NORTHWEST MONTANA EDUCATIONAL COOPERATIVE SOCIAL STUDIES GRADE SIX. Grade 6 Social Studies Revised 7/02

Transcription

1 NORTHWEST MONTANA EDUCATIONAL COOPERATIVE SOCIAL STUDIES GRADE SIX 1

2 TABLE OF CONTENTS PHILOSOPHY/INTRODUCTION SOCIAL STUDIES COMMITTEE STANDARDS/BENCHMARKS/LEARNING OBJECTIVES TOPICS OF STUDY APPENDIX 2

3 Philosophy The goal of social studies education is the development of informed, responsible citizens who participate effectively in our democracy. Learning activities are designed to provide a strong knowledge base and develop skills of inquiry, thinking, and participation. Students will gain an understanding of and respect for the freedoms we enjoy as Americans. Essential outcomes are the appreciation of these freedoms and the realization of the rights, duties, and responsibilities inherent in preserving them Keeping alive the historical record of our nation and the world is an important legacy for our children. The study of history, civics, geography, economics, and sociology fosters the development of an individual s societal and cultural identity. These studies provide the framework for the defined standards of learning. Key topics, concepts, and skills are introduced early and are reinforced and expanded from Kindergarten through Twelfth Grade. A people who mean to be their own Governors must arm themselves with the power which knowledge gives. Thomas Jefferson 3

4 Fall 2002 The Social Studies Curriculum Guide is a product of the work done by the K-12 Social Studies Committee (representing Coop member districts) during the last two school years. The process involved examination of research, model curricula, noted best practices, and your feedback. State and national standards were used as guides. The committee worked to insure that an articulated K-12 curriculum was formulated, using the Montana state standards as a framework. Our state s standards have defined benchmarks at grade four, grade eight, and upon graduation. The Social Studies Curriculum Guide lists those benchmarks under each standard. Grades kindergarten through fourth grade will reference Montana s grade four benchmarks. The guides for fifth through eighth will reference the Montana s grade eight benchmarks and high school courses* will relate to benchmarks defined as upon graduation. *Course descriptions for Grades 9-12 will be completed in Fall Teacher members of the committee defined grade level or course learning objectives based on these state benchmarks. Learning objectives describe what students should know, understand and be able to do at that grade level or upon completion of a high school course. These learning objectives are expected to be mastered. They are a set of outcomes, not a prescription for how the knowledge and skills are taught. You plan and implement the appropriate teaching strategies. As you look at the learning objectives, notice that some sample activities and resources have been included. This is certainly not a comprehensive list of what may be available for your use, merely suggestions to get you started. The committee members occasionally included some resources in the appendix section of the guide. These are referenced next to the appropriate learning objective. The K-8 grade level guides include a Topics of Study section. A copy of units studied in grades kindergarten through eighth grade is included. That document is followed by the topics specified for that grade s appropriate learning objectives and referencing the related benchmarks from the standards section. The appendix section leads off with a copy of the Montana Standards for Social Studies. 4

5 SOCIAL STUDIES COMMITTEE

6 SOCIAL STUDIES COMMITTEE Megan Burt 9-12 Bigfork Jeff Hornby 7-8 Bigfork Sara Hullet Library Bigfork Jodi Kulina 5 Bigfork Caroline Pitz 2 Bigfork Clara Tennant 6 Bigfork Diana Auerhammer 3 Creston Amy Goicoechea 3 Creston Cyndie Grace 7-8 Deer Park Terry Fosbery 7-8 Evergreen Junior High Richard Bean 6 Eureka Brett Bushfield 9-12 Eureka Carol Hanson 1 Eureka David James 4 Eureka Bob Nichols 10 Eureka Linda Roberst 5 Eureka Rod Schmidt 9-12 Eureka Judy Seidel Pre 1 st Eureka Trevor Uller 7-8 Eureka Chaela Manning 7-8 FairMontEgan Glenda Skeim 4 FairMontEgan Laura Pluid 5-6 Fortine 6

7 SOCIAL STUDIES COMMITTEE Kathy Bernstein 5 Helena Flats Kathy Meyer 6-8 Helena Flats Diane Steele 3 Kalispell - Elrod Lisa Tannehill 2 Kalispell - Elrod Richard Hildner Kalispell - Flathead High School Callie Langohr Administrative Kalispell - Flathead High School Barry Grace Administrative Kalispell - Kalispell Junior High School Francy McAllister 9 Kalispell - Kalispell Junior High School Bonnie Gardner 3 Kalispell - Peterson Balow Bryan 6-8 Kila Wendy Davis 6-8 Marion Becky Schrade 4-5 Marion Lona Everett K-8 Olney-Bissell Wanda Brosten 3 Somers Bobbi Burns 3 Somers Kathy Norlander Title Smith Valley Phyllis Strosahl 6 Smith Valley Kathy Greytak 3 Swan River Josh Branstetter 5 Whitefish Gary Carmichael 9-12 Whitefish Kathy Clark 6 Whitefish Doug Odell 4 Whitefish Megan Pepe 9-12 Whitefish Randy Shipman 8 Whitefish 7

8 STANDARDS & BENCHMARKS with LEARNING OBJECTIVES 8

9 Grade 6 Social Studies Standard 1: Students access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations. Benchmarks At the end of Grade 8 the student will: 1.1 apply the steps of an inquiry process (i.e., identify question or problem, locate and evaluate potential resources, gather and synthesize information, create a new product, and evaluate product and process). Grade 6 Learning Objectives Sample Activities Sample Materials Apply the steps of an inquiry process Use the following steps in a social studies report or project: a. Identify a question or problem b. Locate and evaluate resources c. Gather and synthesize information d. Create a product e. Evaluate the product and process assess the quality of information (e.g., primary or secondary sources, point of view and embedded values of the author) Assess the source and quality of information Students critique and analyze internet sources of information

10 Benchmarks At the end of Grade 8 the student will: 1.3 interpret and apply information to support conclusions and use group decision-making strategies to solve problems in real world situations (e.g., school elections, community projects, conflict resolution, role playing scenarios). Grade 6 Learning Objectives Sample Activities Sample Materials Recognize the roots of modern democratic processes in ancient cultures Participate in school elections Apply group discussion to form classroom rules and procedures

11 Standard 2: Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility. Benchmarks At the end of Grade 8 the student will: 2.1 describe the purpose of government and how the powers of government are acquired, maintained and used. Grade 6 Learning Objectives Sample Activities Sample Materials Differentiate between various forms of government Explain how different leaders acquired their power in ancient civilizations Compare the forms of government used in Ancient Egypt, Rome, and Medieval England. Mock: Roman Senate, Royal Courts, Pharaohs, Nobles, etc. Simulations Compare/contrast paper Research a famous leader (e.g. Cleopatra, Thutmose, Hatshepsut, Caesar, Pericles, King David, King Richard, Constantine, Alexander the Great). Venn diagram Position Paper Good leader/poor leader Debate topics (emphasize leadership qualities) Compare/contrast with modern leader Biography in a Bag (bring/make five replicas about person in a decorated bag/box) Interact Simulation "Greeks" 11

12 Benchmarks At the end of Grade 8 the student will: 2.2 identify and describe basic features of the political system in the United States and identify representative leaders from various levels (e.g., local, state, tribal, federal, branches of government). 2.3 identify the significance of tribal sovereignty and Montana tribal governments' relationship to local, state and federal governments. Grade 6 Learning Objectives Sample Activities Sample Materials analyze and explain governmental mechanisms used to meet the needs of citizens, manage conflict, and establish order and security Explain how different ancient governments controlled citizens, managed conflict, and established security Compare how laws of ancient civilizations evolved Compare Hammurabi's Law with American Bill of Rights. Compare Roman Senate to U.S. Senate Understand how the feudal system controlled and protected people. Diagram the pyramid of power in the feudal system. Describe loyalty between different classes in the feudal system. Arranged marriages between different countries and powers as ways to ensure peace, security Internet search for The Code of Hammurabi's Law. its/middleages/feudal.html 12

13 Benchmarks At the end of Grade 8 the student will: 2.5 identify and explain the basic principles of democracy (e.g., Bill of rights, individual rights, common good, equal opportunity, equal protection of the laws, majority rule). Grade 6 Learning Objectives Sample Activities Sample Materials Identify the roots of democracy in Ancient Greek government Compare democracy in Ancient Greece to democracy in the United States Differentiate between a democracy and a republic Use Venn diagrams to compare and contrast ancient and modern democracies, e.g., requirements to vote in Greece vs. in U.S List similarities and differences, and examples of countries with these political systems. Simulation of both forms in class (vote on an issue) Interact unit - Greek Interact unit - Odysseus 13

14 Benchmarks At the end of Grade 8 the student will: 2.6 explain conditions, actions and motivations that contribute to conflict and cooperation within and among groups and nations (e.g., discrimination, peer interaction, trade agreements). Grade 6 Learning Objectives Sample Activities Sample Materials Identify the role of conflict and cooperation in ancient civilizations Describe how various ancient civilizations built and controlled their empires Identify how various groups of individuals in ancient societies were exploited Compare how societies ruled conquered lands (e.g. forced beliefs upon conquered people, allowed local traditions) Identify three major Roman emperors and lands they added to the Roman Empire. Use a map to track Alexander the Great s conquests. Demonstrate Kublai Khan, Attila the Hun, Ancient Chinese cultures, and Islamic movement through Spain Describe the importance of slaves to Egyptian building projects. Write a journal entry from the perspective of a feudal serf. Describe children/woman rights in various ancient societies Dramatize the role of a Roman governor in a conquered land. Compare/contrast Roman Rule vs. Islamic Macaulay books/ movies (Astle/Pyran) "Decisions Decisions" software role play feudal system Tom Synder products 14

15 Benchmarks At the end of Grade 8 the student will: 2.7 explain the need for laws and policies governing technology and explore solutions to problems that arise from technological advancements. Grade 6 Learning Objectives Sample Activities Sample Materials Explain how copyright and internet rules and laws have become necessary due to advances in technology Discuss the need for copyright laws and how they pertain to sixth grade social studies research. Invite Librarian as a speaker Explain the need for an internet use policy in our school. Discuss the use and misuse of the internet in school groton.k12.ct.us/mts/pt2a.htm Examine school AUP (Acceptance Use policy) 15

16 Standard 3: Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and regions). Benchmarks At the end of Grade 8 the student will: 3.1 analyze and use various representations of the Earth (e.g., physical, topographical, political maps; globes; geographic information systems; aerial photographs; satellite images) to gather and compare information about a place. Grade 6 Learning Objectives Sample Activities Sample Materials Recognize differences in physical features on a globe and different map projections Compare equal-area, Mercator, and Robinson projection maps click on education then click on teacher for "what do maps show" 16

17 Benchmarks At the end of Grade 8 the student will: 3.2 locate on map or globe physical features (e.g., continents, oceans, mountain ranges, landforms) natural features (e.g., flora, fauna) and human features (e.g., cities, states national borders) and explain their relationships within the ecosystem. Grade 6 Learning Objectives Sample Activities Sample Materials Use latitude and longitude to locate places on a map Compare historic maps with modern-day maps to locate major regions of the Eastern hemisphere Identify and use essential features of a map Use a map or globe to locate physical natural, and human features of Europe, the Middle East, and North Africa Locate sites using latitude and longitude. Make predictions about a location based on latitude and longitude Discuss how natural features affect both historic and modern land use: settlements and geopolitical boundaries relative to rivers, seas, and mountain ranges Read a map using compass, legend, and scale. Create a map using legend and compass rose. Discuss distortion (look at early samples of world maps and compare to modern map distortions

18 Benchmarks At the end of Grade 8 the student will: 3.3 analyze diverse land use and explain the historical and contemporary effects of this use on the environment, with an emphasis on Montana. Grade 6 Learning Objectives Sample Activities Sample Materials Describe how natural land features determined land use in ancient cultures Recognize the importance of the Nile River and annual flooding on ancient Egyptian life. Explain the process of how Egyptians planted and irrigated crops based on the flooding of the Nile. Development of calendar with season of Nile. (need for tracking time) List major crops grown in each ancient civilization, and/or forms of trade which include livestock, minerals, etc library.thinkquest.org/1664 5/the_land/nile_river.shtml?tgskip=1 18

19 Benchmarks At the end of Grade 8 the student will: 3.4 explain how movement patterns throughout the world (e.g., people, ideas, diseases, products, food) lead to interdependence and/or conflict. Grade 6 Learning Objectives Sample Activities Sample Materials Describe the spread of religion, culture, technology through trade contacts and conquest Explain how movement patterns throughout ancient civilizations led to cooperation and conflict Recognize the impact of diseases and their spread on ancient civilizations Research the spread of Christianity from founding through the Middle Ages. Recognize how conflicts arose due to differences in religions (e.g. Crusades). Create map of trade goods. Understand how the Romans adopted the Greek gods and beliefs in mythology Report on how the Bubonic Plague impacted medieval cultures. Explore medical procedures/treatments in the ancient world members.tripod.com/html/ 3.5 use appropriate geographic resources to interpret and generate information explaining the interaction of physical and human systems (e.g., estimate distance, calculate scale, identify dominant patterns of climate and land use, compute population density) Differentiate between climate maps, population density maps, physical maps, and political maps Create physical/political maps of each ancient civilization studied. Hypothesize the connection between climate and population density as shown on maps. Examine development of civilizations based on location of water sources

20 Benchmarks At the end of Grade 8 the student will: 3.6 describe and distinguish between the environmental effects on the earth of shortterm physical changes (e.g., floods, droughts, snowstorms) and long-term physical changes (e.g., plate tectonics, erosion, glaciation). Grade 6 Learning Objectives Sample Activities Sample Materials Recognize how cultures manipulated environments to meet needs Discuss development of: Roman aqueducts, roads Great Wall of China Research daily life in Pompeii Research Tsunamis in China, Minoan culture (volcano) "Pompeii: the Vanished City" by Time Life Books describe major changes in a local area that have been caused by human beings (e.g., a new highway, a fire, construction of a new dam, logging, mining) and analyze the probable effects on the community and environment Recognize the different effects of natural river flooding and changes caused by damming rivers Recognize how the scarcity of some natural goods led to exploration and settlement Compare historic Nile flooding with the effects of the Aswan Dam Map trade ancient routes. Choose one resource and plot its distribution in time

21 Standard 4: Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships. Benchmarks At the end of Grade 8 the student will: 4.1 interpret the past using a variety of sources (e.g., biographies, documents, diaries, eyewitnesses, interviews, internet, primary source material) and evaluate the credibility of sources used. Grade 6 Learning Objectives Sample Activities Sample Materials Collect historical information from a variety of resources (encyclopedia, textbooks, biographies, internet, historical documents, interviews, etc.) Develop awareness that the same historical event may be interpreted from different points of view Research a specific topic using at least three different types of sources. Discuss why one source might be chosen over another Read and compare different accounts of wars, such as by Herodotus and Thucydides. Conduct classroom activities where students view an event and report their personal point of view. After discussing a specific event in history, students will take on a role and write an account of the event from a specific viewpoint. 4.2 describe how history can be organized and analyzed using various criteria to group people and events (e.g., chronology, geography, cause and effect, change, conflict, issues) Organize the history of ancient civilizations using various criteria Construct a timeline of events in a studied civilization. Compile maps that reflect the influence of a variety of cultures on one geographic location over time. (England, Egypt, etc.)

22 Benchmarks At the end of Grade 8 the student will: 4.3 use historical facts and concepts and apply methods of inquiry (e.g., primary documents, interview, comparative accounts, research) to make informed decisions as responsible citizens. Grade 6 Learning Objectives Sample Activities Sample Materials Recognize the roots of American government in the Roman Republic Compare and contrast women's rights and roles in modern day U.S. with a variety of ancient societies Role-play a case before the Roman Senate Research role of women of various social standing in ancient Egypt, Rome, and Medieval Europe. (Cleopatra, Nefertiti, Hatshepsut etc.) mepage/polcht/senate.htm 4.4 identify significant events and people and important democratic values (e.g., freedom, equality, privacy) in the major eras/civilizations of Montana, American Indian, United States, and world history Identify significant events, people, and democratic values in ancient history Compare and contrast qualifications for Roman Senate and U.S. Senate. Compare the Roman Senate to the United States Senate. Research different pharaohs, emperors, and kings and how they influenced their time. Use the internet, libraries, references, etc. to find information on ancient leaders such as King Tut, Cleopatra, Nefertiti, Alexander the Great, Pericles, King Richard, and Charlemagne

23 Benchmarks At the end of Grade 8 the student will: 4.5 identify major scientific discoveries and technological innovations and describe their social and economic effects on society. Grade 6 Learning Objectives Sample Activities Sample Materials Identify major scientific and technological innovations throughout ancient history Make papyrus Compare the development of fortress/castle type structures throughout time and cultures. Compare/contrast calendar forms, number systems, writing forms Macaulay books, films Usborne books Construction models Castles Pyramids 4.6 explain how and why events (e.g., American Revolution, Battle of the Little BigHorn, immigration, Women's Suffrage) may be interpreted differently according to the points of view of participants, witnesses, reporters, and historians Analyze accounts of the same event from various primary and secondary sources Research and compare different accounts of an historical event (e.g. Punic Wars, crusades, Trojan War) summarize major issues affecting the history, culture, tribal sovereignty, and current status of the American Indian tribes in Montana and the United States Grade

24 Standard 5: Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption. Benchmarks At the end of Grade 8 the student will: 5.1 identify and explain basic economic concepts (e.g., supply, demand, production, exchange and consumption; labor, wages, and capital; inflation and deflation; and private goods and services). Grade 6 Learning Objectives Sample Activities Sample Materials Recognize how various forms of labor contributed to large building projects in ancient civilizations. (key terms- labor, wages) Demonstrate understanding of a trade system using bartering and exchange. (key terms consumption, exchange, inflation, deflation) Analyze the amount of time and number of man hours required to build pyramids, cathedrals, etc. Build a castle model while studying the system of guilds and medieval economic structures Hold a classroom trade fair where students make and trade items. Evolution of monetary system (barter to coin) Pyramid and Cathedral books by David Macaulay\Castle 24

25 Benchmarks At the end of Grade 8 the student will: 5.2 apply economic concepts to explain historical events, current situations, and social issues in local, Montana, tribal, national, or global concerns. Grade 6 Learning Objectives Sample Activities Sample Materials Students will recognize the economic motivation for expanding empires Research the reasons for the fall of the Roman Empire, Egyptian, Greek, Ottomans, etc. Chart similarities between the destruction of all major Empires. (Applications: lessons for our own culture.) Create a map showing trade routes and imports from conquered lands (clear overlays of progressions). Develop hierarchy of needs chart Compare/contrast ancient cultures to modern cultures/need for money, goods, etc.) Hammond Historical Atlas of the World. 5.3 compare and contrast the difference between private and public goods and services Analyze the impact of public works projects on life in ancient societies Identify structures built for public use in ancient Societies (roads, baths, aqueducts, coliseums, agoras, etc.) Research and present a project on one public work e.g., Ancient Rome e.g.: Aqueducts Eygpt-canals Greek-bath houses Medieval castles Students create multimedia presentation on different cultural structures Stephen Biesty's "Cross-sections Castle" book 25

26 Benchmarks At the end of Grade 8 the student will: 5.4 Analyze how various personal and cultural points of view influence economic decisions (e.g., land ownership, taxation, unemployment). Grade 6 Learning Objectives Sample Activities Sample Materials Identify how personal and cultural viewpoints affected the economic decision of ancient civilization Create a pie chart comparing land ownership by various entities. Describe land ownership in medieval England. Design a flowchart hierarchy Discuss the fairness and effects of systems of taxation. Recognize various forms of taxation throughout ancient civilizations "Cathedral" film by Macaulay Medieval Times - teacher created materials 5.5 explain and illustrate how money is used (e.g., trade, borrow, save, invest, compare the value of goods and services) by individuals and groups (e.g., businesses, financial institutions, and governments) Summarize how ancient civilizations progressed from barter systems to the use of currency Recognize how the development of currency systems aided the progression of ancient economies Classroom mini society simulations. Discuss implication/use, e.g., modern Eurodollar. 26

27 Benchmarks At the end of Grade 8 the student will: 5.6 analyze the influences of technological advancements (e.g., machinery, internet, genetics) on household, state, national and global economies. Grade 6 Learning Objectives Sample Activities Sample Materials Analyze the influences of technological advancements (e.g. aqueducts, catapults, printing press, weapons, modes transportation, etc.) on ancient economies Explain the impact of water systems on ancient civilizations recognize how technological advancements influenced warfare throughout ancient civilizations Research Egyptian irrigation techniques, Roman aqueducts, Mioans homes with running water Build a model of a catapult while studying medieval warfare. Create a personal coat of arms for a shield. Compare/contrast warships, Viking, Greek, Romans Graph/chart progression of weaponry past to present members.tripod.com/think 2020/ click on Roman Aqueducts digiserve.com/ for coat of arms shield. 27

28 Standard 6: Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies. Benchmarks At the end of Grade 8 the student will: 6.1 compare and illustrate the ways various groups (e.g., cliques, clubs, ethnic communities, American Indian tribes) meet human needs and concerns (e.g., selfesteem, friendship, heritage) and contribute to personal identity. Grade 6 Learning Objectives Sample Activities Sample Materials Recognize universal needs among people of various ancient civilizations (food, shelter, clothing, government, protection, belief systems) and compare how those needs were met Small groups cultural research and presentation (topics such as clothing, food, religion, etc.) for a specific ancient culture. Discuss Maslow's hierarchy of needs

29 Benchmarks At the end of Grade 8 the student will: 6.2 explain and give examples of how human expression (e.g., language, literature, arts, architecture, traditions, beliefs, spirituality) contributes to the development and transmission of culture. Grade 6 Learning Objectives Sample Activities Sample Materials Identify the development of writing within a given ancient civilization Recognize and describe similarities and differences in religions of ancient cultures Identify elements of ancient art and architecture, which are unique to that culture Recognize the role of visual art, music, and literature in teaching religion during the middle ages Create and decipher messages using pictographs and hieroglyphics Create a chart to compare basic elements of religions (god(s), sacred writings, places of worship, afterlife, etc.) Identify and illustrate: Ionic, Corinthian, and Doric columns in modern architecture. Roman Arch Renaissance trends Create a stain glass window. Tell their own story using art Make models of Sistine Chapel paintings underneath their desks Listen to Renaissance music Participate in Renaissance dances Create a mural index.html Interact - "Greek unit" nary/classicalorders.html Practice various art techniques Novel "Door in the Wall" Angeli 29

30 Benchmarks At the end of Grade 8 the student will: 6.3 identify and differentiate ways regional, ethnic and national cultures influence individual's daily lives and personal choices. Grade 6 Learning Objectives Sample Activities Sample Materials Contrast daily life in various ancient civilizations, (clothing, education, food, housing transportation, employment, religion, status within culture, etc.) Use historical fiction set in ancient cultures as a study of daily life in that culture (Golden Goblet, Catherine Called Birdy, Detectives in Togas, King Arthur, etc.) Develop charts to compare cultures. Generalize the ways all civilizations are the same (human needs, belief systems, etc.) (Maslow's) Usborne Knights & Castles 6.4 compare and illustrate the unique characteristics of American Indian tribes and other cultural groups in Montana Grade

31 Benchmarks At the end of Grade 8 the student will: 6.5 explain the cultural contributions of, and tensions between racial and ethnic groups in Montana, the United States and the world. Grade 6 Learning Objectives Sample Activities Sample Materials Describe how ancient cultures spread and interacted with other cultures of their time Discuss reasons for and recognize the effects and results of conflicts between culture (spread of language, religion, land, culture, diseases) Produce a map or chart illustrating travel patterns during the Crusades. Read myths, legends, associated with conflict (Arthur, Robin Hood, Ulysses, Alexander the Great, Romulus, Remus). Discuss the reasons for and results of the Crusades on European Christian and Mideastern Muslim cultures Map the spread of the Roman Empire. Describe the effects of the Roman Empire on conquered lands and people ect/med15.html 6.6 identify and describe the stratification of individuals within social groups (e.g., status, social class, haves and have nots.) Compare roles of individuals within the class structures of ancient civilizations Illustrate the Egyptian social pyramid Describe the social pyramid of Ancient Egypt. Diagram the social hierarchy of medieval society. Define the social pyramid of medieval feudal systems. Role play Differentiate between plebeians and patricians of ancient Rome its/middleages/feudal.html 31

32 TOPICS OF STUDY 32

33 K-8 Topics of Study Kindergarten Grade Five Self and Family in Immediate Environment Ancient Western Civilizations, Exploration, U.S. Colonization, U.S. Revolution Grade One Geography-World -emphasis Western Hemisphere Home, School, and Nearby Environments Grade Six Grade Two Local Community Grade Three Surrounding Regions Ancient Eastern Civilizations -2000BC-1200AD- Egypt, Mesopotamia, India, Africa, China, Japan, Greek, Roman Middle Ages and Renaissance as contrast Geography-World emphasis Eastern Hemisphere Grade Seven Development of the Constitution, Expansionism, Westward Expansion, Industrial Revolution, Civil War, Reconstruction Grade Four Geography-U.S. Montana US Geography Grade Eight Montana-Early Eras through Modern Day Geography-Montana 33

34 Grade Six Topics of Study Focus: Ancient Eastern Civilizations (2000 BC AD): Mesopotamia, Egypt, India, Africa, China, Japan, Greek, Roman. Contrast with European Middle Ages, Renaissance 2000 BC AD. World Geography emphasis: Eastern Hemisphere. Accessing, Synthesizing, Evaluating Information Apply the steps of an inquiry process Assess the source and quality of information Use learned information to solve problems that arise in world situations. 1.3 Recognize the roots of modern democratic processes in ancient cultures Collect historical information from a variety of resources (encyclopedia, textbooks, biographies, internet, historical documents, interviews, etc.) Develop awareness that the same historical event may be interpreted from different points of view Analyze accounts of same event form various primary and secondary sources Explain how copyright and internet rules have become necessary due to advances in technology Benchmarks/ Learning Objectives 34

35 Civics Differentiate between various forms of government Explain how different leaders acquired their power in ancient civilizations Explain how different ancient governments controlled citizens, managed conflict, and established security. Compare how laws of ancient civilizations evolved Identify the roots of democracy in Ancient Greek government Compare democracy in Ancient Greece to democracy in the United States Differentiate between a democracy and a republic Identify the role of conflict and cooperation in ancient civilizations Describe how various ancient civilizations built and controlled their empires Identify how various groups of individuals in ancient societies were exploited Compare how societies ruled conquered lands (e.g., forced beliefs upon conquered people, allowed local traditions). Benchmarks/ Learning Objectives

36 Geography Benchmarks/ Learning Objectives Recognize differences in physical features on a globe and different map projections Use latitude and longitude to locate places on a map Compare historic maps with modern-day maps Identify and use essential features of a map Use a map or globe to locate physical, natural, and human features of Europe, the Middle East, and North Africa. Describe how natural land features determined land use in ancient cultures Explain how movement patterns throughout ancient civilizations led to cooperation and conflict Describe the spread of religion, culture, and technology through trade contacts and conquest Recognize the impact of diseases and their spread of ancient civilizations Differentiate between climate maps, population density maps, physical maps, and political maps Recognize how cultures manipulated environments to meet needs Recognize the different effects of natural river flooding and changes caused by damming rivers Recognize how the scarcity of some natural goods led to exploration and settlement History/Anthropology Benchmarks/ Learning Objectives Organize the history of ancient civilizations using various criteria Recognize the roots of American government in the Roman Republic Compare and contrast women s rights and roles in modern day U.S. with a variety of ancient societies Identify significant events people and democratic values in ancient history Identify major scientific and technological innovations throughout ancient history

37 Economics Benchmarks/ Learning Objectives Recognize how various forms of labor contribute to large building projects in ancient civilizations (key terms labor, wages). Demonstrate understanding of a trade system using bartering and exchange (key terms: consumption, exchange, inflation, deflation). Summarize how ancient civilizations progressed from barter systems to the use of currency Recognize the economic motivation for expanding empires Analyze the impact of public works projects on life in ancient societies Identify structures built for public use in Ancient Societies (roads, baths, aqueducts, coliseums, agoras, etc.). Identify personal and cultural viewpoints affected the economic decisions of ancient civilizations Recognize how the development of currency systems aided the progression of ancient economies Analyze the influences of technological advancements (e.g., aqueducts, catapults, printing press, weapons, modes of transportation) on ancient economies. Explain the impact of water systems on ancient civilizations Recognize how technological advancements influenced warfare throughout ancient civilizations

38 Sociology Benchmarks/ Learning Objectives Recognize universal needs among people of various ancient civilizations (food, shelter, clothing, government, protection, belief systems) and compare how these needs were met). Give examples of how human expression (language, literature, arts, architecture, traditions, beliefs, 6.2 spirituality) contributed to the development and transmission of ancient cultures. Identify the development of writing within a given ancient civilization Recognize and describe similarities and differences in religions of ancient cultures Identify elements of ancient art and architecture, which are unique to that culture Recognize the role of visual art, music and literature in the teaching of religion during the middle ages Contrast daily life in various ancient civilizations (clothing, education, food, housing, transportation, employment, religion, status within culture, Describe how ancient cultures spread and interacted with other cultures of their time Compare roles of individuals within the class structures of ancient civilizations

39 APPENDIX 39

40 MONTANA STANDARDS FOR SOCIAL STUDIES Social studies is an integrated study of the social sciences and humanities designed to foster citizenship in an interdependent world. Social studies provides coordinated, systematic study of such disciplines as economics, history, geography, government, sociology, anthropology, psychology and elements of the humanities. Social studies addresses political, economic, geographic, and social processes that allow students to make informed decisions for personal and public good. Social studies develops the knowledge, skills, and processes necessary to understand historical and present day connections among diverse individuals and groups. A study of Montana s rich past and geographic diversity includes the distinct cultural heritage and contemporary perspectives of Montana s American Indians and other cultural groups. Content Standards indicate what all students should know, understand and be able to do in a specific content area. Benchmarks define our expectations for students knowledge, skills and abilities along a developmental continuum in each content area. That continuum is focused at three points at the end of grade 4, the end of grade 8, and grade 12. Content Standard 1 Students access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations. Content Standard 2 Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility. Content Standard 3 Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and regions). Content Standard 4 Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships. Content Standard 5 Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption. Content Standard 6 Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies. 10/00-1-

41 Social Studies Content Standard 1 Students access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations. Rationale Every discipline has a process by which knowledge is gained or inquiry is made. In the social studies, the information inquiry process is applied to locate and evaluate a variety of primary and secondary sources of information. Information gathered in this manner is then used to draw conclusions in order to make decisions, solve problems and negotiate conflicts. Finally, as individuals who participate in self-governance, the decision making process needs to be understood and practiced by students as they prepare to take on civic and economic responsibilities. Benchmarks Students will: End of Grade 4 End of Grade 8 Upon Graduation End of Grade identify and practice the steps of an inquiry process (i.e., identify question or problem, locate and evaluate potential resources, gather and synthesize information, create a new product, and evaluate product and process). 2. evaluate information quality (e.g., accuracy, relevance, fact or fiction). 3. use information to support statements and practice basic group decision making strategies in real world situations (e.g., class elections, playground and classroom rules, recycling projects, school stores). 1. apply the steps of an inquiry process (i.e., identify question or problem, locate and evaluate potential resources, gather and synthesize information, create a new product, and evaluate product and process). 2. assess the quality of information (e.g., primary or secondary sources, point of view and embedded values of the author). 3. interpret and apply information to support conclusions and use group decision making strategies to solve problems in real world situations (e.g., school elections, community projects, conflict resolution, role playing scenarios). 1. analyze and adapt an inquiry process (i.e., identify question or problem, locate and evaluate potential resources, gather and synthesize information, create a new product, and evaluate product and process). 2. apply criteria to evaluate information (e.g., origin, authority, accuracy, bias, and distortion of information and ideas). 3. synthesize and apply information to formulate and support reasoned personal convictions within groups and participate in negotiations to arrive at solutions to differences (e.g., elections, judicial proceedings, economic choices, community service projects). 10/00-2-

42 Social Studies Content Standard 2 Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility. Rationale The vitality and continuation of a democratic republic depends upon the education and participation of informed citizens. Benchmarks Students will: End of Grade 4 End of Grade 8 Upon Graduation End of Grade explain the purpose and various levels of government. 2. recognize local, state, tribal and federal governments and identify representative leaders at these levels (e.g., mayor, governor, chairperson, president). 1. describe the purpose of government and how the powers of government are acquired, maintained and used. 2. identify and describe basic features of the political system in the United States and identify representative leaders from various levels (e.g., local, state, tribal, federal, branches of government). 1. analyze the historical and contemporary purpose of government and how the powers of government are acquired, modified, justified and used (e.g., checks and balances, Bill of Rights, court decisions). 2. compare and contrast various world political systems (e.g., ideologies, structure, institutions) with that of the United States. 3. identify the major responsibilities of local, state, tribal and federal government. 4. explain how governments provide for needs and wants of people by establishing order and security and managing conflict. 3. identify the significance of tribal sovereignty and Montana tribal governments relationship to local, state and federal governments. 4. analyze and explain governmental mechanisms used to meet the needs of citizens, manage conflict, and establish order and security. 3. identify representative political leaders and philosophies from selected historical and contemporary settings. 4. relate the concept of tribal sovereignty to the unique powers of tribal governments as they interact with local, state and federal governments. 5. identify and explain the individual s responsibilities to family, peers and the community, including the need for civility, respect for diversity and the rights of others. 5. identify and explain the basic principles of democracy (e.g., Bill of Rights, individual rights, common good, equal opportunity, equal protection of the laws, majority rule). 5a 5b analyze the effectiveness of various systems of government to protect the rights and needs of citizens and balance competing conceptions of a just society. analyze the impact of the Constitution, laws and court decisions on the rights and responsibilities of citizens. 6. describe factors that cause conflict and contribute to cooperation among individuals and groups (e.g., playground issues, misunderstandings, listening skills, taking turns). 7. explore the role of technology in communications, transportation, information processing or other areas as it contributes to or helps resolve problems. 6. explain conditions, actions and motivations that contribute to conflict and cooperation within and among groups and nations (e.g., discrimination, peer interaction, trade agreements). 7. explain the need for laws and policies governing technology and explore solutions to problems that arise from technological advancements. 6. analyze and evaluate conditions, actions and motivations that contribute to conflict and cooperation within and among groups and nations (e.g., current events from newspapers, magazines, television). 7. analyze laws and policies governing technology and evaluate the ethical issues and the impacts of technology on society. 10/00-3-

43 Social Studies Content Standard 3 Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and regions). Rationale Students gain geographical perspectives on Montana and the world by studying the Earth and how people interact with places. Knowledge of geography helps students address cultural, economic, social, and civic implications of living in various environments. Benchmarks Students will: End of Grade 4 End of Grade 8 Upon Graduation End of Grade identify and use various representations of the Earth (e.g., maps, globes, photographs, latitude and longitude, scale). 2. locate on a map or globe physical features (e.g., continents, oceans, mountain ranges, land forms) natural features (e.g., flora, fauna) and human features (e.g., cities, states, national borders). 3. describe and illustrate ways in which people interact with their physical environment (e.g., land use, location of communities, methods of construction, design of shelters). 4. describe how human movement and settlement patterns reflect the wants and needs of diverse cultures. 5. use appropriate geographic resources (e.g., atlases, databases, charts, grid systems, technology, graphs, maps) to gather information about local communities, reservations, Montana, the United States, and the world. 6. identify and distinguish between physical system changes (e.g., seasons, climate, weather, water cycle, natural disasters) and describe the social and economic effects of these changes. 7. describe and compare the ways in which people in different regions of the world interact with their physical environments. 1. analyze and use various representations of the Earth (e.g., physical, topographical, political maps; globes; geographic information systems; aerial photographs; satellite images) to gather and compare information about a place. 2. locate on a map or globe physical features (e.g., continents, oceans, mountain ranges, land forms) natural features (e.g., flora, fauna) and human features (e.g., cities, states, national borders) and explain their relationships within the ecosystem. 3. analyze diverse land use and explain the historical and contemporary effects of this use on the environment, with an emphasis on Montana. 4. explain how movement patterns throughout the world (e.g., people, ideas, diseases, products, food) lead to interdependence and/or conflict. 5. use appropriate geographic resources to interpret and generate information explaining the interaction of physical and human systems (e.g., estimate distance, calculate scale, identify dominant patterns of climate and land use, compute population density). 6. describe and distinguish between the environmental effects on the earth of shortterm physical changes (e.g., floods, droughts, snowstorms) and long-term physical changes (e.g., plate tectonics, erosion, glaciation). 7. describe major changes in a local area that have been caused by human beings (e.g., a new highway, a fire, construction of a new dam, logging, mining) and analyze the probable effects on the community and environment. 1. interpret, use, and synthesize information from various representations of the Earth (e.g., maps, globes, satellite images, geographic information systems, three-dimensional models). 2. differentiate and analyze the relationships among various regional and global patterns of geographic phenomena, (e.g., land forms, soils, climate, vegetation, natural resources, population). 3. assess the major impacts of human modifications on the environment (e.g., global warming, deforestation, erosion, pollution). 4. analyze how human settlement patterns create cooperation and conflict which influence the division and control of the Earth (e.g., treaties, economics, exploration, borders, religion, exploitation, water rights). 5. select and apply appropriate geographic resources to analyze the interaction of physical and human systems (e.g., cultural patterns, demographics, unequal global distribution of resources) and their impact on environmental and societal changes. 6. Analyze the short-term and long-term effects that major physical changes in various parts of the world have had or might have on the environments (e.g., land use, population, resources). 7. describe and compare how people create places that reflect culture, human needs, government policy, and current values and ideas as they design and build (e.g., buildings, neighborhoods, parks, industrial and agricultural centers, farms/ranches). 10/00-4-