglyph |Newspaper articles and student news magazine |

| | |- Design a world activity. |Macchu Picchu |Fischer, Max W. Geography Simulations. Teacher Created |

|6 – W1.1.1 Describe the early migrations of people | |- Created culture should be a modern |Montezuma II |Materials, 1999 |

|among Earth’s continents (including the Berringa Land| |culture. |tributary |NCSS Publications P.O. Box 2067   Waldorf, MD |

|Bridge). | | |tropical zone |20604-2067  #940097 1-800-683-0812 |

| | |All tests should routinely include | |Jasmine, Grace. Nader, Lillian. Cooperative Learning |

|6 – W1.1.2 Examine the lives of hunting and gathering| |constructed and extended response | |Activities for Social Studies. Teacher Created |

|people during the earliest eras of human society | |questions. | |Materials, Inc., 1995. |

|(tools and weapons, language, fire). | | | | |

| | |At least once during the year, each | |Teaching the Five Themes Instructional Fair. T.S. |

|6 – W1.2.1 Describe the transition from hunter | |student should produce a major essay or | |Denison, Grand Rapids, MI 49544 |

|gatherers to sedentary agriculture (domestication of | |research paper related to a particular | |Almanacs  |

|plants and animals). | |region of study. | |Atlases  |

| | | | |Geographical Dictionary  |

|6 – W1.2.2 Describe the importance of the natural | |Extended response practice. | |Newspapers, news magazines |

|environment in the development of agricultural | | | |Social Studies Skills Made Easy. Mark Twain Media/Carson|

|settlements in different locations (e.g., available | | | |- Dellosa Publishing Co., Inc. |

|water for irrigation, adequate precipitation, and | | | | |

|suitable growing season). | | | |Presentations by local business people/experts |

| | | | |Classroom maps |

|6 – W1.2.3 Explain the impact of the Agricultural | | | |Overhead transparencies |

|Revolution (stable food supply, surplus, population | | | |Globes, charts, graphs |

|growth, trade, division of labor, development of | | | |Classroom posters |

|settlements). | | | |Library |

| | | | |Internet |

|6 – W2.1.1 Explain how the environment favored hunter| | | |Guest speakers |

|gatherer, pastoral, and small scale agricultural ways| | | |Videos |

|of life in different parts of the Western Hemisphere.| | | |Teacher lectures |

| | | | |Large and small group discussions |

|6 – W2.1.2 Describe how the invention of agriculture | | | | |

|led to the emergence of agrarian civilizations | | | | |

|(seasonal harvests, specialized crops, cultivation, | | | | |

|and development of villages and towns). | | | | |

| | | | | |

|6 – W2.1.3 Use multiple sources of evidence to | | | | |

|describe how the culture of early peoples of North | | | | |

|America reflected the geography and natural resources| | | | |

|available (e.g., Inuit of the Arctic, Kwakiutl of the| | | | |

|Northwest Coast; Anasazi and Apache of the | | | | |

|Southwest). | | | | |

| | | | | |

|6 – W2.1.4 Use evidence to identify defining | | | | |

|characteristics of early civilizations and early | | | | |

|pastoral nomads (government, language, religion, | | | | |

|social structure, technology, and division of labor).| | | | |

| | | | | |

|6 – W3.1.1 Analyze the role of environment in the | | | | |

|development of early empires, referencing both useful| | | | |

|environmental features and those that presented | | | | |

|obstacles. | | | | |

| | | | | |

|6 – W3.1.2 Explain the role of economics in shaping | | | | |

|the development of early civilizations (trade routes | | | | |

|and their significance – Inca Road, supply and demand| | | | |

|for products). | | | | |

| | | | | |

|6 – W3.1.3 Describe similarities and difference among| | | | |

|Mayan, Aztec, and Incan societies, including economy,| | | | |

|religion, and role and class structure. | | | | |

| | | | | |

|6 – W3.1.4 Describe the regional struggles and | | | | |

|changes in governmental systems among the Mayan, | | | | |

|Aztec, and Incan Empires. | | | | |

| | | | | |

|6 – W3.1.5 Construct a timeline of main events on the| | | | |

|origin and development of early and classic ancient | | | | |

|civilizations of the Western Hemisphere (Olmec, | | | | |

|Mayan, Aztec, and Incan). | | | | |

| | | | | |

|6 – G6.1.2 Investigations Designed for Ancient World | | | | |

|History Eras – Conduct research on global topics and | | | | |

|issues, compose persuasive essays, and develop a plan| | | | |

|for action. (H1.4.3, G1.2.6, See P3 and P4) | | | | |

| | | | | |

Month: March – 4 Weeks Western Hemisphere – Sixth Grade

Unit: Mexico Social Studies Pacing Guide

|Code & Content Expectations |Essential |Assessment |Vocabulary |Resources |

|(Disciplinary Knowledge) |Questions/Scaffold | | | |

| | | | | |

|6 – G5.1.1 Describe the environmental effects of |How have historical events influenced|Create and complete political, physical, |Criollo |World Cultures and Geography – Western Hemisphere and |

|human action on the atmosphere (air), biosphere |the development of Mexico’s |topographic, and various thematic maps of |Day of the Dead |Europe, McDougall Littell 2005 |

|(people, animals, and plants), lithosphere (soil), |government, economy, and culture? |major areas studied. |distribution |Latin America and Canada, MacMillan/McGraw-Hill, 1992 |

|and hydrosphere (water) (e.g., changes in the | | |Ejido |Classroom subscriptions to newspaper and/or student |

|tropical forest environments in Brazil, Peru, and | |Construct simple geographic information |Encomienda |weekly news magazine (Junior Scholastic, Time for Kids).|

|Costa Rica). | |system (GIS-a system for evaluating |fiesta | |

| | |geographic locations) for implementing a |Gadsden Purchase |Classroom Atlas |

|6 – G5.1.2 Describe how variations in technology | |Mexican, Central American, Caribbean, or |Hacienda |Newspaper articles and student news magazine |

|affect human modifications of the landscape (e.g., | |South American development program. |Hidalgo |Fischer, Max W. Geography Simulations. Teacher Created |

|clearing forests for agricultural land in South | | |Institutional |Materials, 1999 |

|America, fishing in the Grand Banks of the Atlantic, | |Use facts in almanac and mapping skills to |Revolutionary Party |NCSS Publications P.O. Box 2067   Waldorf, MD |

|expansion of cities in South America, hydroelectric | |create a map of the region. |Maquiladora |20604-2067  #940097   1-800-683-0812 |

|developments in Canada, Brazil and Chile, and mining | | |Mestizo |Jasmine, Grace. Nader, Lillian. Cooperative Learning |

|the Kentucky and West Virginia). | |Interact with activities on Internet. |nationalize |Activities for Social Studies. Teacher Created |

| | | |PEMEX |Materials, Inc., 1995. |

|6 – G5.1.3 Identify the ways in which human-induced | |Write a legend or myth about a culture and |peninsular | |

|changes in the physical environment in one place can | |why some aspect developed. |privatization |Teaching the Five Themes Instructional Fair. T.S. |

|cause changes in other places (e.g., cutting forests | | |rural |Denison, Grand Rapids, MI 49544 |

|in one region may result in river basin flooding | | |tourism |Almanacs  |

|elsewhere; building a dam floods land upstream and | | |Treaty of Guadalupe |Atlases  |

|may permit irrigation in another region). | | |urban |Geographical Dictionary  |

| | | | |Newspapers, news magazines |

|6– G5.2.1 Describe the effects that a change in the | | | |Social Studies Skills Made Easy. Mark Twain Media/Carson|

|physical environment could have on human activities | | | |- Dellosa Publishing Co., Inc. |

|and the choices people would have to make in | | | | |

|adjusting to the change (e.g., drought in northern | | | |Presentations by local business people/experts |

|Mexico, disappearance of forest vegetation in the | | | |Classroom maps |

|Amazon, natural hazards and disasters from volcanic | | | |Overhead transparencies |

|eruptions in Central America and the Caribbean and | | | |Globes, charts, graphs |

|earthquakes in Mexico City and Colombia). | | | |Classroom posters |

| | | | |Library |

| | | | |Internet |

| | | | |Guest speakers |

| | | | |Videos |

| | | | |Teacher lectures |

| | | | |Large and small group discussions |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

Month: March/April – 4 Weeks Western Hemisphere – Sixth Grade

Unit: Central America Social Studies Pacing Guide

|Code & Content Expectations |Essential |Assessment |Vocabulary |Resources |

|(Disciplinary Knowledge) |Questions/Scaffold | | | |

| | | | | |

|6 – G4.3.1 Identify places in the Western Hemisphere|How have historical events effected |Write a legend or myth about a culture and |departamento |World Cultures and Geography – Western Hemisphere and |

|that have been modified to be suitable for |the political, economic, and cultural |why some aspect developed. |dependency |Europe, McDougall Littell 2005 |

|settlement by describing the modifications that were|development of Central America? | |diversity |Latin America and Canada, MacMillan/McGraw-Hill, 1992 |

|necessary (e.g., Vancouver in Canada; irrigated | |Use written text, graphs, charts, and |Ladino |Classroom subscriptions to newspaper and/or student |

|agriculture; or clearing of forests for farmland). | |thematic maps to write a paper on how and |single-product economy |weekly news magazine (Junior Scholastic, Time for |

| | |why people live and work in Latin America. | |Kids). |

|6 – G4.3.2 Describe patterns of settlement by using | | | |Classroom Atlas |

|historical and modern maps (e.g., coastal and river | |Use facts in almanac and mapping skills to | |Newspaper articles and student news magazine |

|cities and towns in the past and present, locations | |create a map of a region of Canada or Latin| |Fischer, Max W. Geography Simulations. Teacher Created |

|of mega-cities – modern cities over 5 million, such | |America. | |Materials, 1999 |

|as Mexico City, and patterns of agricultural | | | |NCSS Publications P.O. Box 2067   Waldorf, MD |

|settlements in South and North America). | |Create a time line of events contrasting | |20604-2067  #940097   1-800-683-0812 |

| | |US, Canada, and Latin America. | |Jasmine, Grace. Nader, Lillian. Cooperative Learning |

|6 – G5.1.1 Describe the environmental effects of | | | |Activities for Social Studies. Teacher Created |

|human action on the atmosphere (air), biosphere | | | |Materials, Inc., 1995. |

|(people, animals, and plants), lithosphere (soil), | | | | |

|and hydrosphere (water) (e.g., changes in the | | | |Teaching the Five Themes Instructional Fair. T.S. |

|tropical forest environments in Brazil, Peru, and | | | |Denison, Grand Rapids, MI 49544 |

|Costa Rica). | | | |Almanacs  |

| | | | |Atlases  |

|6 – G5.1.2 Describe how variations in technology | | | |Geographical Dictionary  |

|affect human modifications of the landscape (e.g., | | | |Newspapers, news magazines |

|clearing forests for agricultural land in South | | | |Social Studies Skills Made Easy. Mark Twain |

|America, fishing in the Grand Banks of the Atlantic,| | | |Media/Carson - Dellosa Publishing Co., Inc. |

|expansion of cities in South America, hydroelectric | | | | |

|developments in Canada, Brazil and Chile, and mining| | | |Presentations by local business people/experts |

|the Kentucky and West Virginia). | | | |Classroom maps |

| | | | |Overhead transparencies |

|6 – G5.1.3 Identify the ways in which human-induced | | | |Globes, charts, graphs |

|changes in the physical environment in one place can| | | |Classroom posters |

|cause changes in other places (e.g., cutting forests| | | |Library |

|in one region may result in river basin flooding | | | |Internet |

|elsewhere; building a dam floods land upstream and | | | |Guest speakers |

|may permit irrigation in another region). | | | |Videos |

| | | | |Teacher lectures |

|6– G5.2.1 Describe the effects that a change in the | | | |Large and small group discussions |

|physical environment could have on human activities | | | | |

|and the choices people would have to make in | | | | |

|adjusting to the change (e.g., drought in northern | | | | |

|Mexico, disappearance of forest vegetation in the | | | | |

|Amazon, natural hazards and disasters from volcanic | | | | |

|eruptions in Central America and the Caribbean and | | | | |

|earthquakes in Mexico City and Colombia). | | | | |

| | | | | |

|6 – C4.3.1 Explain the geopolitical relationships | | | | |

|between countries (e.g., petroleum and arms | | | | |

|purchases in Venezuela and Ecuador; foreign aid for | | | | |

|health care in Nicaragua). | | | | |

| | | | | |

|6 – C4.3.3 Give examples of how countries work | | | | |

|together for mutual benefits through international | | | | |

|organizations (e.g. North American Free Trade | | | | |

|Agreement (NAFTA), Organization of American States | | | | |

|(OAS), and United Nations (UN)). | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

Month: April/May – 4 Weeks Western Hemisphere – Sixth Grade

Unit: Caribbean Islands/West Indies Social Studies Pacing Guide

|Code & Content Expectations |Essential |Assessment |Vocabulary |Resources |

|(Disciplinary Knowledge) |Questions/Scaffold | | | |

| | | | | |

|6 – G5.1.1 Describe the environmental effects of |How have historical events affected |Identify major languages and religions of |communism |World Cultures and Geography – Western Hemisphere and |

|human action on the atmosphere (air), biosphere |the political, economic, and cultural |the world. Locate these regions on maps to |dictator |Europe, McDougall Littell 2005 |

|(people, animals, and plants), lithosphere (soil), |development of the Caribbean Islands? |observe distribution and form hypothesis |malnutrition |Latin America and Canada, MacMillan/McGraw-Hill, 1992 |

|and hydrosphere (water) (e.g., changes in the | | |Mulatto |Classroom subscriptions to newspaper and/or student |

|tropical forest environments in Brazil, Peru, and | |Create country profile of a specific |sugar cane |weekly news magazine (Junior Scholastic, Time for |

|Costa Rica). | |country or province, present table and |West Indies |Kids). |

| | |display for comparison purposes. | |Classroom Atlas |

|6 – G5.1.2 Describe how variations in technology | | | |Newspaper articles and student news magazine |

|affect human modifications of the landscape (e.g., | |Use written text, graphs, charts and | |Fischer, Max W. Geography Simulations. Teacher Created |

|clearing forests for agricultural land in South | |thematic maps to write a paper on how and | |Materials, 1999 |

|America, fishing in the Grand Banks of the Atlantic,| |why people live and work in Latin America. | |NCSS Publications P.O. Box 2067   Waldorf, MD |

|expansion of cities in South America, hydroelectric | | | |20604-2067  #940097   1-800-683-0812 |

|developments in Canada, Brazil and Chile, and mining| |Create a chart which compares and contrasts| |Jasmine, Grace. Nader, Lillian. Cooperative Learning |

|the Kentucky and West Virginia). | |the governments of the US and totalitarian,| |Activities for Social Studies. Teacher Created |

| | |parliamentarian, socialist systems. | |Materials, Inc., 1995. |

|6 – G5.1.3 Identify the ways in which human-induced | | | | |

|changes in the physical environment in one place can| |Create a time line to show changes in | |Teaching the Five Themes Instructional Fair. T.S. |

|cause changes in other places (e.g., cutting forests| |leadership of a country. | |Denison, Grand Rapids, MI 49544 |

|in one region may result in river basin flooding | | | |Almanacs  |

|elsewhere; building a dam floods land upstream and | |Create a simulation that demonstrates the | |Atlases  |

|may permit irrigation in another region). | |over throw of governments. | |Geographical Dictionary  |

| | | | |Newspapers, news magazines |

|6– G5.2.1 Describe the effects that a change in the | | | |Social Studies Skills Made Easy. Mark Twain |

|physical environment could have on human activities | | | |Media/Carson - Dellosa Publishing Co., Inc. |

|and the choices people would have to make in | | | | |

|adjusting to the change (e.g., drought in northern | | | |Presentations by local business people/experts |

|Mexico, disappearance of forest vegetation in the | | | |Classroom maps |

|Amazon, natural hazards and disasters from volcanic | | | |Overhead transparencies |

|eruptions in Central America and the Caribbean and | | | |Globes, charts, graphs |

|earthquakes in Mexico City and Colombia). | | | |Classroom posters |

| | | | |Library |

|6 – C1.1.1 Analyze competing ideas about the | | | |Internet |

|purposes government should serve in a democracy and | | | |Guest speakers |

|in a dictatorship (e.g., protecting individual | | | |Videos |

|rights, promoting the common good, providing | | | |Teacher lectures |

|economic security, molding the character of | | | |Large and small group discussions |

|citizens, or promoting a particular religion). | | | | |

| | | | | |

|6 – C3.6.1 Define the characteristics of a | | | | |

|nation-state (a specific territory, clearly defined | | | | |

|boundaries, citizens, and jurisdiction over people | | | | |

|who reside there, laws, and government), and how | | | | |

|Western Hemisphere nations interact. | | | | |

| | | | | |

|6 – C3.6.2 Compare and contrast a military | | | | |

|dictatorship such as Cuba, a presidential system of | | | | |

|representative democracy such as the United States, | | | | |

|and a parliamentary system of representative | | | | |

|democracy such as Canada. | | | | |

| | | | | |

|6 – E2.3.1 Describe the impact of governmental | | | | |

|policy (sanctions, tariffs, treaties) on that | | | | |

|country and on other countries that use its | | | | |

|resources. | | | | |

| | | | | |

|6 – E3.3.1 | | | | |

|Explain and compare how economic systems | | | | |

|(traditional, command, and market) answer four basic| | | | |

|questions: What should be produced? How will it be | | | | |

|produced? How will it be distributed? Who will | | | | |

|receive the benefits of production? (e.g., compare | | | | |

|United States and Cuba, or Venezuela and Jamaica.) | | | | |

| | | | | |

| | | | | |

| | | | | |

Month: May/June – 4 Weeks Western Hemisphere – Sixth Grade

Unit: South America Social Studies Pacing Guide

|Code & Content Expectations |Essential |Assessment |Vocabulary |Resources |

|(Disciplinary Knowledge) |Questions/Scaffold | | | |

| | | | | |

|6 – G5.1.1 Describe the environmental effects of |How has the history and geography of |Create country profile of a specific |carnival |World Cultures and Geography – Western Hemisphere and |

|human action on the atmosphere (air), biosphere |South America affected its present-day|country or province, present table and |economic indicator |Europe, McDougall Littell 2005 |

|(people, animals, and plants), lithosphere (soil), |governments, economies, and cultures? |display for comparison purposes. |free-trade zone |Latin America and Canada, MacMillan/McGraw-Hill, 1992 |

|and hydrosphere (water) (e.g., changes in the | |Create country envelopes which contain |guerilla warfare |Classroom subscriptions to newspaper and/or student |

|tropical forest environments in Brazil, Peru, and | |clues to different countries on a specific |inflation |weekly news magazine (Junior Scholastic, Time for |

|Costa Rica). | |continent. |oasis |Kids). |

| | |Construct simple geographic information |Organization of American|Secret of the Andes by Ann Nolan Clark, Viking Press |

|6 – G5.1.2 Describe how variations in technology | |system (GIS-a system for evaluating |States |Classroom Atlas |

|affect human modifications of the landscape (e.g., | |geographic locations) for implementing a |Pan-America |Newspaper articles and student news magazine |

|clearing forests for agricultural land in South | |Mexican, Central American, Caribbean, or |Quechua |Fischer, Max W. Geography Simulations. Teacher Created |

|America, fishing in the Grand Banks of the Atlantic,| |South American development program. |urbanization |Materials, 1999 |

|expansion of cities in South America, hydroelectric | | | |NCSS Publications P.O. Box 2067   Waldorf, MD |

|developments in Canada, Brazil and Chile, and mining| | | |20604-2067  #940097   1-800-683-0812 |

|the Kentucky and West Virginia). | | | |Jasmine, Grace. Nader, Lillian. Cooperative Learning |

| | | | |Activities for Social Studies. Teacher Created |

|6 – G5.1.3 Identify the ways in which human-induced | | | |Materials, Inc., 1995. |

|changes in the physical environment in one place can| | | | |

|cause changes in other places (e.g., cutting forests| | | |Teaching the Five Themes Instructional Fair. T.S. |

|in one region may result in river basin flooding | | | |Denison, Grand Rapids, MI 49544 |

|elsewhere; building a dam floods land upstream and | | | |Almanacs  |

|may permit irrigation in another region). | | | |Atlases  |

| | | | |Geographical Dictionary  |

|6– G5.2.1 Describe the effects that a change in the | | | |Newspapers, news magazines |

|physical environment could have on human activities | | | |Presentations by local business people/experts |

|and the choices people would have to make in | | | |Classroom maps |

|adjusting to the change (e.g., drought in northern | | | |Overhead transparencies |

|Mexico, disappearance of forest vegetation in the | | | |Globes, charts, graphs |

|Amazon, natural hazards and disasters from volcanic | | | |Classroom posters |

|eruptions in Central America and the Caribbean and | | | |Social Studies Skills Made Easy. Mark Twain |

|earthquakes in Mexico City and Colombia). | | | |Media/Carson - Dellosa Publishing Co., Inc. |

| | | | |Library |

|6 – C4.3.1 Explain the geopolitical relationships | | | |Internet |

|between countries (e.g., petroleum and arms | | | |Guest speakers |

|purchases in Venezuela and Ecuador; foreign aid for | | | |Videos |

|health care in Nicaragua). | | | |Teacher lectures |

| | | | |Large and small group discussions |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

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