· Students recognize and understand the relationships between people, places, and environment by placing them into a spatial context.

· Students recognize and understand the physical and human characteristics of places and regions.

· Students recognize and understand the physical processes that shape Earth’s surface and interact with plant and animal life.

· Students recognize and understand the development of human systems and competition for division and control of Earth’s surface.

· Students recognize and understand the ways physical systems influence human systems and the ways human systems influence the physical environment.

6.1 - Identifies and locates regions and countries in the Americas, Europe, and Oceania on a world map.

6.2 - Using maps and globes, defines and locates climatic zones, physical features, and the physical processes that shape these features in the Americas, Europe, and Oceania.

6.3 - Identifies various ethnic groups in the Americas, Europe, and Oceania, and describes their impact on the development of the regions (e.g., linguistic patterns and cultural contributions).

6.4 - Explains how natural resources and physical features influence human activity in the Americas, Europe, and Oceania, and how human actions modify the physical environment.
 

6.5 - Assesses cultural expressions of art, music, and literature.

6.6 - Explains how social institutions (religion, government, and economics) influence the attitudes and behaviors of people.
 

6.7 - Categorizes important social and cultural developments of the Americas, Europe, and Oceania.
 

6.41* - Calculates the amount of time between two given dates.

6.43* - Compares map(s) and text descriptions of an area to draw inferences from them.

6.44* - Makes generalizations about human activities in a geographic region using map information.

6.45* - Translates specific information from maps and globes into bar graphs and reads information from graphs.

6.46* - Uses both physical and political maps of the same areas for clarifying concepts.

6.47* - Compares old and new maps about changes people have effected.

6.48* - Uses grid systems, cardinal and intermediate directions to determine specific locations.

6.49* - Determines directions from the study of maps and globes.

6.50* - Uses the map legend to interpret the special use of symbols to present various kinds of information, such as food production, languages and population.

6.51* - Reviews parallels and meridians on globes and on flat maps.

6.52* - Measures and compares different travel routes (air, land and water).

6.53* - Locates natural barriers that influenced exploration, the movement of people and settlements.

Assessment of this domain will focus on the following:

· identifying and locating the regions and countries of Europe, the Americas, and Oceania

· understanding that the regions of Europe, the Americas, and Oceania contain many political divisions, including large and small nations, federations, and dependencies

· identifying major physical regions and political divisions of Canada, Mexico, and the United States

· identifying the major countries in the regions of Central America, the Caribbean, and Oceania

· identifying the major regions and countries located in South America and Europe

· understanding, identifying, and locating climate zones and physical features in the Americas, Europe, and Oceania, including:

- the climatic zones and physical features of Canada, the United States, and Mexico

- the climatic zones and physical features of the regions of Central America, South America, the Caribbean, Europe, and Oceania

· understanding that some large nations have a variety of climatic zones and physical features

· explaining the physical processes that shape physical features, including:

- glaciers

- volcanoes

- movement of Earth’s plates

- weathering

- erosion

· understanding the concept of culture as well as key concepts related to culture, such as:

- cultural diversity

- cultural diffusion

- cultural exchange

· understanding that the culture of a region involves the characteristics associated with the people living together in that region, such as:

- patterns of behavior (e.g., customs/traditions, occupations, language, clothing)

- arts

- beliefs (religious, political)

- institutions

· understanding ethnic groups are groups of people who have their own culture, who share a certain language, religion, history, and some physical characteristics

· identifying various ethnic groups, such as:

- Americas:

- Native American

- French Canadian

- Anglo-Saxon

- Asian American

- African-American

- Mestizo

- Italian

- Irish

- Portuguese

- German

- Dutch

- Latin America

- Europe:

- Slavic

- Muslim

- Asian

- African

- Scandinavian

- Anglo-Saxon

- Oceania:

- Polynesian

- Maori

- Aboriginal

- Anglo-Saxon

· defining the terms natural resources and physical features and identifying examples of each (e.g., natural resources – coal, petroleum, minerals, water; physical features – mountains, plains, rivers)

· understanding how natural resources and physical features influence human activities (e.g., work, types of dwellings, settlement patterns, means of transportation, diet, clothing, leisure activities)

· understanding that the lands of Europe, the Americas, and Oceania contain many different natural resources and physical features

· identifying cultural key concepts related to culture expressions of art, music, and literature

· understanding that art, architecture, literature, and music are an important part of culture

· understanding that geographic features and technology have influenced culture, including:

- early culture was dependent on natural materials

- early societies had an oral tradition

- the development of technology changes culture

· understanding that the peoples of the Americas, Europe, and Oceania have all produced cultural expressions of art, music, and literature, such as:

- North America: jazz, pop/rock and roll music, modern art

- Central/South America: Indian music, calypso, reggae, samba, architecture of the Mayans, Aztec, and Incans

- Europe: Greek art and literature, classical music

- Oceania: native art form

· understanding how social institutions influence the attitudes and behaviors of people

· describing important social and cultural developments of the Americas, Europe, and Oceania

· understanding that many different ethnic groups live in Europe, the Americas, and Oceania, and they have had a profound impact on all these regions

· understanding that history is largely the story of conflict between the cultures of different ethnic groups – sometimes the conflicts are violent; sometimes the conflicts are peaceful – in either case, the cultures almost always change as a result of these actions

· understanding the trends in the development of cultures, such as:

- originally, each region had ethnic groups who had their own cultures

- the growth of trade brought more interaction and spread of culture

- the development of powerful civilizations with armies forced culture on other groups (e.g. Roman – Aztec)

- colonization spread cultural influence

- societies have moved to a more homogeneous culture now with new technologies and communication (e.g., telephones, satellites, radio, television, movies, and computers/internet), tourism and travel, and multinational organizations (e.g., the European Union – EU)

· understanding the various ethnic groups in the Americas (the United States is a nation of immigrants – the "melting pot"), Europe (many different cultures in small geographic areas with different languages, cultures, and customs), and Oceania (blend of native, European, and Asian influences through trade and conquest)

· understanding ethnic groups’ impact on the development of the regions

· understanding the role of religion in government and society in the Americas, Europe, and Oceania, such as: - Americas: the predominance of Christianity in the United States resulted in laws that reflected Christian values (e.g., the Ten Commandments, One Nation Under God, In God We Trust); Catholicism spread by Spanish conquest as a unifying factor in Central and South America - Europe: variety of religious influences, Christianity (e.g., Catholic and Protestant), Judaism, and Islam, often led to conflict between and within countries (e.g., Luther and Reformation, Inquisition, Holocaust) - Oceania: native religions clashed with European settlers, resulting in cultural diffusion

· describing the system of time zones in degrees of longitude as related to the rotation of the earth

· comparing map(s) and text descriptions of an area to draw inferences from them

· making generalizations about human activities in a geographic region using map information

· translating specific information from maps and globes into bar graphs and reads information from graphs

· using both physical and political maps of the same areas for clarifying concepts

· comparing old and new maps about changes people have effected

· using grid systems, cardinal and intermediate directions to determine specific locations

· determining directions from the study of maps and globes

· using the map legend to interpret the special use of symbols to present various kinds of information, such as food production, languages and population

· reviewing parallels and meridians on globes and on flat maps

· measuring and comparing different travel routes

· locating natural barriers that influenced exploration, the movement of people and settlements

· Students recognize, understand, and analyze the historical development of the Americas, Europe, and Oceania.

· Students demonstrate how geographic factors influenced events and conditions of the Americas, Europe, and Oceania.

6.8 - Outlines the important historical developments of the Americas, Europe, and Oceania, and demonstrates how geographic factors influenced events and conditions.
 

6.9 - Traces the migration and settlement of various groups, and explains their impact on the development of each region.
 

6.19* - Analyzes artifacts.

6.20* - Analyzes interpretations of the same event from multiple types of sources.

6.22* - Analyzes information from two or more sources for agreements, contradictions, facts and opinions.

6.39*- Uses definite time concepts as decade, century.

6.40* - Calculates the amount of time between two given dates.

6.42* - Place events in chronological order; make timelines with sequencing dates.

Assessment of this domain will focus on the following:

· understanding the important historical developments of the Americas, Europe, and Oceania, including:

- the Classical Civilizations – Greece and Rome

- the importance of ancient Greek and Roman contributions to historical developments in

Europe in law and government

- the Middle Ages, 500-1500

- the feudal system and feudalism

- the role feudalism played in historical developments in Europe (e.g., rise in towns, nationalism)

- the importance of the Roman Catholic Church to historical developments in Europe (e.g., support of ruling families, Reformation)

- Classical Native American Civilizations: Mayans, Aztecs, Incas

- life before the arrival of foreign explorers

- Beginnings of the Modern World

- Renaissance: important leaders/key figures, description of movement, and major changes movement brought about

- Reformation: important leaders/key figures, description of movement, and major changes movement brought about

- Scientific Revolution: important leaders/key figures, description of movement, and major

- changes movement brought about

- importance of the Renaissance, Reformation, and Scientific Revolution to the development of western intellectual thought

- Exploration

- the reasons foreign explorers came to the Americas

- why many European nations undertook exploration

- the role that powerful monarchs played in Europe

- Colonization

- how colonization applied to the history of the Americas

- why many European nations established colonies on other continents

- the role of European explorers/nations in historical development of Oceania (e.g., James Cook, Britain'’ use of Australia as a penal colony)

- the conflicts caused by the arrival of European explorers and settlers in the Americas

- Enlightenment and Revolutions

- how the Magna Carta served as the first step to curbing the power of the monarchy in England and served as a model for the U.S. Bill of Rights

- examples of when, how, and why colonies in the Americas became independent of foreign rule, such as:

- American colonies from Britain

- Canada from Britain

- Mexico and Venezuela from Spain

- Brazil from Portugal

- Industrial Revolution and Imperialism

- why the Industrial Revolution began in England and how England and other parts of Europe moved from agrarian to industrial societies

- growing power of European countries leads to Imperialism

- why European nations were often at war with each other for political, social, and economic reasons

· analyzing artifacts

· analyzing interpretations of the same event from multiple types of sources

· analyzing information from two or more sources for agreements, contradictions, facts, and opinions

· using definite time concepts as decade, century

· calculating the amount of time between two given dates

· placing events in chronological order; makes timelines sequencing dates

· Students recognize and demonstrate an understanding of the various factors influencing the economies of the Americas, Europe, and Oceania.

· Students recognize and demonstrate an understanding of the differences in economic systems and the impact of these differences.

6.10 - Explains how people in all economic systems engage in basic economic activities: producing, exchanging, consuming, saving, and investing.
 

6.11 - Identifies natural, human, capital, and entrepreneurial resources in the Americas, Europe, and Oceania.
 

6.12 - Describes how unequal distribution of resources leads to specialization and interdependence among people and nations.

6.13 - Describes how major technological advancements have contributed to the standard of living of the Americas, Europe, and Oceania.
 

6.14 - Identifies the three basic questions asked by all societies: What will be produced? How will it be produced? For whom will it be produced?
 

6.16 - Compares and contrasts political and economic systems using population data and other resources.
 

Assessment of this domain will focus on the following:

· understanding basic economic concepts and the roles people have in an economic system

· understanding that economics is the study of the choices people make as producers and consumers

· understanding that producers create goods or services that can be exchanged

· identifying goods, services, and methods of exchange

· understanding that consumers select which goods or services they will consume

· recognizing and identifying economic terms, such as:

- trade-offs

- opportunity costs

- costs and benefits

- budgets

- saving

- investing

· understanding effective economic/consumer decision making

· understanding people have many different roles in an economic system

· understanding the economic interrelationship among production, exchange, consumption, saving, and investment, as well as the concept of supply and demand

· understanding and identifying the factors of production

· defining and identifying examples of natural, human, capital, and entrepreneurial resources

· understanding that production is the process of combining labor, land, capital, and entrepreneurs to create goods or services

· understanding specialization and interdependence

· understanding the definition of scarcity, including:

- scarcity in economic terms can include human resources (people), natural resources, and capital

- in any society there is never enough of everything to satisfy everyone

· understanding the unequal distribution of limited resources, including:

- natural and human resources of the earth are not equally divided among the various regions

- human needs/wants in a particular region often cannot be satisfied because of limited resources

- societies must decide how to allocate these scarce goods and services and how to obtain those things that they need and cannot produce themselves

· understanding that people and nations have developed the resources they have in abundance and have traded the surplus in order to get things that they need and cannot produce themselves

· understanding that the increasing interdependence of the world’s economies has meant that nations must trade with others to get things they do not have

· recognizing and identifying the basic concepts related to trade, including:

- imports and exports

- trade deficit

- tariffs and quotas

- free trade

· understanding the historical development of interdependence, including:

- in early history, many governments encouraged trading activities by sea and land, which led to the exchange of many goods and ideas and the acquisition of power and wealth

- the historical development of interdependence during the Middle Ages (feudal system)

- the historical development of interdependence during Europeans’ colonization of the Americas and Oceania (mercantilism)

- that people in these colonies gained political and economic independence, so that they controlled their own resources and developed economies of their own

- understanding the present-day examples of interdependence – trade organizations (e.g., OPEC, NAFTA, EU)

· understanding that "technology" means the application of science, especially to industrial or commercial objectives, and providing examples of technological advancements

· understanding the positive and negative effects new inventions/technologies have made in work, migration, people’s lives, and standard of living, such as:

- the Industrial Revolution in the late 1700s brought great changes in Europe and later to the Americas and Oceania, changing where and how people lived, what they ate and wore, and how they spent their time

- improvements in agricultural technology meant that fewer farmers could feed more people

- people left the land to find work in cities or find new opportunities in other parts of the world

- there were many negative effects (e.g., crowding, crime, pollution)

· understanding that nations are at different levels of development (developed nations and developing nations)

· understanding that investment in human and capital resources has contributed to technological advancements

· understanding how technological advancements have affected access to and use of resources

· understanding the economic questions asked by all societies, such as:

- What will be produced?

- How will it be produced?

- For whom will it be produced?

· understanding the following terms:

- factory system

- assembly line

- division of labor

- specialization

- private ownership

- public ownership

- markets

- profits

· understanding how the questions are answered in different economic systems, such as:

- traditional

- command/communism

- market (e.g., free enterprise/capitalism)

- mixed-market

· understanding that the nations of Europe, the Americas, and Oceania have had different ways of answering the economic questions of what will be produced, how it will be produced, and for whom it will be produced

· understanding that the answers to these questions are based on historical tradition, available resources, and human needs

· understanding different economic systems, such as:

- traditional

- command/communism

- market (e.g., free enterprise/capitalism)

- mixed-market

· understanding economic developments in the Americas, Europe, and Oceania, including:

- the many types of governments found in the Americas, Europe, and Oceania have different ways of dealing with the basic needs and wants of their people

- countries must decide how wealth should be divided and how surplus resources can be used to obtain things they need

- influence of political systems (e.g., totalitarian, democratic, etc.) on the economic system of a country

· Students recognize and understand that there are many different forms of government in the Americas, Europe, and Oceania.

· Students recognize and understand that the representative democracies are organized/structured to protect certain basic values and principles in the Americas, Europe, and Oceania.

· Students recognize and understand the relationship between citizens and their government differs depending upon the form of government in the Americas, Europe, and Oceania.

· Students recognize and understand that there were important steps in the development of these governments, and there are similarities and differences between governments today in the Americas, Europe, and Oceania.

· Students recognize and understand how the success of any government depends on its ability to manage cooperation and conflict both within the country and in relations with foreign countries in the Americas, Europe, and Oceania.

6.15 - Summarizes important political developments of the Americas, Europe, and Oceania, and explains the spatial divisions of these regions and how cooperation and conflict contribute to the development of these divisions.
 

6.17 - Describes the way in which a citizen participates in the civic affairs of countries in the Americas, Europe, and Oceania.
 

6.18 - Identifies the political and economic structures that have evolved to deal with basic issues in the Americas, Europe, and Oceania.
 

6.30* - Follows established rules.

6.31* - Shows respect toward others.

6.32* - Works within a group, following set rules of procedure to complete an assigned task.

6.33* - Formulates and defends position on an issue.

6.34* - Identifies and uses alternative methods of conflict resolution.

6.35* - Participates in planning for effective civic actions and demonstrates effective civic actions.

6.36* - Recognizes the rights of others to present different viewpoints.

6.37* - States reasons for an advocated position.

6.38* - Recognizes and demonstrates appropriate ways to influence public policy and actions.

Assessment of this domain will focus on the following:

· understanding the different types of governments, including:

- totalitarian/authoritarian governments (e.g., dictatorships, absolute monarchies)

- republics (e.g., constitutional monarchies, democracies, representative democracies)

- mixed political/economic systems (e.g., socialism, communism)

· understanding that many different forms of government exist in countries around the world and that a country’s form of government may change or gradually evolve

· understanding the organization of representative democracies, such as:

- U.S. – Presidential System

- England – Parliamentary System

- U.S./Canada – federal systems

· understanding the development of government in Europe, the Americas, and Oceania has often been characterized by domestic and foreign conflict (e.g., Civil War, Russian Revolution, World War I and II, Cold War)

· recognizing and identifying internal/domestic conflicts in Europe, the Americas, and Oceania (e.g., Civil War, Russian Revolution, military juntas or dictatorships in South/Central America)

· recognizing and identifying foreign conflicts in Europe, the Americas, and Oceania (e.g., World War I and II, Cold War)

· understanding the development of government in Europe, the Americas, and Oceania has often been characterized by cooperation, (e.g., change of elected officials, negotiation, alliances, treaties)

· recognizing and identifying internal/domestic cooperation in Europe, the Americas, and Oceania (e.g., change of elected officials)

· recognizing and identifying foreign situations cooperation in Europe, the Americas, and Oceania (e.g., negotiation by individual countries or through international organizations, alliances, and treaties)

· understanding the ways citizens participate in governments in Europe, the Americas, and Oceania

· understanding citizens’ rights and responsibilities in different types of governments in Europe, the Americas, and Oceania

· understanding that the different forms of government define the relationship between a government and its citizens

· understanding that the different forms of government use different ways to respond to change, citizens’ concerns, economic crisis, and war

· understanding the factors that influence the relationship between citizens and government, such as:

- role of military in establishing the government and running/influencing the government

- human rights

- political rights

· understanding the historic development of governments in Europe, the Americas, and Oceania, including:

- the beginnings of modern government (e.g., Greece and Rome)

- the limited government during the Middle Ages (feudal system)

- development of new ways of viewing the world, such as:

- the rise of monarchies and nation states

- the Renaissance, Reformation, and Scientific Revolution

- colonization

- natural rights and enlightenment lead to revolutions

- the important political developments of the 20th Century, such as:

- the countries of Western Europe have developed republics and constitutional monarchies that provide strong government support for social services

- Russian Revolution in 1917

- the 1980s/190s – Eastern Europe and the former Soviet Union are in transition from their previous communist systems to governments that allow more input from citizens

- governments in the Americas vary from republics to communist (Cuba) to various levels of military dictatorship in Central and South America – problems developing and maintaining democracies in Latin America

- governments in Oceania include many forms, but in many cases there is still allegiance to another country through the U.S. federation or the British Commonwealth

· understanding the changing relationships between countries in Europe, the Americas, and Oceania, such as:

- the increase in number of independent countries since World War II

- the different status of countries, such as:

- independent

- commonwealths

- dominions

- trusts

- territories

- the larger organizations of countries, including:

- regional (e.g., NATO, OAS, EU)

- international (e.g., UN)

· recognizing examples of showing respect toward others

· formulating and defending a position on an issue

· identifying and using alternative methods of conflict resolution

· participating in planning for effective civic actions and demonstrating effective civic actions

· recognizing the rights of others to present different viewpoints

· stating reasons for an advocated position

· recognizing and demonstrating appropriate ways to influence public policy and actions

· Students collect, organize, read, interpret, and analyze content-related information and data from a variety of sources.

· Students identify and define content-related problems and use various information processing and problem solving skills to identify appropriate solutions.

6.21 - Makes predictions and comparisons based on factual information.

6.23 - Formulates questions related to topic.

6.24 - Determines adequacy, relevancy and consistency of information for justifying conclusions or generalizations.

6.25 - Identifies and defines a problem.

6.26 - Formulates possible alternatives or solutions to a given problem.

6.27 - Collects evidence using appropriate, reliable data.

6.28 - Chooses a reasonable solution from among the various alternatives.

6.29 - Identifies areas for further study.

Assessment of this domain will focus on the following:

· making predictions and comparisons based on factual information

· formulating questions related to topic

· determining adequacy, relevancy, and consistency of information for justifying conclusions or generalizations

· identifying and defining a problem

· formulating possible alternatives or solutions to a given problem

· collecting evidence using appropriate, reliable data

· choosing a reasonable solution from among the various alternatives

· identifying areas for further study

Source: CRCT Content Downloads http://www.doe.k12.ga.us/sla/ret/content.html

Link to Georgia Learning Connections webpage with lesson plans and web resources for 6th grade social studies.