| SOCIAL STUDIES | ||||
| Sixth Grade | ||||
| Internet Resources | ||||
| SPI | Skill Assessed | Resources | ||
| PowerPoint | United Streaming | Website | ||
| CULTURE | ||||
| Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. The student will explore these elements of society to develop an appreciation of and respect for the variety of human cultures. | ||||
| 6.1.1 | Recognize the basic components of culture (i.e., language, common values, traditions, government, art, literature, lifestyles). | Culture | Culture: What Is It? (12:48) | Amish 101 - Amish Beliefs, Culture & Lifestyle |
| Mexico | Native American Spirituality | |||
| The Development of Civilization | Ancient Egyptian Culture | |||
| Holidays | Gullah Language & Culture | |||
| 6.1.2 | Identify the job characteristics of archaeologists, anthropologists, geologists, and historians. | Archeology | Geologists (06:46) | Archaeologist |
| Culture | Anthropologists (06:20) | Historian | ||
| Anthropologist | ||||
| Geologist | ||||
| 6.1.3 | Recognize the world's major religions and their founders (i.e., Judaism, Christianity, Islam, Buddhism, Hinduism, Moses, Jesus, and Mohammed). | World Religions | Religions of the World: A Comparison of Religious Thought (1:00:00) | Major Religions of the World Ranked by Size |
| Culture | Respecting Beliefs: Muslims, Christians, Jews and Others (24:00) | Introduction to Islam | ||
| Religions of the World: Judaism (27:47) | The Essence of Buddhism | |||
| Religions of the World: Christianity (28:14) | The Life of the Buddha, Part I | |||
| Religions of the World: Islam (28:00) | The Life of Moses | |||
| Religions of the World: Buddhism (28:10) | Moses at the Millennium | |||
| Religions of the World: Hinduism (28:00) | Prophet Mohammed | |||
| 6.1.4 | Recognize significant epics as historical sources (i.e., Iliad, the Odyssey, Mahabharata, Ramayana). | Mythology: Homer's Odyssey (07:20) | Odyssey | |
| Great Books: The Odyssey (27:00) | Ramayana | |||
| Great Books: Homer's Odyssey (24:54) | Iliad | |||
| The Mahabharata | ||||
| 6.1.5 | Identify differences between various cultural groups (i.e., European, Eurasian, Indian, Southeast Asian, Middle Eastern, African, Native American). | Byzantium | Cultures: Similarities and Differences (27:00) | Learn About Native Americans |
| Early Africa | Great Books: The Odyssey (27:00) | Differences Between Chinese and American Cultures | ||
| Greek City States | Great Books: Homer's Odyssey (24:54) | Differences between Thai and Western cultures | ||
| 6.1.6 | Recognize reasons that cultural groups develop or settle in specific physical environments. | Greek City States | A Brief History of Human Feeding Habits (02:31) | Mr. Dowling's Civilization Page |
| The Earliest Americans | Standard 15: National Geography Standards | |||
| Byzantium | Prehistoric Peoples of the Deser Southwest | |||
| 6.1.7 | Identify how early writing forms in Mesopotamia, Egypt, and the Indus Valley influenced life (i.e., legal, religious, and culture). | Early Africa | Paper, Writing, and Numbers (03:01) | Mr. Dowling's Writing Page |
| Byzantium | Writing (01:33) | Mr. Dowling's Roetta Stone Page | ||
| Greek City States | Mesopotamia (01:07) | |||
| The Development of Civilization | Mesopotamia: The Development of Written Language (20:00) | |||
| Writing (00:32) | ||||
| Ancient Civilizations: Safekeeping (28:50) | ||||
| 6.1.8 | Recognize how migration and cultural diffusion influenced the character of world societies (i.e., spread of religions, empire building, exploration, languages). | Ancient Civilizations | Ancient Civilizations: Safekeeping (28:50) | Mr. Dowling's Civilization Page |
| The Development fo Civilization | How to Study Cultures: How Economic Activities Define a Culture (20:21) | Mr. Dowling's Writing Page | ||
| The Earliest Americans | ||||
| ECONOMICS | ||||
| Globalization of the economy, the explosion of population growth, technological changes and international competition compels the student to understand, both personally and globally, production, distribution, and consumption of goods and services. The student will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making. | ||||
| 6.2.1 | Recognize an example of a barter economy. | Greek City States | Mesopotamia: Trade Routes and Transportation (20:00) | Mr. Dowling's Roetta Stone Page |
| Ancient Trade On The Silk Road (07:12) | Mr. Dowling's Mesopotamia Page | |||
| Petra: Ancient City Of Trade (04:32) | Global Economics Curriculum Project | |||
| 6.2.3 | Identify disadvantages and advantages of nomadic and early farming lifestyles (i.e., shelter, food supply, and, domestication of plants and animals). | The Earliest Americans | Ancient Trade On The Silk Road (07:12) | Sahara’s Blue Men Losing Nomadic Lifestyle |
| 6.2.4 | Recognize the importance of economic systems in the development of early civilizations around rivers (i.e., Tigris and Euphrates, Huang He, Nile, and Indus). | Egypt: The Gift of the Nile | Ancient Civilizations: The End Is the Beginning (15:00) | Mr. Dowling's Sumerian Page |
| 6.2.2 | Identify major trade routes (i.e., silk roads, Persian trade routes, African trade routes, Mediterranean trade routes, and ocean routes). | The Earliest Americans | The Era of the Han Dynasty, 202 BC-220 AD: A Trade Route to the Roman Empire (01:59) | Sahara’s Blue Men Losing Nomadic Lifestyle |
| 6.2.5 | Recognize the importance of trade in later civilizations (i.e., Mediterranean, Southeast Asia, India, and European). | Egypt: The Gift of the Nile | The Marketplace: Supply and Demand (06:44) | Global Economics Curriculum Project |
| 6.2.6 | Analyze how basic economic ideas influenced world events (i.e., supply and demand lead to exploration and colonization). | The Earliest Americans | The Era of the Han Dynasty, 202 BC-220 AD: A Trade Route to the Roman Empire (01:59) | Sahara’s Blue Men Losing Nomadic Lifestyle |
| GEOGRAPHY | ||||
| Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. The student will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography. | ||||
| 6.3.1 | Identify the basic components of a world map (i.e., compass rose, map key, scale, latitude and longitude lines, continents, and oceans). | Egypt: The Gift of the Nile | Maps and Globes: Maps and Their Use (12:16) | What Do Maps Show? |
| Explorers | Land (08:40) | Illustrated Glossary: Landforms and Bodies of Water | ||
| Lines on Maps and Globes | Graphs, Charts, and Tables (07:32) | |||
| Latitude and Longitutde Menu | ||||
| Geography World - Map and Globe Skills | ||||
| 6.3.2 | Identify basic geographic forms (i.e., rivers, lakes, bays, oceans, mountains, plateaus, deserts, plains, and coastal plains). | Looking at Regions | Water (04:04) | Illustrated Glossary: Landforms and Bodies of Water |
| Lines on Maps and Globes | Land (08:40) | Puzzle Maps | ||
| Maps and Globes: Using Graphs (15:48) | Label Maps | |||
| 6.3.5 | Use a variety of maps to understand geographic and historical information (i.e., political maps, resource maps, product maps, physical maps, climate maps, and vegetation maps). | What are Landforms? | Graphs, Charts, and Tables (07:32) | Exploring Earth: Visualization |
| Looking at Regions | Water (04:04) | Map Skills | ||
| Land (08:40) | Map Adventures | |||
| 6.3.3 | Identify the location of early civilizations on a map (i.e., Mesopotamian, Egyptian, Ancient Chinese, and Indian). | Landforms | Ancient Civilizations: The End Is the Beginning (15:00) | Illustrated Glossary: Landforms and Bodies of Water |
| 6.3.4 | Identify geographic reasons for the location of population centers prior to 1500 (i.e., coastal plains, deserts, mountains, and river valleys). | Maps | Graphs, Charts, and Tables (07:32) | Mr. Dowling's Mesopotamia Page |
| Landforms | Mesopotamia: From Nomads to Farmers (20:00) | Mr. Dowling's Sumerian Page | ||
| Maps | The Rise of the Sumerian City-State (02:04) | Mr. Dowling's Ancient Egypt Page | ||
| 6.3.6 | Interpret a graph that illustrates a major trend in world history (i.e., population growth, economic development, governance land areas, and growth of religions). | Maps and Globes: Using Graphs (15:48) | ||
| GOVERNANCE AND CIVICS | ||||
| Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world. | ||||
| 6.4.1 | Recognize types of government (i.e., formal/informal, monarchy, direct/indirect democracy, republics, and theocracy). | Types of Governments | The Magna Carta (00:36) | |
| Greek City-States | Maps and Globes: Using Graphs (15:48) | |||
| Ancient Civilizations | The Feudal System (01:40) | |||
| 6.4.2 | Recognize the steps that give rise to complex governmental organizations (i.e., nomadic, farming, village, city, city-states, and states). | Greek City-States | The Rise of the Sumerian City-State (02:04) | |
| Ancient Civilizations | Greece: One of Many (04:27) | |||
| 6.4.3 | Identify the development of written laws (i.e., Hammurabi’s Code, Justinian Code, and Magna Carta). | Greek City-States | The Land and City-States of Ancient Greece (01:37) | The Code of Hammurabi |
| American Revolution | Classes of Society (02:55) | Code of Hammurabi | ||
| 6.4.4 | Recognize the roles assigned to individuals in various societies (i.e., caste systems, feudal systems, city-state systems, and class systems). | Greek City-States | The Feudal System (01:40) | Mr. Dowling's Julius Caesar Page |
| Ancient Civilizations | The Caste System (01:22) | Mr. Dowling's Feudalism Page | ||
| 6.4.5 | Compare and contrast the lives of individual citizens in various governmental organizations (i.e., monarchial systems, feudal systems, caste systems, and democratic systems-Greek). | Greek City-States | The Feudal System (01:40) | The Code of Hammurabi |
| Ancient Civilizations | The Caste System (01:22) | Code of Hammurabi | ||
| HISTORY | ||||
| History involves people, events, and issues. The student will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. He/she will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based. | ||||
| * Some state performance indicators are listed in more than one era. These may be assessed in any of the eras in which they appear, but not necessarily in all eras in which they appear. | ||||
| World History Standards Era 1: The Beginnings of Human Society | ||||
| 6.5.2 | Recognize the types of early communities (i.e., nomadic, fishing, and farming). | Greek City-States | Mesopotamia: The Development of Written Language (20:00) | Mr. Dowling's Western Religions Page |
| Identify how early writing forms in Mesopotamia, Egypt, and the Indus Valley influenced life (i.e., legal, religious, and culture). | Ancient Civilizations | The Moveable Type Printing Press (00:56) | Mr. Dowling's Writing Page | |
| World Religions | Religions of the World: Judaism (27:47) | Mr. Dowling's Roetta Stone Page | ||
| 6.5.17 | Recognize the significant mythologies of the Sumerians, Egyptians, Greeks, and Romans. | Egypt:The Gift of the Nile | Myths and Legends of Ancient Greece (20:00) | Mythweb |
| Myths and Legends of Ancient Rome (20:00) | ||||
| Recognize major historical time periods (i.e., Early Civilizations, Classical Period, Dark Ages, Middle Ages, and Renaissance). | ||||