COMMUNITY UNIT SCHOOL DISTRICT 200

Social Studies CurriculumWe believe that through Social Studies education, every child can learn the role of responsible citizenship in a culturally diverse society in a democratic world. Students will be able to access information which will help them be curious lifelong learners capable of making informed and reasoned decisions for the public good.

Grade 61. Subject Expectation (State Goal 14)

The student will understand political systems, with an emphasis on the United States.

Essential Learning 1(Learning Standard A)

Understand and explain basic principles of the United States government

Critical Content 14.A.3 a. identify different world governments and compare them to the United States and local governments

feudalism monarchy

empirestheocracy

14.A.3 b. explain the principles of government expressed in the Magna Carta

14.A.3

14.A.3

c. give examples of how political systems/governments provided for the needs and wants of the people, established order and security, and managed conflictd. identify who had the authority to make decisions in the world

civilizations or empires

Essential Learning 2(Learning Standard B)

Understand the structures and functions of the political systems of Illinois, the United States and other nations

Critical Content 14.B.3 a. examine the roles and responsibilities of world political systems and compare them to our own within the social hierarchy of the existing governments such as

tribal organization theocracy monarchy dictatorship aristocracyrepubliccity-statebureaucracy

14.B.3 b. explain the role and need for authority in societies

Essential Learning 3 Understand election processes and responsibilities of citizensNOTE: such as = an example used for clarification, but not a mandatory concept including= a mandatory concept * = exceeds state standardsGrade 6 Board Approved 1-23-08 1

(Learning Standard C)

Critical Content 14.C.3 a. recognize the need for authority figures in society14.C.3 b. identify the processes by which leaders emerge in world

civilizations and compare them to our own election process and personal freedoms such as

dynasties military takeovers societal influence

Essential Learning 4(Learning Standard D)

Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations of the years between AD 476 and AD1700

Critical Content 14.D.3 a. explain the effects of interest groups within the political system and how these groups can bring about changes (religious, cultural and economic) such as

state-sponsored religions trade-guilds political factions

14.D.3 b. explain the causes, purposes, and/or motivations that cause cooperation or conflict between and among cultures

14.D.3 c. identify how the various cultures influenced the development of political ideas in other cultures

14.D.3 d. identify treaties and alliances between political entities

Essential Learning 5(Learning Standard E)

Understand United States foreign policy as it relates to other nations and international issues

Critical Content 14.E.3 a. examine the interests and relationships within political entities and between cultures

conquest alliance

14.E.3 b. explain the influence of one civilization on another (cultural diffusion)

Essential Learning 6(Learning Standard F)

Understand the development of United States political ideas and traditions

Critical Content 14.F.3a a. analyze historical influences on the development of political ideas and practices in other cultures as well as the United States such as

wars religious events technology

14.F.3b b. understand the development of the rule of law and personal freedoms as demonstrated in the Magna Carta and other cultural ideals

Essential Learning 7 * Formulate and defend reasoned judgments and evaluate those

NOTE: such as = an example used for clarification, but not a mandatory concept including= a mandatory concept * = exceeds state standardsGrade 6 Board Approved 1-23-08 2

of others regarding political topics

Critical Content * a. examine and evaluate persistent issues throughout the civilizations and identify the pros and cons such as

succession of power use and abuse of power

* b. demonstrate an understanding that different people may describe the same event or situation in diverse ways but must provide reasons or evidence for their views

* c. explain and apply concepts such as power, justice and equity to situations in world history between AD 476 and AD 1700

* d. apply the following skills and strategies to formulate and defend ideas relative to civilizations between AD 476 and AD 1700

distinguish fact from opinion interpret point of view in primary sources deduce causes and effects of historical events analyze information provided in illustrations, maps, charts, and graphs in fiction and non- fiction history readings including primary sources distinguish primary from secondary sources interpret the meaning of political cartoons criticize decisions made throughout history and justify criticisms with evidence infer motivations for decisions made throughout history hypothesize solutions to problems using factual evidence from history and current events justify predictions using historical evidence

* e. interpret quotes of famous people from various periods of history

Essential Learning 8 * Use reading and writing strategies to comprehend expository materials

Critical Content * a. activate background information using pre-reading strategies such as

brainstorming previewing predicting surveying using skimming and scanning setting a purpose

* b. recognize the organizing principles of a text in order to aid comprehension and recall

format features within a text- identify heading to determine the ordinance hierarchy of ideas- discern where a section of text starts and stops

using organizational visual cues- distinguish headings from boldfaced

vocabulary wordsNOTE: such as = an example used for clarification, but not a mandatory concept including= a mandatory concept * = exceeds state standardsGrade 6 Board Approved 1-23-08 3

- identify features unusual to the specific text*skill pages*captions*review section*adjunct pages of information*charts*graphs

- use the front and end matter of text*glossary*table of contents

knowledge of the interrelationship among ideas - enumeration (listing) - time order (chronology) - comparison/contrast - cause/effects - problem/solutions

* c. adjust one’s reading rate to the reading task skimming scanning retelling

* d. develop and apply appropriate strategies during reading to understand expository text

use metacognitive strategies - confirming or rejecting previous predictions - revise/formulate predictions - develop questions as one reads - self-monitoring - rereading

use vocabulary strategies to determine text meaning - context clues - word recognition strategies - glossary usage

* e. check for understanding of expository text after reading using various strategies such as

summarize information in internal, oral or written formats paraphrase information in oral or written formats make generalizations from text in oral or written

formats form reasoned arguments/judgments from text in oral

or written formats decide what’s important information in a text

* f. produce written products for a variety of purposes and audiences such as

note taking outlining summarizing research reports expository essays persuasive essays narrative essays

NOTE: such as = an example used for clarification, but not a mandatory concept including= a mandatory concept * = exceeds state standardsGrade 6 Board Approved 1-23-08 4

journaling illustrating formulate answers to open-ended questions

Essential Learning 9 * Access, use and evaluate information from a variety of sources

Critical Content * a. self-select appropriate research materials * b. recognize and understand the function of parts of a book and

use appropriately such as table of contents index glossary gazetteer atlas timeline

* c. locate and organize information using a variety of resources such as

encyclopedia periodicals atlas almanac non-fiction books computer technology videos newspaper approved Internet sites historical fiction community resources such as speakers and museums

NOTE: such as = an example used for clarification, but not a mandatory concept including= a mandatory concept * = exceeds state standardsGrade 6 Board Approved 1-23-08 5

2. Subject Expectation (State Goal 15)

The student will understand economic systems, with an emphasis on the United States.

Essential Learning 1(Learning Standard A)

Define the principles of the economic systems used by world cultures between the fall of the Western Roman Empire and the 1700’s

Critical Content15.A.2a, 15.A.3a

a. define the principles of the economic systems used by early civilizations such as

exchange (trade, barter, use of currency) production (agriculture, culture, crafts) distribution (local markets, trade routes) consumption of goods and services

15.A.3a b. explain how market prices signal producers about what, how and how much to produce

15.A.3b c. explain the relationship between productivity and wages 15.A.3c d. describe the relationship between consumer purchases and

businesses paying for productive resources 15.A.3d e. describe the causes of unemployment (e.g., seasonal

fluctuation in demand, changing jobs, changing skill requirements, national spending)

* f. explain the economic reasons for immigration and migration worldwide throughout history

* g. make connections between the economic systems of the world civilizations to that of the U.S.

Essential Learning 2(Learning Standard B)

Understand that scarcity necessitates choices by consumers

Critical Content 15.B.3a a. describe the “market clearing price” of a good or service relative to world cultures

15.B.3b b. explain the effects of choice and competition on individuals and the economy as a whole

15.A.2a c. analyze the relationship between a civilization’s geography and its economic development

15.B.3a d. explain the following concepts scarcity surplus supply and demand

NOTE: such as = an example used for clarification, but not a mandatory concept including= a mandatory concept * = exceeds state standardsGrade 6 Board Approved 1-23-08 6

15.A.2a e. explain how technological advancements affected the economies of civilizations between AD 476 and AD 1700 such as

tools plow writing paper the printing press in Europe mathematics calendar irrigation transportation construction techniques maritime technology military technology farming techniques

* f. make connections between technological advancements of a world civilization to that of the U.S.

Essential Learning 3(Learning Standard C)

Understand that scarcity necessitates choices by producers

Critical Content 15.C.3 a. identify and explain the effects of various incentives to formulate a good or serviceb. explain the effects of choicesc. explain why different cultures had different or various goods

Essential Learning 4(Learning Standard D)

Understand trade as an exchange of goods or services

Critical Content 15.D.3a a. explain the effects of increasing and declining imports and exports to an individual and to the nation’s economy as a whole with an emphasis on:

foreign trade age of exploration

15.D.3b b. explain how comparative advantage forms the basis for specialization and trade among nations including

gold and salt trade in Africa15.D.3c c. explain how workers can affect their productivity through

training and by using tools, machinery and technology such as printing press better farming and irrigation technologies

15.D.3b d. explain how trade among cultures created various degrees of interdependence

15.D.3b e. explain how trade within a culture created various degrees of interdependence

NOTE: such as = an example used for clarification, but not a mandatory concept including= a mandatory concept * = exceeds state standardsGrade 6 Board Approved 1-23-08 7

Essential Learning 5(Learning Standard E)

Understand the impact of government policies and decisions on production and consumption in the economy

Critical Content 15.E.3a a. identify the types of taxes levied by differing levels of governments (e.g. income tax, sales tax, property tax)

religious taxes import/export taxes

15.E.3b b. explain how laws and government policies (e.g. property rights, contract enforcement, standard weights/measurements) establish rules that help a market economy function effectively

Essential Learning 6 * Formulate and defend reasoned judgments and evaluate those of others regarding relevant economic topics

Critical Content * a. examine and evaluate persistent economic issues throughout the civilizations and identify the pros and cons such as values and beliefs influencing different economic decisions including uneven distribution of wealth

*

*

b. demonstrate an understanding that different people may describe the same event or situation in diverse ways but must provide reasons or evidence for their viewsc. use economic concepts to help explain historical and current developments and issues in local, national, or global contexts

* d. apply the following skills and strategies to formulate and defend ideas relative to civilizations between AD 476 and AD 1700

distinguish fact from opinion interpret point of view in primary sources deduce causes and effects of historical events analyze information provided in illustrations, maps, charts, and graphs in fiction and non- fiction history readings including primary sources distinguish primary from secondary sources interpret the meaning of political cartoons criticize decisions made throughout history and justify criticisms with evidence infer motivations for decisions made throughout history hypothesize solutions to problems using factual evidence from history and current events justify predictions using historical evidence

Essential Learning 7 * Use reading and writing strategies to comprehend expository materials

Critical Content * Same as Subject Expectation 1, Essential Learning 8

Essential Learning 8 * Access, use and evaluate information from a variety of sources

Critical Content * Same as Subject Expectation 1, Essential Learning 93. Subject Expectation (State Goal 16)

The student will understand events, trends, individuals and movements shaping the history of Illinois, the United States

NOTE: such as = an example used for clarification, but not a mandatory concept including= a mandatory concept * = exceeds state standardsGrade 6 Board Approved 1-23-08 8

and other nations.

Essential Learning 1(Learning Standard A)

Apply the skills of historical analysis and interpretation

Critical Content 16.A.3a a. apply the models historians have used for organizing historical interpretation

biographies political events issues conflicts

16.A.3b b. interpret and/or complete data presented in timeline format 16.A.3b c. make inferences and analyze data about historical events and

eras using historical sources historical maps charts/graphs primary source documents images

16.A.3c d. compare and contrast historical fact and interpretation

16.A.3b e. identify and describe selected historical periods and patterns of change within and across cultures with a focus on the cultural universals

Essential Learning 2(Learning Standard B)

Understand the development of significant political events

Critical Content 16.B.3a (W) a. compare the political characteristics of different world civilizations between the years of A.D. 476 and A.D. 1700 including

Muslim Empires (Umayyad, Abbasid, Muslim Spain)African Empires (Ghana, Mali, Songhai, Zimbabwe,

Kongo)Asian Civilizations (China, Japan)Europe (feudal kingdoms of the medieval period,

monarchies and republics/city-states of the post-medieval period)

Early American Civilizations (Maya, Aztec and Inca)16.B.3b (W) b. investigate and analyze the causes and effects of major world

political events such as the growth of Islamthe development of feudalismthe effects of exploration

16.B.3b (W) c. identify turning points in world political history

NOTE: such as = an example used for clarification, but not a mandatory concept including= a mandatory concept * = exceeds state standardsGrade 6 Board Approved 1-23-08 9

16.B.3b (W) d. identify causes and effects of the decline of major world empires and political events including

Islamic EmpiresKingdoms of West and East AfricaChinese DynastiesJapanese FeudalismFeudal kingdoms into monarchiesCivilizations of the Americas

16.B.3c (W) e. investigate and analyze the causes and effects of European feudalism and the emergence of nation states between 500CE and 1500CE

16.B.3d (W) f. analyze political effects of European exploration and expansion on the Americas, Asia, and Africa after 1500 CE

Essential Learning 3(Learning Standard C)

Understand the development of economic systems

Critical Content 16.C.3a (W) a. survey major economic trends from 476 A.D. to 1700 A.D. including long distance trade, banking, specialization of labor, commercialization, urbanization, technological and scientific progress

16.C.3b (W) b. explain the economic systems and trade patterns of Central and South America before the encounter with the Europeans

16.C.3c (W) c. describe the impact of technology in different parts of the world including

weaponryprintingtransportationfarming technology

16.C.2c(W) d. describe basic economic changes that led to and resulted from the development of agricultural system such as

division of labor surplus trade

Essential Learning 4(Learning Standard D)

Understand Illinois, United States and world social history

Critical Content 16.D.3 (W) a. identify the origins and analyze consequences of events that have shaped world social history including famines, migrations, plagues, slave trading

Essential Learning 5(Learning Standard E)

Understand Illinois, United States and world environmentalhistory

Critical Content 16.E.3a (W) a. summarize how people around the world use and adapt to environmental resources to form successful civilizations (e.g. water, natural resources, landforms) such as

Middle East-desertAfrica-desert, rainforest

NOTE: such as = an example used for clarification, but not a mandatory concept including= a mandatory concept * = exceeds state standardsGrade 6 Board Approved 1-23-08 10

16.E.3b (W) b. draw a conclusion to demonstrate how contact between cultures had an environmental impact

transfer of disease explorationforeign trade

16.E.3b (W) c. explain how expanded European and Asian contacts affected the environment of both continents, 476AD-1500AD

Essential Learning 6 * Formulate and defend reasoned judgments and evaluate thoseof others regarding historical topics

Critical Content * a. identify and use key concepts such as chronology, causality, change, conflict and complexity to explain, analyze and show connections among patterns of historical change and continuity

* b. apply the following skills and strategies to formulate and defend ideas relative to civilizations between AD 476 and AD 1700

distinguish fact from opinion interpret point of view in primary sources deduce causes and effects of historical events analyze information provided in illustrations, maps, charts, and graphs in fiction and non- fiction history readings including primary sources distinguish primary from secondary sources interpret the meaning of political cartoons criticize decisions made throughout history and

justify criticisms with evidence infer motivations for decisions made throughout

history hypothesize solutions to problems using factual

evidence from history and current events justify predictions using historical evidence

Essential Learning 7 * Use reading and writing strategies to comprehend expositorymaterials

Critical Content * Same as Subject Expectation 1, Essential Learning 8

Essential Learning 8 * Access, use and evaluate information from a variety of sources

Critical Content * Same as Subject Expectation 1, Essential Learning 9

NOTE: such as = an example used for clarification, but not a mandatory concept including= a mandatory concept * = exceeds state standardsGrade 6 Board Approved 1-23-08 11

4. Subject Expectation (State Goal 17)

The student will understand world geography and the effects of geography on society, with an emphasis on the United States.

Essential Learning 1(Learning Standard A)

Locate, describe and explain places, regions and features on the Earth

Critical Content 17.A.3a a. explain how people use geographic markers and boundaries to analyze and navigate the Earth such as hemispheres, meridians, continents, bodies of water

locate and identify the continents, major climates, major bodies of water, specific rivers, and natural resources in the geographical regions studied

17.A.3a b. identify land formations and bodies of water which are characteristic of the geographical regions studied and explain their relationship to the ecosystem

- mountain - desert- river - coastline

- ocean - sea- continent - peninsula- sea level - delta - plain - strait

- lake - land bridge 17.A.3a c. locate civilizations between AD 476 and AD 1700 and their

corresponding modern day countries using latitude longitude hemisphere cardinal directions intermediate directions

17.A.3b d. interpret a variety of maps using a key to estimate distances and calculate scale a scale other graphic representations legends

17.A.3b e. explain how to make and use geographic representations to provide and enhance spatial information including maps, graphs, charts, models, aerial photographs and satellite images

Essential Learning 2(Learning Standard B)

Analyze and explain characteristics and interactions of the Earth’s physical systems

Critical Content 17.B.3a a. explain how physical processes including climate, plate tectonics, erosion, soil formation, water cycle, and circulation patterns in the ocean shape patterns in the environment and influence availability and quality of natural resources such as

desertification of Sahara migration of African Civilizations migration of hunter-gatherers in Americas

NOTE: such as = an example used for clarification, but not a mandatory concept including= a mandatory concept * = exceeds state standardsGrade 6 Board Approved 1-23-08 12

17.B.3b b. explain how changes in components of an ecosystem affect the system overall such as

famines plagues farming techniques

Essential Learning 3(Learning Standard C)

Understand relationships between geographic factors and society

Critical Content 17.C.3a a. explain how human activity is affected by geographic factors (deserts, climate, mountains, bodies of water) such as

Middle East- desert and nomads Africa-multiple climates Asia-sea as a natural resource Europe-trade routes on water Americas-hunter and gatherers to settlers

17.B.3b b. explain how natural resources are used in various world cultures such as

trade between cultures use of resources for cultural uses salt and gold trade different building materials conflict between cultures accessibility of various civilizations

17.C.3c c. analyze how human processes influence settlement patterns including migration and population growth such as

transportation technology exploration

Essential Learning 4(Learning Standard D)

Understand the historical significance of geography

Critical Content 17.D.3a a. explain how and why spatial patterns of settlement change over time

desertification location of urban and rural centers migration conquests

17.D.3b b. show how interactions of geographic factors have shaped present conditions such as monsoons, deserts, growing seasons, agricultural modifications

NOTE: such as = an example used for clarification, but not a mandatory concept including= a mandatory concept * = exceeds state standardsGrade 6 Board Approved 1-23-08 13

Essential Learning 5 * Formulate and defend reasoned judgments and evaluate those of others regarding geographical topics

Critical Content * a. identify and use key concepts such as chronology, causality, change and conflict to explain, analyze and show connections among patterns of change and continuity relative to geography

observe and speculate about social and economic effects of environmental changes and crises resulting from phenomena such as floods, storms and drought

* b. demonstrate an understanding that different people may describe the same event or situation in diverse ways but must provide reasons or evidence for their views

* c. apply the following skills and strategies to formulate and defend ideas relative to ancient civilizations

identify the main idea identify facts from opinions determine causes and results of issues and conflicts identify multiple perspectives of individual society members summarize key events leading up to conflict between cultures judge the significance and advantages of certain geographical locations

Essential Learning 6 * Use reading and writing strategies to comprehend expository materials

Critical Content * Same as Subject Expectation 1, Essential Learning 8

Essential Learning 7 * Access, use and evaluate information from a variety of sources

Critical Content * Same as Subject Expectation 1, Essential Learning 9

NOTE: such as = an example used for clarification, but not a mandatory concept including= a mandatory concept * = exceeds state standardsGrade 6 Board Approved 1-23-08 14

5. Subject Expectation (State Goal 18)

The student will understand social systems, with an emphasis on the United States.

Essential Learning 1(Learning Standard A)

Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions

Critical Content

18.A.3 a. determine how language, literature, the arts, architecture and traditions contribute to the development and transmission of culture such as

poetry and tales places of worship universities

18.A.3 b. recognize the use of both written and oral language to communicate such as

to increase cooperation to transmit values and history of the culture

18.A.3 c. explain and compare how writing was used in various cultures such as

recording business transactions through the use of a scribe

recording laws religious beliefs literature determine social class

18.A.3 d. recognize the literary, artistic and architectural contribution of world civilizations

18.A.3 e. recognize the scientific, mathematical and philosophical contributions of world civilizations

18.A.3 f. recognize the importance of artifacts found by archeologists to our understanding of the lives of the people of world civilizations

18.A.3 g. give an example of ethnocentrism

Essential Learning 2(Learning Standard B)

Understand the roles and interactions of individual and groups in society

Critical Content 18.B.3a a. analyze how individuals and groups interact with and within institutions (e.g. educational, military, hierarchies, religious groups, guilds)

18.A.3b b. demonstrate an understanding of how social institutions contribute to the development and exchange of cultural ideas such as

universities and schools religious groups

18.B.3a c. describe personal connections to community, nation, and world18.B.3a d. describe ways family, gender, ethnicity, nationality, and

institutional affiliations contribute to personal identity18.A.3b e. demonstrate an understanding of concepts such as role, status,

and social class in describing the interactions of individuals and social groups

NOTE: such as = an example used for clarification, but not a mandatory concept including= a mandatory concept * = exceeds state standardsGrade 6 Board Approved 1-23-08 15

18.A.3b f. apply knowledge of how groups and institutions work to meet individual needs and promote the common good

18.B.3a g. explain the causes and the effects of conflicts between groups and/or institutions such as

crusades

Essential Learning 3(Learning Standard C)

Understand how social systems form and develop over time

Critical Content 18.C.3a a. describe ways in which diverse populations have interacted to form a common cultures (empires) such as

common religious beliefs monetary systems

languages18.C.3a b. analyze group and institutional influences on people,

events, and elements of culture 18.C.3a c. describe the role of institutions in furthering both continuity

and change

Essential Learning 4 * Formulate and defend reasoned judgments and evaluate those of others regarding social topics

Critical Content * a. identify and interpret examples of stereotyping and conformity * b. identify and analyze examples of tensions between expressions

of individuality and group or institutional efforts to promote social conformity

* c. apply the following skills and strategies to formulate and defend ideas relative to civilizations

distinguish fact from opinion interpret point of view in primary sources deduce causes and effects of historical events analyze information provided in illustrations, maps, charts, and graphs in fiction and non- fiction history readings including primary sources distinguish primary from secondary sources interpret the meaning of political cartoons criticize decisions made throughout history and

justify criticisms with evidence infer motivations for decisions made throughout

history hypothesize solutions to problems using factual

evidence from history and current events justify predictions using historical evidence

Essential Learning 5 * Use reading and writing strategies to comprehend expository materials

NOTE: such as = an example used for clarification, but not a mandatory concept including= a mandatory concept * = exceeds state standardsGrade 6 Board Approved 1-23-08 16

Critical Content * Same as Subject Expectation 1, Essential Learning 8

Essential Learning 6 * Access, use and evaluate information from a variety of sources

Critical Content * Same as Subject Expectation 1, Essential Learning 9

NOTE: such as = an example used for clarification, but not a mandatory concept including= a mandatory concept * = exceeds state standardsGrade 6 Board Approved 1-23-08 17