6th Grade Key Terms What do the Students Have to Know to Master the Standard? How will you assess mastery of the standard?

Transcription

1 Government & Civics The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, including its fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies. 6th Grade Key Terms What do the Students Have to Know to Master the Standard? Formation of Governments How can the Reading/ Writing Standards for Literacy be Used? SS Students will compare purposes and sources of power in the most common forms of government (monarchy, democracy, republic, dictatorship) in the monarchy, democracy, dictatorship, communism, republic, constitution, bill of rights, Magna Carta, duties Parliament, government, congress, Amendment # 1, responsibiliti es, Theocracy, Know common forms of government today Know the purposes of government today Know the sources of power in each type of government Self Assessment Formative assessment Summative assessment Performance assessment Pretest Identify key steps in a text s description of a process related to history/social studies (e.g., How a Bill Becomes a Law or Interest rates are raised or lowered) related to history/social studies. Describe how a text presents information (e.g., sequentially, comparatively, causally) Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 1

2 6th Grade Key Terms What do the Students Have to Know to Master the Standard? How can the Reading/ Writing Standards for Literacy be Used? SS Students will describe and give examples to support how present day democratic governments function to preserve and protect the rights (e.g., voting), liberty and property of their citizens by making, enacting and enforcing appropriate rules and laws. DOK 3 Constitution, Bill of Rights Rights, Duties & responsibiliti es citizenship Know how democracy preserves and protects the rights of citizens by making and enforcing laws Self Assessment Formative assessment Summative assessment Performance assessment Pretest related to history/social studies. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 2

3 Cultures & Societies Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them. 6th Grade Key Terms What do the Students Have to Know to Master the Standard? Elements of Culture How can the Reading/ Writing Standards for Literacy be Used? 3

4 6th Grade Key Terms What do the Students Have to Know to Master the Standard? How can the Reading/ Writing Standards for Literacy be Used? SS Students will explain how elements of culture (e.g., language, the arts, customs, beliefs, literature) define specific groups in the global world of the present day and may result in unique perspectives. culture, culture traits, culture groups beliefs, Christianity, Hinduism, Judaism, Islam, Buddhism Bible, Torah, Koran, monotheistic, polytheistic, contemporary Know elements of culture Know specific groups of people and examples of their cultural elements Know the 5 main religions and their focus or perspectives Know what different religions have in common Self Assessment Formative assessment Summative assessment Performance assessment Pretest Distinguish among fact, opinion, reasoned judgement in text Analyze the relationship between a primary and secondary source o the same topic Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. related to history/social studies. Describe how a text presents information (e.g., sequentially, comparatively, causally) Identify aspects of a text that reveal an author s point of view or purpose(e.g.,loaded language, inclusion, or avoidance of particular facts) Social Institutions 4

5 6th Grade Key Terms What do the Students Have to Know to Master the Standard? SS Students will explain how conflict and competition (e.g., political, economic, religious, ethnic) occur among individuals and groups in the ethnic groups, cultural diversity, cultural diffusion Know why political, economic, religious, and ethnic views can cause conflict and competition Self Assessment Formative assessment Summative assessment Performance assessment Pretest How can the Reading/ Writing Standards for Literacy be Used? Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. related to history/social studies. Describe how a text presents information (e.g., sequentially, comparatively, causally) SS Students will explain how compromise and cooperation are possible choices to resolve conflict among individuals and groups in the compromise, cooperation, UN, NAFTA, OPEC European Union know and understand how people or groups settle their differences today Self Assessment Formative assessment Summative assessment Performance assessment Pretest related to history/social studies. 5

6 Economics Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies and governments. Scarcity 6th Grade Key Terms What do the Students Have to Know to Master the Standard? How can the Reading/ Writing Standards for Literacy be Used? 6

7 6th Grade Key Terms What do the Students Have to Know to Master the Standard? How can the Reading/ Writing Standards for Literacy be Used? SS Students will explain and give examples of how scarcity requires individuals, groups and governments in the present day to make decisions about how productive resources (natural resources, human resources capital goods) are used. scarcity, market, production, supply/demand, market price GDP Competition currency capital goods natural resources Know how scarcity affects present day governments decisions on how natural resources, human resources, and capital goods are used Self Assessment Formative assessment Summative assessment Performance assessment Pretest Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. related to history/social studies. Describe how a text presents information (e.g., sequentially, comparatively, causally) SS Students will compare present day economic systems (traditional, command, market, mixed). mixed market capitalism/ free enterprise command traditional barter know the different economic systems and how they are alike and different Self Assessment Formative assessment Summative assessment Performance assessment Pretest Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. related to history/social studies. Describe how a text presents information (e.g., sequentially, comparatively, causally) 7

8 6th Grade Key Terms What do the Students Have to Know to Master the Standard? Markets SS Students will explain how in present day market economies, the prices of goods and services are determined by supply and demand. supply/demand Know how supply and demand determines the price of goods and services Self Assessment Formative assessment Summative assessment Performance assessment Pretest How can the Reading/ Writing Standards for Literacy be Used? Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. related to history/social studies. Describe how a text presents information (e.g., sequentially, comparatively, causally) Production, Distribution, and Consumption SS Students will describe how new knowledge, technology/tools and specialization increase human productivity in the Know how knowledge, technology, tools and specific skills affect human productivity today Self Assessment Formative assessment Summative assessment Performance assessment Pretest related to history/social studies. 8

9 6th Grade Key Terms What do the Students Have to Know to Master the Standard? SS Students will explain how international economic activities are interdependent in the Interdependence, Globalization, Know how economic activities of the US and other countries affect one another today Self Assessment Formative assessment Summative assessment Performance assessment Pretest How can the Reading/ Writing Standards for Literacy be Used? related to history/social studies. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Geography Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. 9

10 6th Grade Key Terms What do the Students Have to Know to Master the Standard? The Use of Geographic Tools SS Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases, satellite images) to interpret patterns and locations on Earth s surface in the DOK latitude/ longitude absolute/ relative hemisphere key/ legend location HEI Mercator/ Robinson satellite photograph Bar Compass rose physical/ political maps Climate and cartographs Primary/ Secondary sources How, when, which type of map to use Interpret charts, graphs, photos Vocabulary (key terms including application) Application of knowledge of skills & use of tools Self Assessment Formative assessment Summative assessment Performance assessment Pretest How can the Reading/Writing Standards for Literacy be Used? related to history/social studies. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Regions 10

11 6th Grade Key Terms What do the Students Have to Know to Master the Standard? SS Students will describe how regions in the present day are made distinctive by human characteristics (e.g., dams, roads, urban centers) and physical characteristics (e.g., mountains, bodies of water, valleys) that create advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement, development). SS Students will describe and give examples of how places and regions in the present day change over time as technologies, resources and knowledge become available. rural, suburban, urban, urban developme nt, migration, immigration, immigrants, push/pull factors, population shift population density, Human Characterist ics, Physical Characterist ics Climate Globalizatio n, interdepend ence, natural resources human resources know how human and physical characteristics form civilizations past and present Know advantages and disadvantages of human activities Understand how places change over time due to advances in technology, resources, and knowledge Used throughout the year ORQs This will be assessed throughout the year formative summative performance self assessment How can the Reading/Writing Standards for Literacy be Used? argumentative writing pros and cons of Dams Cause & Effect Informative writing related to history/social studies. related to history/social studies. Patterns 11

12 6th Grade Key Terms What do the Students Have to Know to Master the Standard? SS Students will describe patterns of human settlement in the present day and explain how these patterns are influenced by human needs. SS Students will explain why and give examples of how human populations may change and/ or migrate because of factors such as war, famine, disease, economic opportunity and technology in the present day. DOK 3 Human-Environment Interaction SS Students will explain how technology in the present day assists human modification (e.g., irrigation, clearing land, building roads) of the physical environment in regions. migration, immigration, push/pull factor, population, population density, exploration, push/pull factors, migration Resources technology Standard of living HEI Explain the settlement patterns of a place or group civilizations settle near water Settlement of US (east to west) know 3 examples of major population shifts know why and how populations change know why and how people migrate Know how advancement in technology allows populations to change or modify the physical environment to meet the needs of people dams, canals, This will be assessed throughout the year formative summative performance self assessment This will be assessed throughout the year formative summative performance self assessment This will be assessed throughout the year formative summative performance self assessment How can the Reading/Writing Standards for Literacy be Used? related to history/social studies. Illegal immigration Take a stand paper related to history/social studies. related to history/social studies. 12

13 6th Grade Key Terms What do the Students Have to Know to Master the Standard? SS Students will describe ways in which the physical environment (e.g., natural resources, physical geography, natural disasters) both promotes and limits human activities (e.g., exploration, migration, trade, settlement, development) in the know and understand how the physical environment can limit or promote human activity today This will be assessed throughout the year formative summative performance self assessment How can the Reading/Writing Standards for Literacy be Used? related to history/social studies. 13

14 Historical Perspective History is an account of events, people, ideas and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World. Type: Knowledge Reasoning Skill Product 14

15 1st 9 Weeks 2nd 9 Weeks 3rd 9 Weeks 4th 9 Weeks Geography SS Students will describe how regions in the present day are made dis6nc6ve by human characteris6cs (e.g., dams, roads, urban centers) and physical characteris6cs (e.g., mountains, bodies of water, valleys) that create advantages and disadvantages for human ac6vi6es (e.g., explora6on, migra6on, trade, se>lement, development). SS Students will explain how technology in the present day assists human modifica6on (e.g., irriga6on, clearing land, building roads) of the physical environment in regions. SS Students will explain how elements of culture (e.g., language, the arts, customs, beliefs, literature) define specific groups in the global world of the present day and may result in unique perspec6ves. SS Students will compare purposes and sources of power in the most common forms of government (monarchy, democracy, republic, dictatorship) in the SS Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases, satellite images) to interpret pa>erns and loca6ons on Earth s surface in the SS Students will describe how different factors (e.g., rivers, mountains, plains) affect where human ac6vi6es are located in the SS Students will describe how different factors (e.g., rivers, mountains, plains) affect where human ac6vi6es are located in the SS Students will compare how cultures (present day) develop social ins6tu6ons (family, religion, educa6on, government, economy) to respond to human needs, structure society and influence behavior. SS Students will describe and give examples to support how present day democra6c governments func6on to preserve and protect the rights (e.g., vo6ng), liberty and property of their ci6zens by making, enac6ng and enforcing appropriate rules and laws 15

16 1st 9 Weeks 2nd 9 Weeks 3rd 9 Weeks 4th 9 Weeks (SS Students will describe and give examples of how places and regions in the present day change over 6me as technologies, resources and knowledge become available.) SS Students will describe ways in which the physical environment (e.g., natural resources, physical geography, natural disasters) both promotes and limits human ac6vi6es (e.g., explora6on, migra6on, trade, se>lement, development) in the SS Students will explain how conflict and compe66on (e.g., poli6cal, economic, religious, ethnic) occur among individuals and groups in the SS Students will explain how elements of culture (e.g., language, the arts, customs, beliefs, literature) define specific groups in the global world of the present day and may result in unique perspec6ves. SS Students will describe ways in which the physical environment (e.g., natural resources, physical geography, natural disasters) both promotes and limits human ac6vi6es (e.g., explora6on, migra6on, trade, se>lement, development) in the SS Students will compare purposes and sources of power in the most common forms of government (monarchy, democracy, republic, dictatorship) in the SS Students will explain how compromise and coopera6on are possible choices to resolve conflict among individuals and groups in the SS Students will explain how conflict and compe66on (e.g., poli6cal, economic, religious, ethnic) occur among individuals and groups in the SS Students will explain how technology in the present day assists human modifica6on (e.g., irriga6on, clearing land, building roads) of the physical environment in regions. SS Students will describe and give examples to support how present day democra6c governments func6on to preserve and protect the rights (e.g., vo6ng), liberty and property of their ci6zens by making, enac6ng and enforcing appropriate rules and laws. SS Students will compare purposes and sources of power in the most common forms of government (monarchy, democracy, republic, dictatorship) in the SS Students will explain and give examples of how scarcity requires individuals, groups and governments in the present day to make decisions about how produc6ve resources (natural resources, human resources, capital goods) are used. 16

17 1st 9 Weeks 2nd 9 Weeks 3rd 9 Weeks 4th 9 Weeks SS Students will describe pa>erns of human se>lement in the present day and explain how these pa>erns are influenced by human needs. SS Students will explain how elements of culture (e.g., language, the arts, customs, beliefs, literature) define specific groups in the global world of the present day and may result in unique perspec6ves. SS Students will describe how regions in the present day are made dis6nc6ve by human characteris6cs (e.g., dams, roads, urban centers) and physical characteris6cs (e.g., mountains, bodies of water, valleys) that create advantages and disadvantages for human ac6vi6es (e.g., explora6on, migra6on, trade, se>lement, development). SS Students will explain why and give examples of how human popula6ons may change and/or migrate because of factors such as war, famine, disease, economic opportunity and technology in the SS Students will explain why and give examples of how human popula6ons may change and/or migrate because of factors such as war, famine, disease, economic opportunity and technology in the SS Students will explain how compromise and coopera6on are possible choices to resolve conflict among individuals and groups in the SS Students will describe and give examples to support how present day democra6c governments func6on to preserve and protect rights (e.g., vo6ng), liberty, and property of their ci6zens by making, enac6ng, and enforcing appropriate rules and laws. SS Students will compare how cultures (present day) develop social ins6tu6ons (family, religion, educa6on, government, economy) to respond to human needs, structure society and influence behavior. SS Students will explain how elements of culture (e.g., language, the arts, customs, beliefs, literature) define specific groups in the global world of the present day and may result in unique perspec6ves. SS Students will explain and give examples of how scarcity requires individuals, groups and governments in the present day to make decisions about how produc6ve resources (natural resources, human resources capital goods) are used. SS Students will explain why and give examples of how human popula6ons may change and/or migrate because of factors such as war, famine, disease, economic opportunity and technology in the SS Students will explain how compromise and coopera6on are possible choices to resolve conflict among individuals and groups in the 17

18 1st 9 Weeks 2nd 9 Weeks 3rd 9 Weeks 4th 9 Weeks SS Students will compare how cultures (present day) develop social ins6tu6ons (family, religion, educa6on, government, economy) to respond to human needs, structure society and influence behavior. SS Students will explain how money (unit of account) can be used to express the market value of goods and services and how money makes it easier to trade, borrow, invest and trade in the SS Students will explain how technology in the present day assists human modifica6on (e.g., irriga6on, clearing land, building roads) of the physical environment in regions. SS Students will explain how interna6onal economic ac6vi6es are interdependent in the SS Students will explain how conflict and compe66on (e.g., poli6cal, economic, religious, ethnic) occur among individuals and groups in the SS Students will explain how interna6onal economic ac6vi6es are interdependent in the SS Students will explain how individuals and group perspec6ves impact the use of natural resources (e.g., urban development, recycling) in the SS Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases, satellite images) to interpret pa>erns and loca6ons on Earth s surface in the S Students will explain how compromise and coopera6on are possible choices to resolve conflict among individuals and groups in the SS Students will explain ways in which the basic economic ques6ons about the produc6on, distribu6on and consump6on of goods and services are addressed in the SS Students will describe ways in which the physical environment (e.g., natural resources, physical geography, natural disasters) both promotes and limits human ac6vi6es (e.g., explora6on, migra6on, trade, se>lement, development) in the SS Students will describe how different factors (e.g., rivers, mountains, plains) affect where human ac6vi6es are located in the 18

19 1st 9 Weeks 2nd 9 Weeks 3rd 9 Weeks 4th 9 Weeks Students will explain why and give examples of how human popula6ons change and/or migrate because of factors such as war, famine, disease, economic opportunity and technology in the SS Students will describe how regions in the present day are made dis6nc6ve by human characteris6cs (e.g., dams, roads, urban centers) and physical characteris6cs (e.g., mountain, bodies of water, valleys) that create advantages and disadvantages for human ac6vi6es (e.g., explora6on, migra6on, trade, se>lement, development). SS Students will explain and give examples of how scarcity requires individuals, groups and governments in the present day to make decisions about how produc6ve resources (natural resources, human resources, capital goods) are used. SS Students will describe pa>erns of human se>lement in the present day and explain how these pa>erns are influenced by human needs. SS Students will compare purposes and sources of power in the most common forms of government (monarchy, democracy, republic, dictatorship) in the SS Students will explain how the natural resources of a place or region impact its poli6cal, social and economic development in the SS Students will explain ways in which basic economic ques6ons about the produc6on, distribu6on and consump6on of goods and services are addressed in the SS Students will describe ways in which the physical environment (e.g., natural resources, physical geography, natural disasters) both promotes and limits human ac6vi6es (e.g., explora6on, migra6on, trade, se>lement, development) in the SS Students will describe and give examples to support how present day democra6c governments to preserve and protect the rights (e.g., vo6ng), liberty and property of their ci6zens by making, enac6ng and enforcing appropriate rules and laws. SS Students will explain how conflict and compe66on (e.g., poli6cal, economic, religious, ethnic) occur among individuals and groups in the SS Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases, satellite images) to interpret pa>erns and loca6ons on Earth s surface in the SS Students will explain how technology in the present day assists human modifica6on (e.g., irriga6on, clearing land, building roads) of the physical environment in regions. 19

20 1st 9 Weeks 2nd 9 Weeks 3rd 9 Weeks 4th 9 Weeks SS Students will explain and give examples of how scarcity requires individuals, groups and governments in the present day to make decisions about how produc6ve resources (natural resources, human resources capital goods) are used. SS Students will compare present day economic systems (tradi6onal, command, market, mixed). SS Students will describe how different factors (e.g., rivers, mountains, plains) affect where human ac6vi6es are located in the SS Students will explain how individuals and group perspec6ves impact the use of natural resources (e.g., urban development, recycling) in the SS Students will compare present day economic systems (tradi6onal, command, market, mixed). SS Students will explain how in present day market economies, the prices of goods and services are determined by supply and demand. SS Students will describe pa>erns of human se>lement in the present day and explain how these pa>erns are influenced by human needs. SS Students will explain ways in which the basic economic ques6on about the produc6on, distribu6on, and consump6on of goods and services are addressed in the SS Students will explain how compe66on among buyers and sellers impacts the price of goods and services in the SS Students will explain how money (unit of account) can be used to express the market value of goods and services and how money makes it easier to trade, borrow, invest and save in the SS Students will describe how new knowledge, technology/ tools and specializa6on increase human produc6vity in the present day. 20

21 1st 9 Weeks 2nd 9 Weeks 3rd 9 Weeks 4th 9 Weeks SS Students will explain how interna6onal economic ac6vi6es are interdependent in the SS Students will explain how compe66on among buyers and sellers impacts the price of goods and services in the SS Students will explain how the natural resources of a place or region impact its poli6cal, social and economic development in the SS Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases, satellite images) to interpret pa>erns and loca6ons on Earth s surface in the SS Students will describe pa>erns of human se>lement in the present day and explain how these pa>erns are influenced by human needs. SS Students will explain how individual and group perspec6ves impact the use of natural resources (e.g., urban development, recycling) in the SS Students will explain how in present day market economies, the prices of goods and services are determined by supply and demand. SS Students will explain how individual and group perspec6ves impact the use of natural resources (e.g., urban development, recycling) in the 21

22 1st 9 Weeks 2nd 9 Weeks 3rd 9 Weeks 4th 9 Weeks 22