GRADE SIX

SOCIAL STUDIES CURRICULUM MAP

GRADE SIX SOCIAL STUDIES- 32200613
PREREQUISITES
There are no prerequisites courses for Grade Six Social Studies.

OVERVIEW
The Grade Six Social Studies Program uses the five big ideas of social studies (government/civics, cultures and societies,
economics, geography, and historical perspective) to focus on an integrated approach to the study of world geography.
Concepts, skills, and content from both human and physical geography are taught. Special emphasis is placed on the five
themes of geography (location, place, region, movement, and human-environmental interaction) and the use of the
methods and tools of the geographer. Study revolves around the examination of various world regions and the cultures
of those regions. In Grade Six Social Studies, students analyze and compare different patterns of life, including forms of
government, economic systems, histories, beliefs and attitudes, arts, and recreation for cultures around the world.
Instruction explores the connections between the physical environment and the patterns of life. Students make
comparisons with life in Kentucky and the United States, and explore the concept of global interdependence.

HOW TO USE THE CURRICULUM MAP

Social Studies Curriculum Maps are guides to social studies instruction. The Social Studies Curriculum Maps assist
teachers in planning and pacing instruction. Specific dates or weeks that may be included in this document are for
reference. Each school and teacher must take into account the make-up of their students, focusing on the needs and
strengths of each child when pacing and planning instruction.
The curriculum for the year has been divided into four Curriculum Cycles to help pace instruction and ensure students
have consistent coverage of the social studies content. The Cycle Duration (the suggested amount of time to spend on
each cycle) does not accommodate for the scheduling of special events, inclement weather or school events. Teachers,
with principal guidance, should adjust pacing as needed to accommodate for these events. To guide student inquiry
during the curriculum cycle, a suggested Compelling Question is identified. This question guides the students in the
study of the content for the curriculum cycle. The curriculum cycle is further broken down into topics. The Topics
indicate the instructional focus of the curriculum cycle.
Each topic map contains the following components:
Kentucky Core Academic Standards are the Core Content for Assessment bullets from the Kentucky Core
Academic Standards (formerly Core Content for Assessment 4.1).
Supporting questions to guide the inquiry of each topic.
Vocabulary are potential terms students may need to be familiar with and may struggle with during this topic.
Please note that this list is not intended to be used as the sole list of terms students need to learn or be able to
apply while studying social studies.
Learning Targets are the skills and concepts students are expected to know and be able to do by the end of each
topic. The Learning Targets listed in the curriculum maps are starting points. The list is not exhaustive or
exclusionary. Identification of the necessary understandings, skills, and concepts that support these targets
should be developed at the school level, based on an analysis of student data.
Instructional Suggestions are a collection of strategies that a teacher may use to teach the content. These
suggestions are gathered from the internet and other teachers and inclusion in this map does not constitute or
imply an endorsement.
Instructional Resources include resources that promote inquiry, student understanding, and mastery of skills.
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Please keep the following in mind as you use the Social Studies Curriculum Maps:
Be sure to read the unit prior to instruction. This will help you choose the resources and activities that best help
your students learn the Kentucky Core Academic Standards.
Kentucky Core Academic Standards, Learning Targets, and Instructional Resources are not listed in a specific
teaching order under each topic. Teachers may sequence them to meet their own instructional needs.
You must have a user name and password to access the Discovery Education Web site. (Contact your library
media specialist if you do not have a user name and password.)

RECOMMENDED STATE-APPROVED TEXTBOOKS

Per Kentucky State Statute, schools are responsible for adopting textbooks for use by students. The Kentucky
Department of Education recommends schools purchase textbooks from publishers that have assured the accuracy of,
availability of, support materials for, and durability of texts. In addition, the publishers should agree to provide
adaptable texts and other materials for English Language Learners. The Social Studies Department does not endorse any
particular program and/or textbook.

CONNECTIONS TO THE FRAMEWORK FOR TEACHING

The Social Studies Curriculum Maps supports teachers in planning and preparation for instruction. The various
components of the maps provide support for teachers in the following areas of the Framework for Teaching.
Domain 1 - Planning and Preparation: Components A, C, D, E, F
Domain 3 - Instruction: Components A i; C i, iii, iv, and D i, ii

COLLEGE, CAREER, AND CIVIC LIFE FRAMEWORK PRACTICES OF THE INQUIRY CYCLE
The focus Social Studies is to continue to build upon students prior contextual knowledge so they develop deeper levels
of understanding around the many ways the world is connected. Students make comparisons, consider multiple
perspectives and viewpoints and refine their critical thinking skills. Throughout this course, students should be afforded
ample opportunities to engage in all Practices of the Inquiry Cycle.
DIMENSION 1
QUESTIONING
Students will independently and
collaboratively:
Develop compelling questions
that promote inquiry around
key disciplinary concepts and
embedded enduring issues.
Develop supporting questions
that identify facts, concepts
and research interpretations
associated with a key
disciplinary concept.
Determine the types of sources
that will assist in answering
compelling and supporting
questions.

DIMENSION 2
DISCIPLINARY THINKING
Students will independently and
collaboratively:
Engage in disciplinary thinking
used by social scientists
(historians, economists, political
scientists and geographers)
independently and
proficiently resulting in civic
readiness.

DIMENSION 3
EVALUATING SOURCES
Students will independently and
collaboratively:
Gather relevant information
from multiple sources from a
wide range of perspectives and
evaluate for credibility.
Identify and utilize evidence to
seek solutions to questions.
Develop and create claims and
counterclaims using appropriate
evidence to construct strengths
and weaknesses

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DIMENSION 4
COMMUNICATING
Students will independently and
collaboratively:
Construct viable arguments,
relevant explanations and/or
public demonstrations that
convey ideas and perspectives
to a wide array of appropriate
audiences.
Critique the arguments and
explanations of others paying
particular attention to
credibility and relevance of
information.
Address options of individuals
and groups to identify and
apply a range of strategies and
complex reasoning to take
public action or propose a
solution.

GRADE SIX
SOCIAL STUDIES CURRICULUM MAP

Grade Six Social Studies- Cycle 1

The Basics of Geography and North America
Duration:
9 weeks
Key Focus Topics:
Geographic Tools
Formation of Governments
Economic Systems
Elements of Culture

Assessment:
Ongoing teacher-created formative assessments
Teacher-created summative assessments
District-designed formative diagnostic assessment
District-designed formative proficiency assessment

KENTUCKY CORE ACADEMIC STANDARDS

SS-06-2.1.1 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.
SS-06-2.2.1 Students will compare how cultures (present day) develop social institutions (family, religion, education, government, economy)
to respond to human needs, structure society and influence behavior
SS-06-2.3.1 Students will explain how conflict and competition (e.g., political, economic, religious, ethnic) occur among individuals and
groups in the present day. DOK 2
SS-06-2.3.2 Students will explain how compromise and cooperation are possible choices to resolve conflict among individuals and groups in
the present day. DOK 2.
SS-06-4.2.1 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-06-4.2.2 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.
SS-06-4.3.1 Students will describe patterns of human settlement in the present day and explain how these patterns are influenced by human
needs. DOK 2
SS-06-4.3.2 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

TOPIC 1:
Geography :Tools and Five Themes
SUPPORTING QUESTION(S):
How does geography help us understand our world?

SUGGESTED DURATION:
Weeks 1-4 (20 days)

VOCABULARY:
geography, location, absolute location, relative location, place, human-environmental interaction, movement,
region, map, latitude, longitude, meridian, equator, parallel, continent, ocean, prime meridian, pole, grid system,
projection, legend/key, scale, compass rose, physical map, political map, thematic map, physical features,
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SOCIAL STUDIES CURRICULUM MAP
mountains, waterways, landforms, peninsula, vegetation, natural resources, weather, climate, precipitation,
culture, causes, effects, advantages, disadvantages, economics, government, history

L EARNING T ARGETS
I NSTRUCTIONAL R ESOURCES

The Learning Targets listed are not exhaustive or exclusionary.

I can locate places on Earth using a variety of geographic

tools.

I can explain why geographers use a variety of maps to

show information.

I can explain how the physical environment affects how

people live.

I can explain how regions are different and how these

differences create advantages and disadvantages.

I can explain how human needs influence where people

move and settle.

I can explain how and why human populations change or

migrate.

I can explain how the physical environment and regional

differences are so important in determining human
actions and activities.

Basal Texts
World Geography, Holt Social Studies, 2007 (hereafter
designated as Holt World Geography)
Glencoe, The World and Its People,
pp. 4-5, 60
TCI, Geography Alive!, pp. 16-17
TCI
TCI Online, Geography Alive!, A Spatial Way of
Thinking
TCI Online, World Cultures Alive!, Introduction to
Physical Geography
TCI Online, World Cultures Alive! Learning Essential Map
Skills Understanding Thematic Maps
TCI Online, Geography Alive! The Tools of Geography
Other Resources
United Streaming Video, The Five Themes of Geography
Message in a Bottle, Scholastic latitude/longitude game
Latitude/Longitude Map Match Game
United Streaming Video, Discovering the World: Locating
Places
JCPS On-line, Landforms PowerPoint
JCPS On-line, Physical and Human Characteristics
PowerPoint
National Geographic Lesson, Migration: Why do People
Move?
National Geographic Lesson, Human Migration: The
Story of the Cultural Landscape
Center for Economic Education, Coming and Going:
Imports and Exports Throughout the World Lesson Plan
Sample ORQ, Economic Regions of the United States
United Streaming Video, Maps: Types, Symbols and
Terms
United Streaming Video, Different Types of Maps (6
segments)
JCPS Online, Types of Maps PowerPoint
United Streaming Video, How to find things on a map

North America
TOPIC 1:
The United States
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Weeks 5-9 (25 days)

SUGGESTED DURATION:
Weeks 5-6 (10 days)

GRADE SIX
SOCIAL STUDIES CURRICULUM MAP
SUPPORTING QUESTION(S):
How does a democratic government organize its economy?
VOCABULARY:
cultural trait, cultural diffusion, migration, natural resources, deforestation, desertification, environment,
ecosystem, colony, independence, revolution, plantation, pioneer, republic, democracy, elect, rights,
responsibilities, bicameral, federal, state, rural, urban, ecumene, suburb, pollution, infill, fauna, flora,
developed country, developing country, economy, trade, free enterprise, market economy, command
economy, population density, birth rate, globalization, gross domestic product, emigrate, immigrate,
refugee, push factor, pull factor
L EARNING T ARGETS
I NSTRUCTIONAL R ESOURCES
The Learning Targets listed are not exhaustive or exclusionary.

I can describe the rights and responsibilities of citizens in

the United States.

I describe how regions of the United States use their

productive resources to meet their economic needs.

I can describe the free enterprise system of the United

States.

I can explain the importance of international trade on

the economy of the United States.

I can explain the market economy of the United States.

Basal Texts
Holt, World Geography, pp. 129, 134-139
Glencoe, The World and Its People,
pp. 131-136
TCI, Geography Alive!, Chapter 7
TCI
TCI Online, World Geography Alive!, Consumption
Patterns in the United States: The Impact of Living Well

United Streaming Video, All About American Geography

JCPS Online, Landform Regions of the United States
JCPS Online, Exploring the Five Regions of the United
States PowerPoint
JCPS Online, Regions of the United States WebQuest
JCPS Online, Landform and Physical Regions of the
United States
United Streaming Video, Regions of the United States
United Streaming Video, United States Government: A
System of Checks and Balances
National Geographic, Defining Regions of the United
States Lesson

TOPIC 3:
SUGGESTED DURATION:
Canada
Week 7 (5 days)
SUPPORTING QUESTION(S):
How do regional differences affect life in Canada?
VOCABULARY:
glacier, fresh water, salt water, watershed, runoff, sediment, wetlands, metropolitan area, public transit,
plural society, humid, semiarid, subarctic, marine, tundra, forestry, hydroelectric power, provinces,
regionalism, maritime, democracy, appoint, prime minister, parliament, legislature, provincial
L EARNING T ARGETS
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I NSTRUCTIONAL R ESOURCES

GRADE SIX
SOCIAL STUDIES CURRICULUM MAP
The Learning Targets listed are not exhaustive or exclusionary.

I can describe how regionalism influences the

interactions between the Canadian people.

I can explain the geographic factors responsible for the

location of economic activities in the five regions of
Canada.

Basal Texts
Holt, World Geography, pp. 157-160
Glencoe, The World and Its People,
pp. 167-169
TCI, Geography Alive!, Chapter 3
TCI
TCI Online, World Cultures Alive!, Ways of Life in
Canada
TCI Online, World Geography Alive!, Settlement
Patterns and Ways of Life in Canada
Other Resources
Economy of Canada Graphic Organizer
United Streaming Video, Canada: Its Land, Resources,
and Economy
United Streaming Video, Canada: Its People, History, and
Government
Teachers Guide
United Streaming Video, Canada: The Land and its
People
Government of Canada Website
JCPS Online, Canada PowerPoint

TOPIC 4:
SUGGESTED DURATION:
Mexico
Weeks 8-9 (10 Days)
SUPPORTING QUESTION(S):
How is the culture of Mexico reflected in everyday life?
VOCABULARY:
empire, mestizos, missions, haciendas, inflation, agriculture, slash-and-burn agriculture, cash crop,
industry, tourism, smog, maquiladoras, spatial inequality, standard of living, urbanization, ejidos or
communal lands, smog, air quality, slums, tenements, estates
L EARNING T ARGETS

I NSTRUCTIONAL R ESOURCES

The Learning Targets listed are not exhaustive or exclusionary.

I can analyze characteristics of contemporary Mexico

that resulted from historical events or factors.

I can identify and describe common traits that define

Mexican culture and how they are manifested in daily
life.

Basal Texts
Holt, World Geography, pp. 172-176,
180-182
Glencoe, The World and Its People,
pp. 197-206
TCI, Geography Alive!, Chapter 9,
Chapter 10
TCI

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GRADE SIX
SOCIAL STUDIES CURRICULUM MAP

Grade Six Social Studies Proficiency One

TCI Online, World Cultures Alive!,

1. History of Mexico Through Historical Images
2. Mexico City Bus Tour
TCI Online, World Geography Alive!,
1. Spatial Inequality in Mexico City: From Cardboard
to Castles
2. Indigenous Cultures: The Survival of the May of
Mesoamerica

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GRADE SIX
SOCIAL STUDIES CURRICULUM MAP

Grade Six Social Studies- Cycle 2

Latin America and the Caribbean
Duration:
6 weeks
Key Focus Topics:
Elements of Culture
Human Environmental Interaction
Social Interactions

Assessment:
Ongoing teacher-created formative assessments
Teacher-created summative assessments
District-designed formative diagnostic assessment
District-designed formative proficiency assessment

KENTUCKY CORE ACADEMIC STANDARDS

SS-06-2.1.1 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.
SS-06-2.2.1 Students will compare how cultures (present day) develop social institutions (family, religion, education, government, economy)
to respond to human needs, structure society and influence behavior
SS-06-2.3.1 Students will explain how conflict and competition (e.g., political, economic, religious, ethnic) occur among individuals and groups
in the present day. DOK 2
SS-06-2.3.2 Students will explain how compromise and cooperation are possible choices to resolve conflict among individuals and groups in
the present day. DOK 2.

SS-06-4.2.1 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-06-4.2.2 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.
SS-06-4.3.1 Students will describe patterns of human settlement in the present day and explain how these patterns are influenced by human
needs. DOK 2
SS-06-4.3.2 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
SS-06-4.3.1 Students will describe patterns of human settlement in the present day and explain how these patterns are influenced by human
needs.

TOPIC 2:
SUGGESTED DURATION:
Central America
Weeks 10-11 (10 Days)
SUPPORTING QUESTION(S):
How has history influenced the way people live today?
VOCABULARY:
Isthmus, archipelago, cloud forest, ecotourism, civil war, Panama canal, indigenous people, ethnic group,
adaptation, subsistence farming, adobe, migrant workers, barter, rituals

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GRADE SIX
SOCIAL STUDIES CURRICULUM MAP
L EARNING T ARGETS

I NSTRUCTIONAL R ESOURCES

The Learning Targets listed are not exhaustive or exclusionary.

I can analyze patterns in Latin America by using specialpurpose maps (e.g., population, natural resources,
climate, physical).

I can analyze ways people in Latin America have modified

their environment to meet their needs.

I can explain how the cultures of Latin America reflect

their colonial heritage.

I can define and give examples of agricultural,

manufacturing, and service industries in Latin America.

I can analyze the economic importance of ecotourism to

Central America and the Caribbean.

I can explain how the scarcity of resources influences the

economic development of countries in the region.

Basal Texts
Holt, World Geography, pp. 106-115, selected portions of
Chapter 7, Chapter 8, Chapter 9, Chapter 10
Glencoe, The World and Its People, pp. 176-187, 190-200,
212-222, 232-274
TCI, World Geography Alive!, pp. 132-139
TCI
TCI Online, World Cultures Alive! Mapping Latin America
TCI Online, World Geography Alive!, Life in the Central
Andes: Adapting to a Mountainous Region
TCI Online, World Cultures Alive!, Evaluating Economic
Development in Latin
America
Other Resources
United Streaming Video, Geography of Mexico and
Central America
United Streaming Video, Geography of South America
United Streaming Video, Geography of the Caribbean

TOPIC 2:
SUGGESTED DURATION:
Caribbean
Weeks 12-13 (10 Days)
SUPPORTING QUESTION(S):
How does the scarcity of resources affect a countrys economy?
VOCABULARY:
dialect, refugee, commonwealth, cooperative, plantation, cash crop, tourism, atmosphere, convection,
current, prevailing winds, hurricanes, typhoons, cyclones, condense, tropical disturbance, tropical
depression, tropical storm, eye, eye wall, El Nino, rainbands, storm surge, landmass, sewage, sanitation
L EARNING T ARGETS

I NSTRUCTIONAL R ESOURCES

The Learning Targets listed are not exhaustive or exclusionary.

I can analyze the economic importance of ecotourism to

Central America and the Caribbean.

I can explain how the scarcity of resources influences the

economic development of countries in the region.

Basal Texts
Holt, World Geography, pp.196-197,
203-205
Glencoe, The World and Its People,
pp.213-215, 220
TCI
TCI Online, World Cultures Alive!,
Evaluating Economic Development in Latin
America

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GRADE SIX
SOCIAL STUDIES CURRICULUM MAP
TOPIC 4:
South America
SUPPORTING QUESTION(S):
How does the geography of a region affect human activities?

SUGGESTED DURATION:
Week 14-16 (15 days)

VOCABULARY:
cordillera, plateau, basin, climate, temperate, arid, semi-arid, tropical, tropical wet, tropical dry, cloud
forest, tropical rain forest, highlands, desert scrub, tropical grasslands, vegetation zone, forest floor, Tierra
Helada, alpine, tree line, snow line, glaciers, terracing, biodiversity, guerillas, colony, independence,
revolution, joropo, llaneros, strike, referendum, vertical trade, apus, paramos/punas, quinoa, policy,
estuary, deforestation, reforestation, habitat, reserves, clear-cut, soil exhaustion, megacity, favelas,
gauchos, Mercosur, informal economy, landlocked, altiplano, strait, empire, dictators, viceroy, Creoles,
government, coup
L EARNING T ARGETS

I NSTRUCTIONAL R ESOURCES

The Learning Targets listed are not exhaustive or exclusionary.

I can describe the environmental challenges (deforestation,

soil exhaustion, etc.) that many South American countries
face.

I can describe how patterns of human settlement are

influenced by the physical geography of South America.

I can explain how individual and group perspectives of how to

use natural resources influence the political, social, and
economic development of countries in South America.

Holt, World Geography, selected

portions of Chapter 9, Chapter 10, and
Chapter 11
Glencoe, The World and Its People,
selected portions of Chapter 8 and
Chapter 9
TCI, Geography Alive!, Chapter 12

TCI
TCI Online, Geography Alive!,
1. Land Use Conflict in the Amazon Rainforest
TCI Online, World Geography Alive!,
Rainforest Conference in Latin America
Other Resources
United Streaming Video, Geography of South America

Grade Six Social Studies Proficiency Two

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GRADE SIX
SOCIAL STUDIES CURRICULUM MAP

Grade Six Social Studies- Cycle 3

Europe and Africa
Duration:
9 weeks
Key Focus Topics:
Social Interactions
Economic Decision Making
Regions

Assessment:

Ongoing teacher-created formative assessments

Teacher-created summative assessments
District-designed formative diagnostic assessment
District-designed formative proficiency assessment

KENTUCKY CORE ACADEMIC STANDARDS

SS-06-2.1.1 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.
SS-06-2.2.1 Students will compare how cultures (present day) develop social institutions (family, religion, education, government, economy)
to respond to human needs, structure society and influence behavior
SS-06-2.3.1 Students will explain how conflict and competition (e.g., political, economic, religious, ethnic) occur among individuals and groups
in the present day. DOK 2
SS-06-2.3.2 Students will explain how compromise and cooperation are possible choices to resolve conflict among individuals and groups in
the present day. DOK 2.

SS-06-4.2.1 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-06-4.2.2 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.
SS-06-4.3.1 Students will describe patterns of human settlement in the present day and explain how these patterns are influenced by human
needs. DOK 2
SS-06-4.3.2 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
SS-06-4.3.1 Students will describe patterns of human settlement in the present day and explain how these patterns are influenced by human
needs.

Europe
TOPIC 1:
Russia and the Caucasus
SUPPORTING QUESTION(S):
How would changes in economic systems affect growth?
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Weeks 19-22 (20 days)

SUGGESTED DURATION:
Week 19 (5 days)

GRADE SIX
SOCIAL STUDIES CURRICULUM MAP
VOCABULARY:
mountains, sea, river, taiga, Cyrillic, steepes, temperate grasslands, deciduous forests, coniferous forests,
mixed forests, tundra, erosion, glaciation, tectonic activity, volcanic activity, magma, lava, sediment,
moraines, czar, empire, emperor, nation-state, nation, state, nationalism, ethnic group, Bolsheviks,
revolution, communist, Soviet Union, super power, gulags, propaganda, federal republic, prime minister,
legislature, dachas, smelters, Trans-Siberian Railroad, gross domestic product
L EARNING T ARGETS

I NSTRUCTIONAL R ESOURCES

The Learning Targets listed are not exhaustive or exclusionary.

I can evaluate relationships between past conflicts and

current conditions

I can describe how the move from a command to a market

economy has affected economic growth in Russia and the
Caucasus.

Basal Texts
Holt, World Geography, pp. 384, 388-392,
394-396
Glencoe, The World and Its People,
pp. 392-401, 413-416, 426-430, 441-446
TCI, Geography Alive!, Chapter 18

TOPIC 2:
Eastern Europe/ Northern Europe
SUPPORTING QUESTION(S):
How can past conflict influence current conditions?

SUGGESTED DURATION:
Week 20 (5 Days)

How do physical characteristics of a region create advantages and disadvantages for humans?
VOCABULARY:
isles, fjord, geothermal energy, drift, constitutional monarchy, Magna Carta, disarm, Vikings, raid, pillage,
uninhabitable, geysers, mountains, peninsula, plains, coast, radiation, war, conflict, invasion, communism,
infrastructure, Commonwealth of Independent States, genocide, ethnic cleansing, nuclear radiation,
pollution, Industrial Revolution, acid rain, river system, toxic
L EARNING T ARGETS

I NSTRUCTIONAL R ESOURCES

The Learning Targets listed are not exhaustive or exclusionary.

I can explain relationships between past conflicts and

current conditions in Eastern Europe.

I can explain how the scarcity of resources, imposed by

Soviet influence, continues to affect the economies of
Eastern European countries in the present day.

I can describe how physical characteristics have created

advantages and disadvantages for the people of Northern
Europe (e.g., Greenland, Scandinavia).

I can describe how Northern Europes primary natural

resources help to make it one of the wealthiest regions in the
world.

Basal Texts
Holt, World Geography, pp. 358-371
Glencoe, The World and Its People,
pp. 368-386
TCI, Geography Alive!, Chapter 18
TCI
TCI Online, Geography Alive!,
New Nation-States from the Old Soviet Empire: Will They
Succeed?
TCI Online, World Cultures Alive!,
Comparing Post-Soviet Nations

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GRADE SIX
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TOPIC 3:
West Central Europe
SUPPORTING QUESTION(S):
Why is cooperation between nations important in our world today?

SUGGESTED DURATION:
Weeks 21-22 (10 Days)

How do Europeans adapt to and change their environment to meet their needs?
VOCABULARY:
plain, channel, navigable river, cathedral, caf, cuisine, menu, cosmopolitan, seat of government, currency,
union, chancellor, cantons, European Union, supranational cooperation, centripetal forces, centrifugal
forces, common market, currency, euro, trade bloc, cultural identity, diversity, polder
L EARNING T ARGETS

I NSTRUCTIONAL R ESOURCES

The Learning Targets listed are not exhaustive or exclusionary.

I can explain how organizations, such as the European Union Basal Texts
(EU), have promoted cooperation among nations in West
Holt, World Geography, pp.320-321
Central Europe.
Glencoe, The World and Its People,
pp. 324-332
I can explain how the European Union (EU) has increased
TCI, Geography Alive!, Chapter 14
trade and other economic activities throughout Europe.
TCI
TCI Online, Geography Alive!, Supranational Cooperation
in the European Union
TCI Online, World Cultures Alive!,
The European Union

TOPIC 5:
SUGGESTED DURATION:
Southern Europe
Week 23 (5 Days)
SUPPORTING QUESTION(S):
How does the culture of the past influence life today?
VOCABULARY:
climate, democracy, architecture, proportion, orthodox, church, economy, renaissance, unify, pope,
Christianity, Roman Catholic, Greek Orthodox, parliamentary monarchy, demography, birth rate, death
rate, total fertility rate, replacement rate, life expectancy, dependency ratio, demographic transition model,
baby boom, pensions
L EARNING T ARGETS
I NSTRUCTIONAL R ESOURCES
The Learning Targets listed are not exhaustive or exclusionary.

I can describe the contribution of ancient Greece to the

forms of government in the present day.

I can explain how the rich culture (e.g., religion, food, art)
of Southern Europes past is reflected in their societies
today.

Basal Texts
Holt, World Geography, pp. 291-300,
302-304
Glencoe, The World and Its People,
pp. 294-297, 303-304, 358-362
TCI
TCI Online, World Cultures Alive!,
The Roots of Democracy in Ancient Greece

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GRADE SIX
SOCIAL STUDIES CURRICULUM MAP

Africa

Weeks 24-28 (5

Weeks)
TOPIC 1:
West Africa
SUPPORTING QUESTION(S):
How do cultures develop?

SUGGESTED DURATION:
Week 24 (5 Days )

VOCABULARY:
river, zonal, Sahel, desertification, savanna, monarchy, slave trade, animism, extended family, secede,
famine, desert, ethnic groups, linguistic groups, dialect, colonialism, drought, Islam, Muslim, Sharia law,
shantytowns
L EARNING T ARGETS

I NSTRUCTIONAL R ESOURCES

The Learning Targets listed are not exhaustive or exclusionary.

I can describe major landforms, rivers and the location if cities in Basal Texts
Holt, World Geography, Chapter 21
West Africa.
Glencoe, The World and Its People, Chapter 19
I can explain how the physical geography of West Africa impacts TCI World Geography Alive!, Chapter 22
human settlement.
TCI
I can explain ways in which people have modified the
TCI Online, World Cultures Alive!
environment in West Africa.
Discovering Africas Cultural Diversity
TCI Online, World Geography Alive!
I can explain how the diverse West African cultures reflect three
Nigeria: A Country of Many Cultures
main influences (traditional African, European, and Islamic).

TOPIC 2:
SUGGESTED DURATION:
North Africa
Week 25 (5 Days)
SUPPORTING QUESTION(S):
How are democratic principles expressed in different ways in North Africa?

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VOCABULARY:
river, headwaters, confluence, cataracts, wadis, reservoir, floodplains, delta, basin, irrigation, desert,
pastoral nomads, ergs, hammadas, regs, silt, canal, oasis, mountains, highlands, plateaus, monarchy,
kingdom, king, pharaoh, hieroglyphics, Berbers, polytheism, Islam, Muslim, Muhammad, Arabic, republic,
constitution, Maghreb, souks, free ort, dictator
L EARNING T ARGETS

I NSTRUCTIONAL R ESOURCES

The Learning Targets listed are not exhaustive or exclusionary.

I can describe major landforms, rivers and the location if cities in Basal Texts
Holt, World Geography, Chapter 20
North Africa.
Glencoe, The World and Its People,
I can explain how the physical geography of North Africa impacts
Chapter 17
human settlement.
Other Resources
I can explain ways in which people have modified the
Arab spring: an interactive timeline of Middle East protests
environment in North Africa.
Teaching with the News, Egypts Uprising
Understanding the Arab Spring Lesson Plan
I can describe the conflict North African countries have over the
Writing about the Arab Spring Lesson Plan
role of Islam in government.
Understanding the Arab Spring From the Inside Lesson
Plans
I can explain why North African countries share many aspects of
culture.
I can explain how the expression of democratic principles has
changed over time in North Africa.

TOPIC 3:
East Africa
SUPPORTING QUESTION(S):
How does conflict affect a region?

SUGGESTED DURATION:
Week 26 (5 Days)

VOCABULARY:
rift valleys, mountains, plains, lakes, droughts, Christianity, Islam, slave trade, imperialism, ancestors, safari,
Geothermal energy, genocide, micro-enterprise, micro-entrepreneurs, developing countries,
undernourished, civil war, division of labor, informal economy
L EARNING T ARGETS

I NSTRUCTIONAL R ESOURCES

The Learning Targets listed are not exhaustive or exclusionary.

I can describe major landforms, rivers and the location if cities in Basal Texts
East Africa.
Holt, World Geography, Chapter 22
Glencoe, The World and Its People,
I can explain how the physical geography of East Africa impacts
Chapter 20, pp. 591-596
human settlement.
Other Resources
Amnesty International, Eyes on Darfur
I can explain ways in which people have modified the
Darfurian Voices
environment in East Africa.
Teaching With the News, Darfur: Violence and the Media

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GRADE SIX
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I can explain the sources of conflict (political, cultural, economic,

geographical) in East Africa.

I can describe the impact refugees are having on the countries of

East Africa.

New York Times resources on the famine and refugees in

Somalia

TOPIC 4:
Central Africa
SUPPORTING QUESTION(S):
How does colonization affect a region?

SUGGESTED DURATION:
Week 27 (5 Days)

VOCABULARY:
basin, river, periodic market, copper belt, kingdom, trade, tax, dialects, inflation, malnutrition
L EARNING T ARGETS

I NSTRUCTIONAL R ESOURCES

The Learning Targets listed are not exhaustive or exclusionary.

I can describe major landforms, rivers and the location if cities in Basal Texts
Central Africa.
Holt, World Geography, Chapter 23
Glencoe, The World and Its People,
I can explain how the physical geography of Central Africa
Chapter 20
impacts human settlement.
Other Resources
Discovery Education Lesson Plan, Africa Today
I can explain ways in which people have modified the
(video referenced in lesson plan can be found on United
environment in Central Africa.
Streaming)
National Geographic Lesson Plan, Africas Struggle with
I can explain how the societies of Central Africa continue to be
Aids
impacted by European colonization (government, economy,
culture).
I can explain the effect of disease (e.g., malaria, HIV) on the
human populations in Central Africa.

TOPIC 5:
Southern Africa
SUPPORTING QUESTION(S):
What was apartheid and how has South Africa changed since it ended?

SUGGESTED DURATION:
Week 28 (5 Days)

VOCABULARY:
escarpment, veld, desert, pans, stone-walled town, Dutch, colony, cape, Afrikaners, apartheid, townships,
sanctions, protests, enclave, multiracial, ethnic groups, segregation, distribution
L EARNING T ARGETS
The Learning Targets listed are not exhaustive or exclusionary.
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I NSTRUCTIONAL R ESOURCES

GRADE SIX
SOCIAL STUDIES CURRICULUM MAP

I can describe major landforms, rivers and the location if cities in Basal Texts
Holt, World Geography, Chapter 24
Southern Africa.
Glencoe, The World and Its People,
I can explain how the physical geography of Southern Africa
Chapter 21
impacts human settlement.
TCI, World Geography Alive!, Chapter 23
I can explain ways in which people have modified the
environment in Southern Africa.

TCI
TCI Online, World Cultures Alive!
1. Understanding Apartheid in South Africa
I can explain the effect of European colonization on the societies
TCI Online, Geography Alive!,
of Southern Africa (economy, culture, government).

Resources and Power in Post-Apartheid South Africa

I can describe how the policy of apartheid in South Africa
promoted cultural/racial division and inequality.

Grade Six Social Studies Proficiency Three Download from CASCADE

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GRADE SIX
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Grade Six Social Studies- Cycle 4

Asia and the Pacific World
Duration:
8 Weeks
Key Focus Topics:
Human Environmental Interaction
Social Interactions
Economic Decision Making

Assessment:

Ongoing teacher-created formative assessments

Teacher-created summative assessments
District-designed formative diagnostic assessment
District-designed formative proficiency assessment

KENTUCKY CORE ACADEMIC STANDARDS

SS-06-2.1.1 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.
SS-06-2.2.1 Students will compare how cultures (present day) develop social institutions (family, religion, education, government, economy) to
respond to human needs, structure society and influence behavior
SS-06-2.3.1 Students will explain how conflict and competition (e.g., political, economic, religious, ethnic) occur among individuals and groups in
the present day. DOK 2
SS-06-2.3.2 Students will explain how compromise and cooperation are possible choices to resolve conflict among individuals and groups in the
present day. DOK 2.

SS-06-4.2.1 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-06-4.2.2 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.
SS-06-4.3.1 Students will describe patterns of human settlement in the present day and explain how these patterns are influenced by human
needs. DOK 2
SS-06-4.3.2 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
SS-06-4.3.1 Students will describe patterns of human settlement in the present day and explain how these patterns are influenced by human
needs.

Asia
TOPIC 1:
Southwest Asia
SUPPORTING QUESTION(S):
How are Judaism, Christianity, and Islam similar and different?
VOCABULARY:
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Weeks 29-33 (20 days)

SUGGESTED DURATION:
Week 29 (5 Days)

GRADE SIX
SOCIAL STUDIES CURRICULUM MAP
seas, plains, mountains, gulf, inland seas, freshwater, peninsula, Middle East, Israel, Jerusalem, Gaza, West
Bank, Fertile Crescent, monotheism, Abraham, Moses, Jesus, Muhammad, Torah, Talmud, Bible, Koran
(Quran), Hadith, synagogue, church, mosque, ten commandments, five pillars, Shia, Sunni, Zionism,
diaspora, democracy, monarchy, theocracy, revolution, vegetation zones, temperate grassland, mixed
forest, chaparral, nomadic herding, fossil fuels, nomad, impermeable rock
L EARNING T ARGETS
The Learning Targets listed are not exhaustive or exclusionary.

I can explain cultural elements such as ethnic group,

language, and religion to determine similarities and
differences among countries/cultures.

I can explain the conflicts that exist in Southwest Asia today

from different points of view.

I can describe how groups have used compromise and

cooperation to resolve conflicts in the region.

I can compare and contrast religions of Southwest Asia.

I NSTRUCTIONAL R ESOURCES
Basal Texts
Holt, World Geography, selected portions of Chapter 17
and Chapter 18
Glencoe, The World and Its People,
pp. 473-477
TCI
TCI Online, World Cultures Alive!
1. Cultural Tour of Southwest Asia
2. Understanding Major Religions in Southwest Asia
Other Resources
United Streaming Video, Israel and the Mideast Conflict
PBS Lesson Plan, Prospect for Peace in Israeli-Palestinian
Conflict
SUGGESTED DURATION:

TOPIC 2:
Central Asia
Week 30 (3 Days)
SUPPORTING QUESTION(S):
How have human activities affected people and the environment?
VOCABULARY:
climate zones, arid, semiarid, steppes, landlocked, mountains, valley, sea, Arab, Mongol, Soviet, Silk Road,
nomad, yurt, Taliban, dryland farming, arable, vegetation, desert scrub, deciduous forest, coniferous forests,
ice cap, primate city, environmental degradation, water stress, potable, saline, salinization, groundwater,
pesticides, fishery, migrate, sewage, toxic, wastewater
L EARNING T ARGETS

I NSTRUCTIONAL R ESOURCES

The Learning Targets listed are not exhaustive or exclusionary.

I can explain the United States involvement in Afghanistan.

I can describe how human activities have caused the Aral Sea to
shrink.

Basal Texts
Holt, World Geography, pp. 469-475
Glencoe, The World and Its People,
pp. 517-520
TCI, Geography Alive!, Chapter 26
TCI
TCI Online, World Geography Alive!, The Aral Sea:
Central Asias Shrinking Water Source
Other Resources

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GRADE SIX
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TOPIC 3:
South Asia
SUPPORTING QUESTION(S):
How do religions play a key role in the daily life of India?

National Geographic Lesson Plan, The Aral

Sea: Then and Now
National Geographic Lesson Plan, The Aral
Sea: Whats Happening to Whom?
Lesson Plan, The Shrinking of the Aral Sea,
use this article with lesson
Teaching With the News, The United States in
Afghanistan: Analyzing Political Cartoons

SUGGESTED DURATION:
Week 30-31 (5 Days)

VOCABULARY:
subcontinent, mountains, river, delta, monsoons, Harappan, Mohenjo Daro, Aryans, Mauryan, Mughal,
Gupta, Sanskrit, Hindi, empire, colony, partition, polytheism, Hinduism, Buddhism, caste system, Sikhism,
Jainism, Diwali, urbanization, green revolution, Bollywood, Sherpas, atmospheric pressure, upwind,
downwind, orographic effect, tropical cyclones, drought, runoff, slums, cloud seeding, information
technology, outsource, comparative advantage, time zones, cost of living, standard of living, linguistic
groups, illiterate, brain drain, foreign investment, World Heritage Site, acclimatize, exposure, carrying
capacity, developing country, avalanche
L EARNING T ARGETS

I NSTRUCTIONAL R ESOURCES

The Learning Targets listed are not exhaustive or exclusionary.

I can describe how religions (Hinduism, Buddhism, Islam) play a

key role in the daily life of India.

I can describe how Gandhi used religious values to promote

justice, equality, responsibility, and freedom.

TOPIC 4:
East Asia
SUPPORTING QUESTION(S):
How is the culture of East Asia affected by urban growth?

Basal Texts
Holt, World Geography, pp. 622-624
Glencoe, The World and Its People,
pp. 640-641
TCI
TCI Online, World Cultures Alive!,
1. Hindu Traditions in Modern India
Other Resources
Teach India Project, lesson plans and resources on
Gandhi

SUGGESTED DURATION:
Week 31-32 (6 Days)

VOCABULARY:
mountains, plateau, peninsula, deserts, plain, rivers, basins, loess, dynasty, Shang, Zhou, Qin, Han, dialect,
Daoism, Confucianism, pagodas, martial arts, command economy, great wall, drought, famine, birth rate,
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death rate, urban, rural, propaganda, toxic, pollution, consumption, hydroelectric power, renewable
resource, migrant worker, standard of living, developing country, population density, commute time,
extended families, nuclear families, earthquake zone, earthquake-resistant construction techniques,
terracing, life expectancy, pollution, natural resources, gers, tsunamis, fishery, shoguns, samurai, empire,
Shinto, Buddhism, kimonos, kimchi, Diet, manufacturing, work ethic, trade surplus, tariff, democracy,
republic, communist, totalitarian, demilitarized zone
L EARNING T ARGETS
The Learning Targets listed are not exhaustive or exclusionary.

I NSTRUCTIONAL R ESOURCES

I can explain how cultures change as a result of urban growth.

I can describe how countries in East Asia have modified their

environments to accommodate urban population growth.

I can explain how geography promotes urban growth in East Asia.

Basal Texts
Holt, World Geography, selected portions
of Chapter 26 and Chapter 27
Glencoe, The World and Its People,
selected portions of Chapter 23 and
Chapter 24
TCI , Geography Alive!, Chapter 30,
Chapter 31
TCI
TCI Online, Geography Alive!,
1. China: The Worlds Most Populous Country
2. Population Density in Japan: Life in a Crowded
Country
TCI Online, World Cultures Alive!,
Population Density and Japan

TOPIC 5:
Southeast Asia
SUPPORTING QUESTION(S):
How does cultural diffusion affect the people of Southeast Asia?

SUGGESTED DURATION:
Week 32-33 (3 Days)

VOCABULARY:
peninsula, archipelago, river, tsunami, Khmer, Buddhism, domino theory, wats, Islam, human rights, klongs,
kamong, free ports, sultan, globalization, toxic waste, foreign investment
L EARNING T ARGETS
The Learning Targets listed are not exhaustive or exclusionary.

I can explain the factors that influence cultural change in

Southeast Asia (e.g., colonization, conflict, communication,
transportation, economic development).

I NSTRUCTIONAL R ESOURCES
Basal Texts
Holt, World Geography, Chapter 28
Glencoe, The World and Its People,
Chapter 25
TCI
TCI Online, World Cultures Alive!, Cultural Tour of
Southeast Asia

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GRADE SIX
SOCIAL STUDIES CURRICULUM MAP

Australia and The Pacific World

Weeks 34-36 (15 days)

SUGGESTED DURATION:
5 Days

TOPIC 1:
Australia and New Zealand
SUPPORTING QUESTION(S):
How do distance and isolation affect a regions connection to the rest of the world?

VOCABULARY:
continent, island, coral reef, Aborigines, Maori, colony, democracy, prime minister, monarch, Outback,
continental island, atoll, volcanic island, territory, absolute location, hemispheres, relative location, arid,
flora fauna, supercontinent, landmass, tectonic plates, continental drift theory, native species, biodiversity,
exotic species, endangered species, threatened species, immigrate, refugees, ethnic groups, plural society,
extinct, ozone hole, glaciers, tectonic plates, lagoon, trade winds, isthmus, desalinization plants
L EARNING T ARGETS

I NSTRUCTIONAL R ESOURCES

The Learning Targets listed are not exhaustive or exclusionary.

I can describe the elements of culture and social institutions

(e.g., language, art, customs, beliefs, government, religion,
economics, education, family), and discuss how compromise,
cooperation, conflict, and competition impact Australia.

I can compare these regions of Australia and explain

advantages and disadvantages of these regions.

I can explain the role of technology in the advancement of

each of these regions.

I can explain how geography influences the culture people in

Australia.

I can explain how humans have changed the

geography/environment of Australia to meet their needs.

TOPIC 2
Cultures of the Pacific World
SUPPORTING QUESTION(S):
How are the cultures of Oceania similar and different?

Basal Texts
Holt, World Geography, Chapter 29
Glencoe, The World and Its People,
Chapter 26, Chapter 27
TCI, World Geography Alive!, pp.468-475
TCI
TCI Online, World Geography Alive!,
1. Relative and Absolute Location: What Makes
Australia Unique
2. The Pacific Islands: Adapting to Life Surrounded by
Ocean

SUGGESTED DURATION
4 Days

VOCABULARY:
continent, island, coral reef, Aborigines, Maori, colony, democracy, prime minister, monarch, Outback,
continental island, atoll, volcanic island, territory, absolute location, hemispheres, relative location, arid,
flora fauna, supercontinent, landmass, tectonic plates, continental drift theory, native species, biodiversity,
exotic species, endangered species, threatened species, immigrate, refugees, ethnic groups, plural society,
extinct, ozone hole, glaciers, tectonic plates, lagoon, trade winds, isthmus, desalinization plants
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L EARNING T ARGETS

I NSTRUCTIONAL R ESOURCES

The Learning Targets listed are not exhaustive or exclusionary.

I can explain the colonial history of the Pacific World.

I can describe the traditional cultures and customs that exist

throughout the Pacific World.

Basal Texts
Holt, World Geography, Chapter 29
Glencoe, The World and Its People,
Chapter 26, Chapter 27

TOPIC 3:
SUGGESTED DURATION:
Environmental Issues in Oceania
4 Days
SUPPORTING QUESTION(S):
How does climate change affect the lives of people?
VOCABULARY:
continent, island, coral reef, Aborigines, Maori, colony, democracy, prime minister, monarch, Outback,
continental island, atoll, volcanic island, territory, absolute location, hemispheres, relative location, arid,
flora fauna, supercontinent, landmass, tectonic plates, continental drift theory, native species, biodiversity,
exotic species, endangered species, threatened species, immigrate, refugees, ethnic groups, plural society,
extinct, ozone hole, glaciers, tectonic plates, lagoon, trade winds, isthmus, desalinization plants
L EARNING T ARGETS

I NSTRUCTIONAL R ESOURCES

The Learning Targets listed are not exhaustive or exclusionary.

I can explain how climate change affects the lives of people in

Oceania.

Basal Texts

Holt, World Geography, Chapter 29

Glencoe, The World and Its People,

Chapter 26, Chapter 27

Other Resources

World Wildlife Fund, Environmental Problems in Australia

National Geographic Lesson Plan, Great Barrier Reef

National Geographic Lesson Plan, A Polynesian Story

TOPIC 4:
SUGGESTED DURATION:
Antarctica
4 Days
SUPPORTING QUESTION(S):
Why does Antarctica provide a unique opportunity for environmental research?
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GRADE SIX
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VOCABULARY:
polar desert, peninsula, ozone layer, environmental threats, climate, atmospheric temperature, climate
change, global warming, manmade causes, natural causes, medieval warm period, greenhouse effect,
greenhouse gases, glaciers, solar energy, precipitation, biome, ecosystem, biome, ice streams, ice cap, ice
shelf, fossil fuels, Industrial Revolution, icebergs
L EARNING T ARGETS

I NSTRUCTIONAL R ESOURCES

The Learning Targets listed are not exhaustive or exclusionary.

I can explain the differing viewpoints of scientific research in

Antarctica.

I can describe how the physical environment of Antarctica allows

researchers a unique opportunity to monitor the environment.

Grade Six Social Studies Proficiency Four

Basal Texts
Holt, World Geography, Chapter 29
Glencoe, The World and Its People,
Chapter 26, Chapter 27
TCI, World Geography Alive!, Chapter 35
TCI
TCI Online, World Geography Alive!, Antarctica:
Researching Global Warming at the Coldest Place on
Earth
Other Resources

Virtual Field Trip, Antarctica

PBS Lesson Plan, Whats the Impact? Research and

Tourism in Antarctica

Download from CASCADE

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GRADE SIX
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APPENDIX A: EXTENSIONS/ACCOMMODATIONS FOR ECE AND OTHER DIVERSE LEARNERS
Students with disabilities may require additional accommodations. Refer to IEP (Individual Education Plan) for
specific accommodations each individual students requires.
Organize and Structure
Establish routines to insure that students have consistent opportunities to process information and to maintain an effective
learning climate.
Activate prior knowledge with a written or verbal review of key concepts at the beginning of class.
Establish well-defined classroom rules. Have students model and rehearse behavioral expectations.
Set clear time limits. Use a timer to complete tasks.
Utilize verbal/nonverbal cues and frequent breaks to keep students focused.

Plan and organize classroom arrangement to minimize disruptions and enhance efficiency.
Allow adequate space for effective traffic patterns, furniture and equipment.
Arrange classroom to limit visual and auditory distractions.
Provide preferential seating (near teacher, good view of board, special chair or desk) to increase attention and reduce
distractions.
Keep students work area free of unnecessary materials.

Display and use visuals, posters, objects, models, and manipulatives to increase memory, comprehension and establish
connections to the core content. Examples include
Mnemonic devices such as COPS (Capitalization, Organization, Punctuation, Spelling).
A model of the final product before beginning an experiment, project, lab, etc.
Posters of steps for specific learning strategies (open response, writing process, formulas).

Use varied student groupings to maximize opportunities for direct instruction and participation.
Use of one-on-one and small group instruction for students who require additional support.
Carefully consider student abilities, learning styles, role models, type of assignment, etc., when grouping students for
cooperation learning and with peer partners.
Collaborate, co-teach, or consult with ECE, Comprehensive Teachers, etc.

Prior to instruction, design and organize content to strengthen storage and retrieval of information.
Design instruction that incorporates a multi-sensory approach (visual, auditory, tactile/kinesthetic) to insure that all
learning styles are accommodated. Include demonstrations, simulations, hands-on activities, learning strategies, and
mnemonic devices.
Identify and focus on information critical for mastery. Determine the content students need to know (vs. what is nice
to know). Organize instruction around the big ideas.
Design on agenda showing exactly what the students will learn.
Sequence presentation of content from easier to more difficult.
Prepare study guides, a copy of class notes, or graphic organizers ahead of time. Allow same students to use partially
completed copies during the lesson.
Provide simplified versions of books and materials with similar content.
Design specific management procedures to insure acquisition of content and task completion using
o Planners, agendas, assignment sheets, homework/personal checklists, folders, notebooks, and/or parent notes.
o Written as well as verbal cues/prompt, color-coding, symbols, picture clues.

Instruct Explicitly
Present and pace explicit instruction to reinforce clear understanding of new concepts and make connections to prior learning.
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GRADE SIX
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Teach, model and rehearse learning strategies pertaining to the content of the lesson including organizational guide,
cooperative learning skills, and memory/mnemonic devices. (KWL, Venn Diagrams, SQRW=Survey Question, Read,
Write, etc.)
Introduce new concepts by clearly connecting them to prior knowledge using key vocabulary, chapter review
questions, agendas, syllabus, etc. Present in both written and verbal form.
Present assignments/directions in small steps/segments.
Use short phrases, cue words, and signals to direct attention (my turn, your turn, eyes on me).
Adjust the volume, tone, and speed of oral instruction.

Frequently monitor students to enhance memory, comprehension, and attention to the content.
Use frequent and varied questioning strategies. Target higher order thinking skills.
Call on students by name. Restate student responses. Provide positive and corrective feedback.
Use and model think aloud, self-questioning, problem solving, and goal setting techniques.
Reduce
Condense main ideas and key concepts to avoid overload and allow for developmental mastery.
Modify requirements of assignments based on information critical for mastery.
Provide clear, visually uncluttered handouts/worksheets.
Adapt assignment and test formats. Use alternate modes such as short answer, matching, drawing, true/false, and
word banks.
Break tasks into manageable segments. Adjust duration of instruction and independent work.
Reduce redundancy and unnecessary practice.
Use activities that require minimal writing. Avoid asking students to recopy work.
Adjust amount/type of homework and coordinate assignments with other teachers.
Provide credit for incremental learning.
Emphasize and Repeat
Use repeated practice/targeted cues to increase retention of essential concepts and to develop ability to monitor own learning.
Provide frequent, but short, extra practice activities in small groups.
Have student read/drill aloud to self or peer partner.
Highlight text or use coding methods for key concepts.
Use bound notebooks and/or learning logs to store vocabulary, facts, references, and formulas.
Allow students guided practice and test taking strategies before assessments.
Frequently restate concepts/directions using short phrases.
Use computer activities, games, and precision teaching drills for practice activities instead of worksheets.
Motivate and Enable
Enhance opportunities for academic success to remediate faulty learning/thinking cycles and to reduce failure.
Create unique learning activities including skits, posters, clay models, panoramas, dramatizations, etc. (see textbook
manuals for alternative activities).
Offer students choices of topics/projects and alternative methods to demonstrate knowledge (oral
tests/presentations, illustrations, cooperative groups, etc).
Allow flexible timelines for assignment completion, homework, and testing with retakes.
Consider students learning styles when designing extent of involvement in a learning activity.
Extend time for students to process ideas/concepts, which are presented in lectures/discussions.
Use technology such as taped text, word processors, scanners, and audio feedback software.
Provide spare materials and supplies.
Provide personal word lists/spelling aids for written assignments.
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Adjust grading procedures to reflect individual goals, only correct answers, and percent of completed work. Allow
extra credit projects to bring up grades.

Enhance opportunities for behavioral success to reduce frustration and confusion.

Increase positive comments and student interactions (make 3 positive statements for every one negative statement).
Use positive and specific verbal/nonverbal praise. Provide immediate feedback.
Review rules regularly. Provide varied rewards and consequences.
Maintain close physical proximity to students especially during independent work sessions.
Alert students several minutes before transitions occur.
Use personal contracts and goal setting which match the students needs, interests, and abilities.
Teach self-monitoring skills using progress charts/reports. Gradually wean students from artificial incentives.
Maintain regular communication with parents.

References
Rief, Sandra and Heimburge, Julie, How to Reach and Teach all Students in the Inclusive Classroom (1996).
Hawthorne Educational Services, Inc., The Pre-Referral Intervention Manual (1993).
Choate, Joyce, Successful Inclusive Teaching (1997).
Winebrenner, Susan, Teaching Kids with Learning Difficulties in the Regular Classroom (1996).
Inspiration Software, Inc., (1999), www.inspiration.com
Phillips, Vickie and McCullough, Laura, SST Student/Staff Support Teams (1993).
Moll, Anne, Collaborative Strategies, (2001).

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APPENDIX B: COMMON CORE STATE STANDARDS FOR LITERACY IN HISTORY AND SOCIAL STUDIES
Anchor Standard

Grades 68

Key Ideas and Details

1

Read closely to determine what the text says explicitly and

to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions
drawn from the text.

Cite specific textual evidence to support analysis of primary

and secondary sources.

Determine central ideas or themes of a text and analyze

their development; summarize the key supporting details
and ideas.

Determine the central ideas or information of a primary or

secondary source; provide an accurate summary of the
source distinct from prior knowledge or opinions.

Analyze how and why individuals, events, or ideas develop

and interact over the course of a text.

Identify key steps in a texts description of a process related

to history/social studies (e.g., how a bill becomes law, how
interest rates are raised or lowered).

Craft and Structure

4

Interpret words and phrases as they are used in a text,

including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape
meaning or tone.

Determine the meaning of words and phrases as they are

used in a text, including vocabulary specific to domains
related to history/social studies.

Analyze the structure of texts, including how specific

sentences, paragraphs, and larger portions of the text (e.g.,
a section, chapter, scene, or stanza) relate to each other and
the whole.

Describe how a text presents information (e.g., sequentially,

comparatively, causally).

Assess how point of view or purpose shapes the content and

style of a text.

Identify aspects of a text that reveal an authors point of

view or purpose (e.g., loaded language, inclusion or
avoidance of particular facts).

Integration of Knowledge and Ideas

7

Integrate and evaluate content presented in diverse formats

and media, including visually and quantitatively, as well as in
words.

Integrate visual information (e.g., in charts, graphs,

photographs, videos, or maps) with other information in
print and digital texts.

Delineate and evaluate the argument and specific claims in a

text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.

Distinguish among fact, opinion, and reasoned judgment in a

text.

Analyze how two or more texts address similar themes or

topics in order to build knowledge or to compare the
approaches the authors take.

Analyze the relationship between a primary and secondary

source on the same topic.

Range of Reading and Level of Text Complexity

10

Read and comprehend complex literary and informational

texts independently and proficiently.

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By the end of grade 8, read and comprehend history/social

studies texts in the grades 68 text complexity band
independently and proficiently.

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APPENDIX C: CHILDRENS LITERATURE BOOKS THAT SUPPORT SOCIAL STUDIES- GRADE 6
Title

Author

Theme

Summary

Africa is not a
Country

Margy Burns
Knight

Place

Each page in this beautifully illustrated-book, by Anne Sibley O'Brien,

tells about children and their daily life in a different African country. One
is struck by the vastly distinctive customs of the different areas.

All Kinds of Children

Norma Simon Place,

Relationships

Beautifully illustrated watercolors accompany the narrative which

describes things children all over the world have in common; food,
clothing, love, play, physical attributes, and the like.

Blizzard! The Storm

That Changed
America

Jim Murphy

HumanEnvironment
Interactions

The Great Blizzard was a disaster that devastated lives and brought
everyday activities from Virginia to Main to a standstill. Historical
illustrations and photographs complement the text.

Brother Eagle, Sister

Sky

Chief Seattle

Relationships

This story is adapted from a speech given by Chief Seattle in the 1850s.
During negotiations with the United States government he urged those
around him to protect and preserve the natural environment. The
illustrated paintings accompanying the story depict Native American
interacting with the environment.

Children of the Fire

Harriette
Gillem
Robinet

Relationships,
Movement

This is a story about a young girl, Hallelujah, who lives with a foster
family after her mother died escaping to Chicago from a plantation in
the South. The events surrounding the three day fire show how humans
affect their environment and how the environment affects humans. In
addition, themes of movement are addressed through the flight of
southern slaves, and immigration from Europe.

Children of the Tlingit Frank Staub

Location, Place,
Region,
Relationships

An insightful text and superb photographs introduce the history,

geography, and culture of the Tlingit people of Alaska through the lives
of the Tlingit children.

Downriver

Location, Place,
Relationships,
Movement,
Regions

After seven teenagers hijack the rafting equipment from their

wilderness education program, they embark on a wild ride down the
Colorado River. However, with no map or adult supervision things soon
fall apart. Some teens sustain injuries, while different members of the
group turn on one another, but when all is said and done one young girl
comes out of the experience with a new respect for the wilderness and a
willingness to compromise with others.

Will Hobbs

Grasshopper Summer Ann Turner

Location, Place,
Following the Civil War hardships force Sam's family to leave Kentucky
Relationships,
for the Dakota Territory. The journey west is difficult, and Sam is
Movement, Region resentful about the sacrifice forced upon him. However, he soon learns
to love his new home and when new troubles threaten to send the
family back east Sam goes to great lengths to stay out west.

Jayhawker

Location, Place,
Movement

Patricia
Beatty

In the years before the Civil War Midwesterners are torn over the issue
of slavery. Lije Tully is a jayhawker (a Kansas abolitionist) that goes
undercover among a group of Confederates. He warns Kansans of
possible dangers for many years, but he returns home shortly before the
raid on Lawrence.

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John Muir

Eden Force

Location, Place,
Relationships,
Movement

This biography of John Muir, the first president of the Sierra Club,
demonstrates the importance of educating people about the world
around them. Although born in Scotland, he finds true happiness living
in the Yosemite Valley in California. There he discovers that wildlife and
the environment need protection in order to survive.

Legends of
Landforms: A Native
American Lore and
the Geology of the
Land

Carole G.
Vogel

Location, Place,
Regions

Combination of Native American myths and scientific explanations for

such landforms as Mount St. Helens, the Grand Canyon, Niagara Falls,
and Nantucket Island, to name a few.

Black Freedom
fighters and civil
rights.

This book is a compilation of short biographies about black women who

fought for their rights and the rights of other people. The women
covered in this book are; Sojourner Truth, Biddy Mason, Harriet
Tubman, Ida B. Wells-Barnett, Mary McLeod Bethune, Ella Josephine
Baker, Dorothy Irene Heights, Rosa Parks, Fannie Lou Hamer, and Shirley
Chisholm. Illustrated by Stephen Alcorn.

Let it Shine: Stories of Andrea Davis

Black Women
Pinkney
Freedom Fighters

Mojave

Diane Siebert Place,

Relationships,
Region

This epic poem is great for reading out loud. The author uses the text
and illustrations to describe the beauty of the Mojave desert and the
story of its people's history.

Morning Girl

Michael
Dorris

Location, Place,
Relationships,
Movement

Morning Girl and her brother Star Boy narrate this story of Taino life in
1492. Although the families living on their island face many hardships,
they benefit from the help the give one another. Towards the end of the
story Morning Girl stumbles upon a group of strangers and invites them
to come ashore. One of the strangers goes by the name Christopher
Columbus.

My America: A Poetry Selected by

Atlas of the United
Lee Bennett
States
Hopkins

Place, Region,
Relationships

This is a compilation of Poems, organized by region, about the

geography of all the states in the Union. Poets featured in the atlas
include; Langston Hughes, Carl Sandburg, Nikki Giovanni, and Lilian
Moore. Illustrations by Stephen Alcorn.

Prairie Songs

Pam Conrad

Place

The severity of life on the prairie evokes love for its beauty, as well as
desperate loneliness.

Return to the Island

Gloria Whelan Place, Region,

Movement,
Relationships

In 1818, Mary lives on an island in the Great Lakes that has been settled
by French, British, and Native Americans. This book tells you about the
many different aspects of settlement during this time period including a
Native American perspective, all rapped up in a love story.

The Alphabet Atlas

Arthur Yorinks Location, Place,

Region,
Relationships,
Movement

This is a unique "atlas" that presents geographic facts visually on quilt

squares. Each striking square focuses on one country. Illustrated by
Adrienne Yorkins with letter art by Jeanyee Wong.

The Amazing
Cheryle
Impossible Erie Canal Harness

Movement,
HumanEnvironment
Interaction, Place

Descriptions are given and multiple colorful pictures and maps are
displayed to explain how the Erie Canal was built and how the locks
function. Illustrations and maps are outstanding and easy to understand.

The Fall of the Berlin Nigel Kelly

Wall: The Cold War
Ends

Movement,
Relationships,

This books explains how the Cold War began, persisted, and ended in a
way that elementary students can understand.

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Place, Region,
Location
The Great Fire

Jim Murphy

HumanEnvironment
Interaction, Place

This is a vivid account of the Great Chicago Fire taken from the diaries,
letters, and firsthand accounts of those who survived. Startling
illustrations, photographs, and maps. One fully grasps the horror, panic,
and helplessness of those who experienced the conflagration. Causes,
results and myths are indicated. Well-researched.

The Orphan Train

Joan Lowery
Nixon

Location, place,
relationships,
movement

After Mr. Kelly dies, Mrs. Kelly finds herself unable to adequately take
care of her children. When her oldest boy is caught steeling and will be
sent to jail. She sends her children from their home in New York, to the
Western Frontier to be adopted by different families. This story is one in
a series of four, and focuses on the experiences of the oldest sibling
Frances.

The Royal Kingdoms

of Ghana, Mali and
Songhay: Life in
Medieval Africa

Patricia and
Frederick
McKissack

Region,
movement,
location, place

This book accurately describes what life was like in Medieval Africa,
including multiple historical points of view. In addition to recounting the
past, the books explains the process of archaeological and historical
research. (For more advanced readers.)

The Saga of Lewis

and Clark into the
Unchartered West

Thomas
Schmidt and
Jeremy
Schmidt

Location, place,
region

Detailed narrative of remarkable journey of Lewis and Clark and Corp of

Discovery. Eye-catching phoyographs and illustrations, maps, plant and
animal listings, index, glossary, and expedition roster add substance.

The Star Fisher

Laurence Yep Place

The Ups and Downs

of Carl Davis III

Rosa Guy

The Year of Miss

Agnes

Kirkpatrick Hill Place, Regions,

Movement

In 1927, Joan Lee and her family decide to move to West Virginia from
their home in Ohio. The family of Chinese-Americans struggle to find
acceptance from their close-minded neighbors, and they finally find the
support they need in the kind words and actions of their new friends.
Together they overcome the backward views of the townspeople.

Place,
In this story Carl's parents send him to live with his grandmother
Relationships,
because they fear the negative influences he must face while living in
Movement, Region New York City. However, Carl's letters to friends and family back home
show that adversity and temptation are not limited to the big city. He
must battle confusion and worry, but he gains small measures of
wisdom and maturity.
Miss Agnes is a unique teacher in a remote Athabascan village of Alaska.
From the story one gains a strong sense of what life is like for the
Athabascan villagers, along with an understanding of their culture,
values, and the region in which they live. One also reads about a
remarkable woman who teaches every child to read, write, and love
learning.

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