Arlington Public Schools Social Studies Curriculum … · Arlington Public Schools Social Studies...

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Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865 ACKNOWLEDGEMENTS The Social Studies Office acknowledges the contributions made to the development of these materials by all social studies staff and especially the following people: Kindergarten: Our Community Mary Cantwell, Anna Maria Lechleitner, Juanita Wade Grade 1: Our State Marijoy Cordero, Gina Samara, Jaclyn Scott Grade 2: Our Country Jennifer Burgin, Anna Kanter, Maryellen Meden, Eric Sokolove Grade 3: Ancient World Cultures Kim Dinardo, Tara Mitchell, Christine Williams, Tricia Zipfel Grade 4: Virginia Studies Mercedes Dean, Lauren Elkins, Karen Magestad, Kristen Wolla Grade 5: Ancient World Greg Chapuis, Casey Dolan, Nicholas Fernandez, Michelle Jaeckel Grade 6: U.S. History, Civics and Economics to 1865 Patricia Carlson, Breonna McClain, Anne Miller, Tiffany Mitchell, Sara Winter Grade 7: U.S. History, Civics and Economics 1865 to Present Jesse Homburg, Rachel Payne, Lilo Stephens, Patty Tuttle-Newby Grade 8: World Geography Allie Bakaj, Christine Joy, Maureen Nolan, Sarah Stewart Grade 9: World History II from 1500 A.D. Jen Dean, Jeana Norton, Anne Stewart Grade 10: World History I to 1500 A.D. Julie Bell, Kathleen Claassen, Caitlin Dodds Grade 11: U.S. and Virginia History Kevin Bridwell, Greg Cabana, Erica Drummond, Kevin Phillips Grade 12: U.S. and Virginia Government Diane Boudalis, Michelle Cottrell-Williams, Patricia Hunt Diana Jordan Barbara Ann Lavelle Cathy Bonneville Hix Social Studies Supervisor

Transcript of Arlington Public Schools Social Studies Curriculum … · Arlington Public Schools Social Studies...

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

ACKNOWLEDGEMENTS

The Social Studies Office acknowledges the contributions made to the development of these materials by

all social studies staff and especially the following people:

Kindergarten: Our Community Mary Cantwell, Anna Maria Lechleitner, Juanita Wade

Grade 1: Our State Marijoy Cordero, Gina Samara, Jaclyn Scott

Grade 2: Our Country Jennifer Burgin, Anna Kanter, Maryellen Meden, Eric Sokolove

Grade 3: Ancient World Cultures Kim Dinardo, Tara Mitchell, Christine Williams, Tricia Zipfel

Grade 4: Virginia Studies Mercedes Dean, Lauren Elkins, Karen Magestad, Kristen Wolla

Grade 5: Ancient World Greg Chapuis, Casey Dolan, Nicholas Fernandez, Michelle Jaeckel

Grade 6: U.S. History, Civics and Economics to 1865 Patricia Carlson, Breonna McClain, Anne Miller, Tiffany Mitchell, Sara Winter

Grade 7: U.S. History, Civics and Economics 1865 to Present Jesse Homburg, Rachel Payne, Lilo Stephens, Patty Tuttle-Newby

Grade 8: World Geography Allie Bakaj, Christine Joy, Maureen Nolan, Sarah Stewart

Grade 9: World History II from 1500 A.D. Jen Dean, Jeana Norton, Anne Stewart

Grade 10: World History I to 1500 A.D. Julie Bell, Kathleen Claassen, Caitlin Dodds

Grade 11: U.S. and Virginia History Kevin Bridwell, Greg Cabana, Erica Drummond, Kevin Phillips

Grade 12: U.S. and Virginia Government Diane Boudalis, Michelle Cottrell-Williams, Patricia Hunt

Diana Jordan

Barbara Ann Lavelle Cathy Bonneville Hix

Social Studies Supervisor

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

COURSE DESCRIPTION: Students will use the lens of civics and economics to explore the early history of the United States and understand ideas and events that strengthened the nation. The content for this course relates to the history of the United States from pre-Columbian times until 1865. Students will use the skills of historical and geographical analysis and continue to learn fundamental concepts in civics and economics while studying United States history in chronological sequence. THEME: The organizing theme for grade six is SURVIVAL. KEY CONCEPTS: Students will learn that SURVIVAL.

is a response to political, economic, cultural, and geographic restrictions that results in exploration, colonization and growth. involves political, economic and social values that are modified through revolutions to meet the needs of people in a new independent

society. involves the way people live, the way governments lead, the way economies develop and the way land is used.

UNITS and UNIT SECTIONS or KEY CONCEPTS: I. Early American Indians and European Exploration

Five Important North American Indian Tribes and their Geographic Location Tribal Governance and Geographic and Economic Resource use Economic motivations, obstacles, and accomplishments of the Portuguese, Spanish, French, and English explorations West African Societies Cultural Interactions between Europeans and American Indians (First Americans)

II. Colonial America

Early settlements and economic development of the New England, Mid-Atlantic, and Southern colonial regions Social Pyramid of Colonial Life from a civics and economics viewpoint Early Documents governing the colonies Political and Economic relationship with England (Great Britain)

III. American Revolution

Political and Economic issues leading to Revolution Civic Ideas and Origins of the Declaration of Independence The Revolutionary War (People, Goals, and Battles) Civics and Economic results of the war

IV. The New Nation and The Constitution

Structure of our government under the Articles of Confederation Development of the Constitution Signing and Ratification

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

V. Structure and Powers of Government

Federalism The Preamble Separation of Powers Three Branches of Government Checks and Balances Bill of Rights The Amendment Process

VI. Virginia State and Local Government

Federalism Separation of Powers Three Branches of State Government Checks and Balances The Amendment Process Comparing Virginia Government to the Federal System

VII. Early United States Presidents

Civics and Economic Decisions regarding Domestic and Foreign Affairs Presidencies of Washington, Adams, Jefferson, Madison, Monroe and Jackson

VIII. Westward Expansion

Geographic and Economic Factors influencing Expansion Territorial Acquisitions Inventions and New Technologies Entrepreneurship, Economic (circular) Flow and Growth of International Trade

IX. Civic Action Leads to Reform

Abolition Suffrage Forms of Citizen Protest

X. The American Civil War

Political and Economic differences between the North and South Political Attempts to Compromise and Constitutional Challenges Major Events and Figures of the Civil War Economic and Political Effects of War and its Aftermath

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

UNIT I: Early American Indians and European Exploration KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should emphasize:

choices American Indians made about how to use resources, determine the ownership of resources, and create systems of trade. the idea of scarcity and abundance, and how different tribes survived and thrived when resources were limited or plentiful. incentives for wealth and empire motivated early European Explorers. explorers evaluated opportunity costs and the risks of making the journey. early explorers and American Indians traded to obtain goods and services. natural resources found in the Americas were distributed to new markets in Europe, Africa, and Asia. the Triangular Trade and the Columbian Exchange were a result of European exploration.

STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL CE.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons; b) analyzing how political and economic trends influence public policy, using demographic information and other data sources; c) analyzing information to create diagrams, tables, charts, graphs, and spreadsheets; d) determining the accuracy and validity of information by separating fact and opinion and recognizing bias; e) constructing informed, evidence-based arguments from multiple sources; f) determining multiple cause-and-effect relationships that impact political and economic events; g) taking informed action to address school, community, local, state, national, and global issues; h) using a decision-making model to analyze and explain the costs and benefits of a specific choice; i) applying civic virtue and democratic principles to make collaborative decisions; and j) defending conclusions orally and in writing to a wide range of audiences, using evidence from sources. SOL CE.11 The student will apply social science skills to understand how economic decisions are made in the marketplace by a) explaining that because of scarcity, consumers, producers, and governments must make choices, understanding that everyone’s choice has an opportunity cost. SOL CE.12 The student will apply social science skills to understand the United States economy by d) explaining the circular flow that shows how consumers (households), businesses (producers), and markets interact.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

SOL USI.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history; b) analyzing and interpreting geographic information to determine patterns and trends in United States history; c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history; d) using evidence to draw conclusions and make generalizations; e) comparing and contrasting historical, cultural, and political perspectives in United States history; f) determining relationships with multiple causes or effects in United States history; g) explaining connections across time and place; h) using a decision-making model to identify the costs and benefits of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL USI.2 The student will interpret maps, globes, photographs, pictures, or tables to a) locate the seven continents and five oceans; and d) recognize key geographic features on maps, diagrams, and/or photographs. SOL USI.3 The student will apply social science skills to understand how early cultures developed in North America by a) describing how archaeologists have recovered material evidence of ancient settlements, including Cactus Hill in Virginia; b) locating where the American Indians lived, with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota), Southwest (Pueblo), and Eastern Woodlands (Iroquois); and c) describing how the American Indians used the resources in their environment. SOL USI.4 The student will apply social science skills to understand European exploration in North America and West Africa by a) describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations; b) describing cultural and economic interactions between Europeans and American Indians that led to cooperation and conflict, with emphasis on the American Indian and European concept of land; and c) identifying the location and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their interactions with traders. ENDURING UNDERSTANDING: European exploration marked the beginning of worldwide markets and trade, and these new exchanges had both benefits and costs. CONCEPTUAL UNIT QUESTIONS (Essential Questions): What different systems of trade were used by early American Indians? What are the benefits and costs of European exploration? How was the Columbian Exchange an early example of a global economy? How did environment impact the choices American Indians made to survive?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

PREVIEW ACTIVITY: Opportunity cost is something that is given up when a choice is made. Would you take the risk if you might never see your family or friends again? Would you risk your health to make the journey? Would you conquer your fears? Would you be willing to possibly harm the environment and human life? Share with a partner what you would give up in order to be a wealthy and famous explorer. Antarctica, the Ocean depths, and Outer Space seem to be the final frontiers of human exploration. Pick one location to explore and make a (+) benefits and (-) costs chart showing how exploring these regions will impact humans, other living things, and the environment. Should we do it? Why or why not? Ask students to suggest a metaphor for this type of moral conflict. TEXTBOOK ALIGNMENT: SEE FILES PACING GUIDE:

UNIT I-V

WEEKS

UNITS VI-X

WEEKS

Early American Indians and European Exploration 4 weeks Virginia State and Local Government 3 weeks Colonial America 4 weeks Early U.S. Presidents 3 weeks American Revolution 4 weeks Westward Expansion 3 weeks New Nation and Constitution 3 weeks Civic Action Leads to Reform 3 weeks Structure and Power Of Government 3 weeks American Civil War 4 weeks

LITERATURE AND OTHER RESOURCES: LITERATURE We Were There, Too! Young People in U.S. History by Hoose, Phillip Biographies of dozens of young people who made a mark in American history, including explorers, planters, spies, cowpunchers, sweatshop workers, and civil rights workers. Night Flying Woman; An Ojibway Narritive by Broker, Ignatia Born on the White Earth Ojibway Reservation in Minnesota, Ignatia Broker grew up hearing the stories of her people. She decided that one day she would tell others about Ojibway traditions. Through her writing, Broker passed on many Ojibway tales about “the purity of man and nature and keeping them in balance.” History of the Indies by Las Casas, Bartolo In this selection Las Casas writes about the opponents of Christopher Columbus and his voyages.

Morning Girl by Dorris, Michael Morning Girl, a Taino child who loves the day and her younger brother, Star Boy, who loves the night, take turns describing their life on an island in pre -Columbian America.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

WEBSITES Library of Congress www.loc.gov

National Archives http://www.archives.gov/

Smithsonian American Art Museum http://americanart.si.edu/

PBS Teachers http://www.pbs.org/teachers/ SUMMARY OF KEY VOCABULARY AND PEOPLE: The following list of terms reflects some of the important vocabulary and people that individual students should know to successfully understand course content and pass the SOL exams. BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” words for a deeper understanding.

HISTORY and GEOGRAPHY TERMS CIVICS and ECONOMICS TERMS KEY PEOPLE Appalachian Highlands Christianity Barter/Exchange/Trade Dekanawidah

Archaeology Columbian Exchange Capital Resources Hiawatha

Gulf of Mexico Conflict Choice John Cabot

Inuit Conquistador Global Economy Samuel de Champlain

Iroquois Ghana, Mali, Songhai Goods Christopher Columbus

Iroquois Confederacy Interaction Human Resources Francisco Coronado

Kwakiutl Slave Trade Incentives Robert de La Salle

Lakota Opportunity Cost

Pueblo Supply and Demand

Natural Resources

Scarcity CURRICULUM GUIDE: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdYTIzR01FUk85MWM&usp=sharing LESSONS AND RESOURCES: https://drive.google.com/open?id=0BySl24GaKHVdYTIzR01FUk85MWM SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1a The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons;

Essential Understandings

Experiences may include but are not limited to the following:

Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere. Analyzing and interpreting includes identifying the important elements of information sources in order to make inferences and generalizations and draw conclusions.

Use an analysis tool to analyze and interpret artifacts and primary and secondary sources. Sample Analysis Tool

Title of Informational Source:

Key Elements Evidence

Observation: What do you see?

Source: Who created the source?

Context: Where is the source located in terms of time and place?

Historical Perspective: Whose point of view does it represent?

Analysis: What is the source’s impact on history?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1b The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) analyzing how political and economic trends influence public policy, using demographic information and other data sources;

Essential Understandings Experiences may include but are not limited to the following:

Analysis includes identifying important trends based on demographic information and other data sources. Demographic information is often used by governments and businesses in the development of policies and decisions. Demographic information is presented in a variety of forms, including the following: Election data Economic data Census data

Use data to determine how a current issue (e.g., immigration, civil rights) has changed over time and

resulted in public policy actions. Determine how the role of the media changed over three different campaigns for an elected office.

Analyze the political and economic trends that influenced the media coverage. Determine how the function of political institutions has changed over time due to the influence of public

policy, demographics, and political ideals. Examine the role of media and its impact on public policy over time.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1c The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by c) analyzing information to create diagrams, tables, charts, graphs, and spreadsheets;

Essential Understandings Experiences may include but are not limited to the following: Close examination and interpretation of various data and images are essential to making informed decisions. The type of information being presented determines the organizational format.

Organize the information presented in a founding document to illustrate the frequency with which a

specific fundamental political principle is referenced. Make inferences and draw conclusions about the significance of that political principle.

Organize information to illustrate the number and location of small businesses in a city, town, or county. Make inferences and draw conclusions about the reasons why those businesses are located in various areas, pinpointing specific political and economic reasons.

Chart the daily activities of the governor of Virginia as reported by a newspaper, the executive branch Web site, or an Internet blogger. Organize the information to determine which role the governor fills most frequently.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1d The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by d) determining the accuracy and validity of information by separating fact and opinion and recognizing bias;

Essential Understandings

Experiences may include but are not limited to the following:

Not all primary and secondary sources are reliable and accurate. The context from the time period of the primary or secondary source can influence the information included. It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions. Facts can be verified with evidence while opinions cannot. Bias is partiality in favor of or against one thing, person, or group compared with another.

Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:

o Timeliness of the information o Importance of the information o Source of the information o Reliability, truthfulness, and correctness of the content o Reason the information exists

Select an event or issue. Explore multiple sources that report the same event or issue. Examine the information to determine the accuracy and validity of the sources. Events or issues may include the following: o Presidential election o School board election o Action taken by local district court o Legislation passed by the Virginia General Assembly o Expansion of an Internet company o Foreign acquisition of an American company o Trade agreement between the United States and another nation

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1e The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) constructing informed, evidence-based arguments from multiple sources;

Essential Understandings Experiences may include but are not limited to the following: Analyzing various types of sources with multiple points of view produces an understanding of ideas, concepts, and actions of individuals or groups. Critical evaluation and analysis of multiple resources influence interpretation of knowledge gained and the formation of opinions. Constructing an informed argument involves questioning the sources used. Evidence cited from multiple sources increases the validity of an argument.

Select an issue. Gather information from a variety of sources (e.g., executive orders; founding

documents; foreign policy; political or business Web sites; social or political blogs) to argue the costs and benefits of o a local community action involving the local school board o a state issue o a national issue o an international issue with local impact.

Gather information from a variety of sources, assume a particular perspective from one time period, and write a newspaper editorial persuading readers to adopt a chosen perspective.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1f The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by f) determining multiple cause-and-effect relationships that impact political and economic events;

Essential Understandings Experiences may include but are not limited to the following: A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. Relationships can have multiple causes and effects. Determining relationships involves drawing conclusions about the causes and effects. The relationships (interactions) between people, places, and ideas have an enduring influence on political and economic decision making and events. Diversity creates a variety of perspectives, contributions, and challenges. Explaining includes justifying why the evidence credibly supports the claim.

Compare charts, graphs, and/or maps to determine the role that diversity played in affecting the social,

economic, and political structure of the United States. Create flowcharts, storyboards, diagrams, or timelines to explore multiple causes and effects. Example:

Event: Addition of the Bill of Rights to the United States Constitution Cause Event Effect(s)

Debates between the Federalists and Anti-Federalists about the Constitution’s specific limits on government power

Bill of Rights added to the United States Constitution

Guarantee of individual rights Protections from state and federal infringements on individual rights

Determine how the choices of selected people or groups influenced United States history. Example:

Event: Election of 1920 Choice Event Effect

19th Amendment passed Election of 1920 Total popular vote increased from 18.5 million to 26.8 million

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1g The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by g) taking informed action to address school, community, local, state, national, and global issues;

Essential Understandings Experiences may include but are not limited to the following: Taking informed action includes implementing steps to influence change. Individuals and groups can influence the actions of others. Individual and/or group actions can make a difference in the community at all levels.

Research a local, state, national, or global issue. Create a timeline or graphic organizer to illustrate

how that issue has changed over time. Develop a plan of action that addresses the current status of the issue and its impact on the community. The plan may include but is not limited to: o Issue o Stakeholders involved o Action steps o Intended outcomes and potential impact on the community

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1h

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by h) using a decision-making model to analyze and explain the costs and benefits of a specific choice;

Essential Understandings Experiences may include but are not limited to the following: Decision-making models serve several purposes. They can help us make decisions for the future better understand the choices

people faced in the past analyze the outcomes of the

decisions that people already made.

Effective decision making requires weighing the expected costs and benefits and recommending solutions, using a decision-making model. Citizens manage their lives by making choices. Choices are based upon alternatives that seem to be the best because they involve the least cost and the greatest benefit.

Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid.

Use a cost-benefit analysis chart.

Decision: Should the Electoral College system be used to elect the president of the United States? Costs Level of

Importance 1-5

Benefits Level of Importance1-5

A candidate who has not earned a majority of the popular vote can become president

Guarantees that states with small populations have some representation in the election process

Discourages voter turnout with the winner-take-all scenario

Large-population states benefit because candidates make a special effort to win their electoral votes

Keeps third parties from having a greater influence in an election

Winner-take-all nature gives the impression of a greater majority than the popular vote

Total Total

Problem: Which of the following responsibilities of citizenship is most important (other than voting)? Criteria

Alternatives

Helps one with voting

decisions

Doesn’t take much time

Greatest impact

Affects a lot of people

Communicating with government officials

Participating in political campaigns Keeping informed about current issues

Respecting differing opinions in a diverse society

Decision:

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1i The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by i) applying civic virtue and democratic principles to make collaborative decisions;

Essential Understandings Experiences may include but are not limited to the following: Civic virtue is the cultivation of habits of personal living that are viewed as important for the success of the community. Examples include but are not limited to: Voting Volunteering Organizing a community

group Attending a city or school

board meeting Collaboration is necessary in order to be an effective learner and citizen.

Promote collaboration with others both inside and outside the classroom. Examples of collaboration

may include the following: o Socratic seminar o Two-way journaling o Digital media (e.g., videoconferences)

Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.

Provide other students with constructive feedback on written assignments via the peer-editing process. Include the use of proper reference citations and distinguish one’s own ideas from information created

or discovered by others.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1j The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) defending conclusions orally and in writing to a wide range of audiences, using evidence from sources.

Essential Understandings Experiences may include but are not limited to the following: When presenting information in written and oral form, one should consider the purpose and point of view of the information, as well as the audience for whom it is intended. Information can be acquired from various sources. Research is the search for knowledge, using a variety of materials and sources in order to discover facts, answer questions, and draw conclusions. Students present, listen critically, and provide evidence to support opinions by distinguishing between fact

and opinion comparing and contrasting

viewpoints presenting a convincing

argument paraphrasing and

summarizing what is heard using language and

vocabulary appropriate to audience, topic, and purpose

organizing a presentation.

Investigate the economic impact of littering in the local community. Determine the sources needed for

the investigation, gather and analyze the data, and develop a position on the issue. Prepare a presentation for the student government association to persuade the council to get involved and support the chosen position.

Investigate school transportation routes of the local school division. Research the history of transportation in the local community. Determine the sources to gather information and data. Determine what issues or concerns there are for school transportation. Prepare a presentation to deliver to the local school board about your concerns, and offer possible solutions.

Survey campaign ads, both in print and on television or the Internet, for candidates running for a local, state, or national office. Create a guide for voters to use when making decisions on Election Day.

Investigate a school issue that has a community impact. Prepare a brief speech to deliver to the civic league, school board, or school administration about your concerns, and offer possible solutions.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.11a

The student will apply social science skills to understand how economic decisions are made in the marketplace by a) explaining that because of scarcity, consumers, producers, and governments must make choices, understanding that everyone’s

choice has an opportunity cost;

Essential Understandings Essential Knowledge Because of scarcity, consumers, producers, and government decision makers are forced to make choices. Whenever you make a choice, you are actually making two choices. This is because whenever you choose to do one thing, you are also choosing not to do something else. What you choose not to do is your opportunity cost. All choices have opportunity costs.

The problem of scarcity faces all individuals and organizations, including businesses and governments: We have unlimited wants, but our resources are limited. The goods and services we want exceed our ability to produce them. Scarcity forces consumers, producers, and governments to make difficult choices. Scarcity is the inability to satisfy all wants at the same time. All resources and goods are limited. Limited goods and resources require that choices be made. Resources are factors of production that are used in the production of goods and services. Types of resources are natural, human, capital, and entrepreneurship. Choice is selection of an item or action from a set of possible alternatives. Individuals must choose or make decisions about desired goods and services because these goods and services are limited. Opportunity cost is what is given up when a choice is made (the second-best alternative). Individuals must consider the value of what is given up when making a choice. Production is the combining of human, natural, capital, and entrepreneurship resources to make goods or provide services. Available resources and consumer preferences determine what is produced. Consumption is the using of goods and services. Consumer preferences and price determine what is purchased and consumed.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.12d

The student will apply social science skills to understand the United States economy by d) explaining the circular flow that shows how consumers (households), businesses (producers), and markets interact;

Essential Understandings Essential Knowledge Resources, goods and services, and money flow continuously among households, businesses, and markets in the United States economy.

The circular flow diagram is a way of visualizing and categorizing activity within an economy. Goods, services, and resources flow in one direction. Money flows in the opposite direction. Economic flow (circular flow) Households own the resources used in production, sell the resources, and use the income to purchase

products. Businesses buy resources; make products that are sold to individuals, other businesses, and the

government; and use the profits to buy more resources. When households and businesses spend money, the income is used by households to purchase goods

and services and by businesses to purchase resources. Governments use tax revenue from households and businesses to provide public goods and services.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1a

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history;

Essential Understandings Experiences may include but are not limited to the following: Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere. Analyzing and interpreting includes identifying the important elements of information sources in order to make inferences and generalizations, and draw conclusions.

Use an analysis tool to analyze and interpret artifacts and primary and secondary sources. Sample Analysis Tool

Title of Informational Source:

Key Elements Evidence

Observation: What do you see?

Source: Who created the source?

Context: Where is the source located in terms of time and place?

Historical Perspective: Whose point of view does the source represent?

Analysis: What is the source’s impact on history?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1b

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) analyzing and interpreting geographic information to determine patterns and trends in United States history;

Essential Understandings Experiences may include but are not limited to the following: Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. The knowledge of geography and the application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment in order to solve problems. The physical geography of a location had a direct impact on the lives of people in the United States and how they adapted to their environment. Geographic themes include location place regions movement human-environment

interaction.

Acquire geographic information from a variety of sources, such as

o GIS (Geographic Information Systems) o field work o satellite images o photographs o maps, globes o charts and graphs o databases o primary sources o diagrams.

Analyze the relationship between physical and human geography (e.g., life in the New England, Mid-Atlantic, and Southern colonies).

Analyze geographic information related to the movement of people, products, resources, ideas, and language to determine patterns and trends throughout United States history.

Examine maps of a location before and after a major conflict to discuss how the conflict affected the social, political, and economic landscape of an area.

Use maps to explain how the location of resources influences the patterns, trends, and migration of populations.

Five themes of geography Location: Defined according to its position on the earth’s surface; where is it? Place: Locations having distinctive features that give them meaning and character that differ from other

locations; what is it like? Region: A unit on the earth’s surface that has unifying characteristics; how are places similar or

different? Movement: The way people, products, and information move from one place to another; how do

people, goods, and ideas move from one location to another? Human-Environment Interaction: The relationship between people and their environment; how do

people relate to the physical world?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1c

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history;

Essential Understandings Experiences may include but are not limited to the following: Interpreting involves using information found in charts, graphs, and pictures to develop an understanding of people, places, or events and draw conclusions. Close examination and interpretation of various data and images are essential to making informed decisions.

Use historical maps to analyze changes in population over time. Identify and sequence events that shaped colonial America. Interpret and draw conclusions from political cartoons about westward expansion. Compare an illustration of a historical event to a written account of the event. Gather information from a variety of sources to show the impact of colonial settlement on American

Indian homelands. Interpret photographs of the Civil War. Discuss the photographer’s potential bias. Discuss the potential

bias of the audience. Discuss the potential bias the photographs might cause. Use primary sources to interpret how inventions changed life in America.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1d

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making and responsible citizenship by d) using evidence to draw conclusions and make generalizations;

Essential Understandings Experiences may include but are not limited to the following: Critical examination and evaluation of historical evidence is essential to understanding the past. Drawing conclusions and making generalizations involves observing and considering all

the facts, arguments, and information

considering what is already known

determining the certainty of multiple answers based upon the information presented

predicting and adjusting predictions, questioning, restating main ideas, and summarizing supporting details.

Evaluate media and images as sources for drawing conclusions and making generalizations. Draw conclusions about propaganda used during a selected time period. Make generalizations using political cartoons in order to explain historical events. After reading about an historical event, use a chart to draw conclusions or make generalizations about

a point of view. Example:

Event: Westward Expansion Somebody Wanted But So What? Thomas Jefferson

to expand the United States into the territory west of the Mississippi River

the area was home to American Indians whose lifestyles varied.

The United States doubled in size, leading to a new understanding of the geography and resources. It also negatively affected American Indians and caused a greater divide between the North and South.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1e

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) comparing and contrasting historical, cultural, and political perspectives in United States history;

Essential Understandings Experiences may include but are not limited to the following: Examining the historical, cultural, and political perspectives of countries reveals the ideals, beliefs, values, and institutions of their people. Being able to compare and contrast helps us understand important similarities and differences between people, places, events, and times in United States history.

Compare and contrast historical events, using media, images, or text, to gain understanding of

historical, cultural, and political perspectives in United States history. Examples of historical events include o exploration (British, French, and Spanish) o creation of the Constitution of the United States o expansion of slavery.

Create a graphic organizer to analyze information about concepts or themes in multiple time periods. Examples of concepts or themes include o conflict o expansion o movement o interaction.

Create a graphic organizer to compare and contrast how people from different colonies interacted with the environment.

Create a graphic organizer to compare and contrast the political perspectives of two leaders in United States history.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1f

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by f) determining relationships with multiple causes or effects in United States history;

Essential Understandings Experiences may include but are not limited to the following: A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. People respond to and resolve conflicts in a variety of ways, resulting in relationships that have many causes and differing outcomes. Diversity includes a variety of perspectives, contributions, and challenges. Certain events in United States history have multiple causes and effects. Conflicts often have multiple causes and effects.

Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social,

economic, and political structure of the United States. Create flow charts, storyboards, and timelines to explore multiple causes and effects.

Example:

Event: Surrender at Yorktown Cause(s) Event Effect(s)

Strong colonial leadership Surrender at Yorktown End of the American RevolutionAdditional support from France Victory over Lord Cornwallis

Determine how the choices of selected individuals or groups influenced United States history.

Example:

Event: Constitutional Convention Cause(s) Event Effect(s)

Weakness of the Articles of Confederation

State delegates meet in Philadelphia

Draft of a new constitution Compromises over the structure and powers of the national and state government Creation of a new government

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1g

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by g) explaining connections across time and place;

Essential Understandings Experiences may include but are not limited to the following: Making connections includes understanding that people, events, and developments have brought changes to the United States. Everyday life in the United States today is different from everyday life long ago. Explaining includes justifying thinking with supporting details.

Create a flowchart to show connections between what explorers wanted to accomplish in the west

(e.g., find new land for farming) and the effect that these interests had on American Indians (e.g., American Indians were displaced from their land). Discuss how the relationship between the explorers and the American Indians changed over time.

Create a graphic organizer to outline how life for people in early United States history changed over time based on the human, natural, and capital resources available.

Use digital media to create a graphic organizer that explains the impact of westward expansion on American Indians over time.

Create a timeline to show the political, social, and economic factors that shaped colonial America and how they continue to shape our nation today.

Use images to explain how the physical or cultural landscape of the United States changed after a major event.

Create a graphic organizer that compares the technology used in the American Revolution with that used in the Civil War and how the changes affected specific events.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1h

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by h) using a decision-making model to identify the costs and benefits of a specific choice made;

Essential Understandings Experiences may include but are not limited to the following: The decision-making process involves seeing the problem from a variety of perspectives and considering the consequences. A cost is what you give up when you decide to do something. A benefit is what satisfies a want. People manage their lives by making choices. They choose the alternative that seems best to them because it involves the least cost and the greatest benefit.

Use a decision-making model to weigh the costs and benefits of making the follow choices:

o Explore North America. o Create laws for the colonies. o Interact with American Indian culture groups. o Settle in a colonial region. o Join the war effort or remain loyal to Great Britain. o Move west after the American Revolution. o Ratify the new constitution.

Choose a historical event. Determine the concern or issue. Use a decision-making model to develop and explain an alternative decision by weighing the costs and benefits of the event.

Historical event:

Costs Benefits

Actual decision made: Alternative decision:

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1i

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;

Essential Understandings Experiences may include but are not limited to the following: The research process requires the use of a variety of resources to ensure validity. In order to avoid plagiarism, credit must be given when using another person’s idea, opinion, or theory. Sources should be authentic and valid. Responsible citizens demonstrate a respect for the rights of others.

Explore the ethical and legal issues related to the access and use of information by

o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.

Exhibit the responsibilities of citizenship in the classroom by demonstrating o when it is appropriate to listen and when to speak o how to make necessary compromises o how to work together to accomplish goals o how to conduct oneself in a respectful manner.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1j

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) investigating and researching to develop products orally and in writing.

Essential Understandings Experiences may include but are not limited to the following: People communicate through oral and written language. Research is the search for knowledge, using a variety of materials and sources in order to discover facts, answer questions, and draw conclusions. Students present, listen critically, and provide evidence to support opinions by distinguishing between fact

and opinion comparing and contrasting

viewpoints presenting a convincing

argument paraphrasing and summarizing

what is heard using language and

vocabulary appropriate to audience, topic, and purpose

organizing a presentation.

Investigate people, places, and events in United States history to develop an understanding of

historical, cultural, economic, political, and geographical relationships by o exploring religious and economic decisions that led to the colonization of America o outlining and describing geographic factors that influenced battles during the American Revolution

or the Civil War o describing and providing evidence to support sources of colonial dissatisfaction that led to the

American Revolution o creating a digital map outlining the geographic and economic factors that influenced westward

movement. Create a chart outlining the costs and benefits of visiting different regions of the United States. Investigate an important event. Create the front page of a newspaper with headlines and articles

detailing the event. The newspaper may include the following features: o Articles summarizing the event o Timeline detailing actions leading up to the event o Quotes from participants o Images of the event

Create a social media page or blog about an event from United States history. Take a position on the topic, and use a variety of sources as evidence to support the stance. o French Explorer: Exploration of North America o Member of British Parliament: Declaration of Independence o American Indian: Manifest Destiny o Resident of the Kansas territory: Kansas Nebraska Act

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.2a

The student will interpret maps, globes, photographs, pictures, or tables to a) locate the seven continents and five oceans;

Essential Understandings Essential Knowledge Continents are large land masses surrounded by water.

Continents North America South America Africa Asia Australia Antarctica Europe* *Note: Europe is considered a continent even though it is not entirely surrounded by water. The land mass is frequently called Eurasia. Oceans Atlantic Ocean Pacific Ocean Arctic Ocean Indian Ocean Southern Ocean

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.2d

The student will interpret maps, globes, photographs, pictures, or tables to d) recognize key geographic features on maps, diagrams, and/or photographs.

Essential Understandings Essential Knowledge It is important to recognize key geographic features on maps, diagrams, and/or photographs. Landforms and water features set the stage for and influenced the course of events in United States history.

Key geographic features Water-related

o Lakes o Rivers o Tributaries o Gulfs and bays

Land-related o Mountains o Hills o Plains o Plateaus o Islands o Peninsulas

Geographic features are related to patterns of trade locations of cities and towns westward (frontier) movement agricultural and fishing industries.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.3a

The student will apply social science skills to understand how early cultures developed in North America by a) describing how archaeologists have recovered material evidence of ancient settlements, including Cactus Hill in Virginia;

Essential Understandings Essential Knowledge Archaeology is the interpretation of material evidence remaining from past human activity. Archaeological discoveries of early Indian settlements have been made in southeastern Virginia.

Archaeologists study human behavior and cultures of the past through the recovery and analysis of artifacts. Scientists are not in agreement about when and how people first arrived in the Western Hemisphere. Cactus Hill is located on the Nottoway River in southeastern Virginia. Evidence that humans lived at Cactus Hill as early as 18,000 years ago makes it one of the oldest archaeological sites in North America.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.3b

The student will apply social science skills to understand how early cultures developed in North America by b) locating where the American Indians lived, with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota), Southwest

(Pueblo), and Eastern Woodlands (Iroquois);

Essential Understandings Essential Knowledge Prior to the arrival of Europeans, American Indians were dispersed across the various environments of North America.

American Indians lived in all areas of North America: Inuit inhabited present-day Alaska and northern Canada. They lived in Arctic areas where the

temperature is below freezing much of the year. Kwakiutl homeland includes the Pacific Northwest coast, which is characterized by a rainy, mild

climate. Lakota people inhabited the interior of the United States, called the Great Plains, which is

characterized by dry grasslands. Pueblo tribes inhabited the Southwest in present-day New Mexico and Arizona, where they lived in

desert areas and areas bordering cliffs and mountains. Iroquois homeland includes northeast North America, called the Eastern Woodlands, which is heavily

forested. Members of these tribes live in their homelands and in many other areas of North America today.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.3c

The student will apply social science skills to understand how early cultures developed in North America by c) describing how the American Indians used the resources in their environment.

Essential Understandings Essential Knowledge Geography and climate affected how the various American Indian groups met their basic needs. Resources influenced what was produced and how it was produced.

In the past, American Indians fished, hunted, and grew crops for food. They made clothing from animal skins and plants. They constructed shelters from resources found in their environment (e.g., sod, stones, animal skins, wood). Types of resources Natural resources: Things that come directly from nature Human resources: People working to produce goods and services Capital resources: Goods produced and used to make other goods and services Natural resources The fish caught, wild animals hunted, and crops grown by American Indians were examples of natural resources. Human resources People who fished, made clothing, and hunted animals were examples of human resources. Capital resources The canoes, bows, and spears American Indians made were examples of capital resources.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.4a

The student will apply social science skills to understand European exploration in North America and West Africa by a) describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations;

Essential Understandings Essential Knowledge Major European countries were in competition to extend their power into North America and claim the land as their own.

Motivations for the explorations Economic—find gold and natural resources; trade Religious—spread Christianity Competitions for empire and belief in superiority of own culture Obstacles to the explorations Poor maps and navigational tools Disease and starvation Fear of the unknown Lack of adequate supplies Accomplishments of the explorations Exchanged goods and ideas Improved navigational tools and ships Claimed territories Regions of North America explored by Spain, France, and England Spain: Francisco Coronado claimed the Southwest of the present-day United States for Spain. France: Samuel de Champlain established the French settlement of Québec. Robert La Salle claimed

the Mississippi River Valley for France. England: John Cabot explored eastern Canada. Regions explored by Portugal The Portuguese made voyages of discovery along the coast of West Africa.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.4b

The student will apply social science skills to understand European exploration in North America and West Africa by b) describing cultural and economic interactions between Europeans and American Indians that led to cooperation and conflict, with

emphasis on the American Indian and European concept of land;

Essential Understandings Essential Knowledge The interactions between American Indians and Europeans sometimes led to cooperation and other times resulted in conflict.

Cultural interactions Spanish

o Conquered and enslaved American Indians o Brought Christianity to the New World o Established missions o Introduced European diseases to American Indians

French o Established trading posts o Spread Christian religion

English o Established settlements on American Indian land and claimed ownership of land o Learned farming techniques from American Indians o Traded with American Indians

American Indians o Taught farming techniques to European settlers o Believed that land was to be used and shared but not owned

Areas of cooperation in economic interactions Europeans brought weapons and metal farm tools. Trade Crops Areas of conflict Land Competition for trade Differences in cultures Diseases Language differences

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.4c

The student will apply social science skills to understand European exploration in North America and West Africa by c) identifying the location and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their

interactions with traders.

Essential Understandings Essential Knowledge Ghana, Mali, and Songhai each dominated West Africa in sequence from 300 to 1600 A.D. (C.E.). African people and African goods were among the world resources that drew European interest.

Ghana, Mali, and Songhai dominated West Africa in sequence from 300 to 1600 A.D. (C.E.). Ghana, Mali, and Songhai were located in the western region of Africa, south of the Sahara Desert, near the Niger River. Ghana, Mali, and Songhai became powerful by controlling trade in West Africa. The Portuguese carried goods from Europe to West African empires, trading metals, cloth, and other manufactured goods for gold.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

UNIT II: Colonial America KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should emphasize:

the economic, political, and religious motivations for the early settlements and colonies; the fundamental political principles such as democracy, consent of the governed and representative government, that was debated

and practiced as colonies were settled; the ideals present in the Charters of the Virginia Company of London and the Mayflower Compact as they relate to later ideals used in

the formation of the new nation; economic specialization and interdependence, and how it affected the development of colonial regions, trade, and social classes; and

the impact of Triangular Trade on Colonial America.STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL CE.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons; b) analyzing how political and economic trends influence public policy, using demographic information and other data sources; c) analyzing information to create diagrams, tables, charts, graphs, and spreadsheets; d) determining the accuracy and validity of information by separating fact and opinion and recognizing bias; e) constructing informed, evidence-based arguments from multiple sources; f) determining multiple cause-and-effect relationships that impact political and economic events; g) taking informed action to address school, community, local, state, national, and global issues; h) using a decision-making model to analyze and explain the costs and benefits of a specific choice; i) applying civic virtue and democratic principles to make collaborative decisions; and j) defending conclusions orally and in writing to a wide range of audiences, using evidence from sources. SOL CE.2 The student will apply social science skills to understand the foundations of American constitutional government by a) explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative government; and b) examining and evaluating the impact of the Magna Carta, charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, and the Virginia Statute for Religious Freedom on the Constitution of Virginia and the Constitution of the United States, including the Bill of Rights. SOL CE.11 The student will apply social science skills to understand how economic decisions are made in the marketplace by a) explaining that because of scarcity, consumers, producers, and governments must make choices, understanding that everyone’s choice has an opportunity cost. SOL USI.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history; b) analyzing and interpreting geographic information to determine patterns and trends in United States history; c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history;

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

d) using evidence to draw conclusions and make generalizations; e) comparing and contrasting historical, cultural, and political perspectives in United States history; f) determining relationships with multiple causes or effects in United States history; g) explaining connections across time and place; h) using a decision-making model to identify the costs and benefits of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL USI.5 The student will apply social science skills to understand the factors that shaped colonial America by a) describing the religious and economic events and conditions that led to the colonization of America; b) describing life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment to produce goods and services; c) describing specialization of and interdependence among New England, Mid-Atlantic, and Southern colonies; d) describing colonial life in America from the perspectives of large landowners, farmers, artisans, merchants, women, free African Americans, indentured servants, and enslaved African Americans; and e) explaining the political and economic relationships between the colonies and Great Britain. ENDURING UNDERSTANDING: Environment and interaction affect the development of economic, social, and political life in a society. CONCEPTUAL UNIT QUESTIONS (Essential Questions): What factors affected the development and survival of the different colonial regions and their ways of life? How did the beliefs and traditions of early settlers influence the formation of colonial governments? PREVIEW ACTIVITY: Why do immigrants take risks to come to America? Read about children your age that have come to America at http://teacher.scholastic.com/activities/immigration/young_immigrants/. What motivates people to leave one country and move to another? Work with a partner list reasons why these families came to America. What challenges did they face? TEXTBOOK ALIGNMENT: SEE FILES PACING GUIDE:

UNIT I-V

WEEKS

UNITS VI-X

WEEKS

Early American Indians and European Exploration 4 weeks Virginia State and Local Government 3 weeks Colonial America 4 weeks Early U.S. Presidents 3 weeks American Revolution 4 weeks Westward Expansion 3 weeks New Nation and Constitution 3 weeks Civic Action Leads to Reform 3 weeks Structure and Power Of Government 3 weeks American Civil War 4 weeks

LITERATURE AND OTHER RESOURCES: LITERATURE We Were There, Too! Young People in U.S. History by Hoose, Phillip Biographies of dozens of young people who made a mark in American history, including explorers, planters, spies, cowpunchers, sweatshop workers, and civil rights workers.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

From Colonies to Country by Hakin, Joy This book covers American history from the French and Indian War to the Constitutional Convention

First Facts about U.S. History by King, David C. Introduces significant people and events in American history from colonial times to the 1990s. Witch of Blackbird Pond by Spear, Elizabeth This is the story between a high-spirited young girl whose rebellion against bigotry and surroundings culminates in a terrifying witch hunt and breath-taking trial.

Remember Patience Whipple by Lasky, Katherine In the form of journal entries, this book tells the story of a young Puritan girl and her arrival in the New World. The Double Life of Pocahontas Fritz, Jean This fictionalized story tells about the life of Pocahontas during the early colonial period. WEBSITES Library of Congress www.loc.gov National Archives http://www.archives.gov/ Smithsonian American Art Museum http://americanart.si.edu/ PBS Teachers http://www.pbs.org/teachers/ SUMMARY OF KEY VOCABULARY AND PEOPLE: The following list of terms reflects some of the important vocabulary, people, and places students should know to successfully understand course content and pass the SOL exams. BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” words for a deeper understanding.

HISTORY TERMS CIVICS and ECONOMIC TERMS KEY PEOPLE Cash Crop Roanoke Abundance Markets William Bradford

Colony / Colonist Royal Colony Separatist / Pilgrim

Charters of the Virginia Company of London

Ann Hutchinson

County Seat Separatist / Pilgrim Consent of the Governed Mercantilism Pocahontas

Debtor Southern Colonies Mayflower Compact Powhatan

House of Burgesses Town Meetings Limited Government Production John Rolfe

Indentured Servant Triangular Trade Interdependence Profit James Oglethorpe

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

Jamestown Debtor Representative Government

William Penn

Market Towns Democracy John Smith

Mid-Atlantic Colonies Economic Venture Rule of Law Squanto

New England Colonies

Freedom of Religion Self-Rule Roger Williams

Plymouth Import / Export Specialization John Winthrop

Puritans Surplus John White

Quakers Traditional Economy

CURRICULUM GUIDE: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdYTIzR01FUk85MWM&usp=sharing LESSONS AND RESOURCES: https://drive.google.com/open?id=0BySl24GaKHVdYTIzR01FUk85MWM SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1a The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons;

Essential Understandings Experiences may include but are not limited to the following:

Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere. Analyzing and interpreting includes identifying the important elements of information sources in order to make inferences and generalizations and draw conclusions.

Use an analysis tool to analyze and interpret artifacts and primary and secondary sources. Sample Analysis Tool

Title of Informational Source:

Key Elements Evidence

Observation: What do you see?

Source: Who created the source?

Context: Where is the source located in terms of time and place?

Historical Perspective: Whose point of view does it represent?

Analysis: What is the source’s impact on history?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1b The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by f) analyzing how political and economic trends influence public policy, using demographic information and other data sources;

Essential Understandings Experiences may include but are not limited to the following: Analysis includes identifying important trends based on demographic information and other data sources. Demographic information is often used by governments and businesses in the development of policies and decisions. Demographic information is presented in a variety of forms, including the following: Election data Economic data Census data

Use data to determine how a current issue (e.g., immigration, civil rights) has changed over time and

resulted in public policy actions. Determine how the role of the media changed over three different campaigns for an elected office.

Analyze the political and economic trends that influenced the media coverage. Determine how the function of political institutions has changed over time due to the influence of public

policy, demographics, and political ideals. Examine the role of media and its impact on public policy over time.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1c The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by g) analyzing information to create diagrams, tables, charts, graphs, and spreadsheets;

Essential Understandings Experiences may include but are not limited to the following: Close examination and interpretation of various data and images are essential to making informed decisions. The type of information being presented determines the organizational format.

Organize the information presented in a founding document to illustrate the frequency with which a

specific fundamental political principle is referenced. Make inferences and draw conclusions about the significance of that political principle.

Organize information to illustrate the number and location of small businesses in a city, town, or county. Make inferences and draw conclusions about the reasons why those businesses are located in various areas, pinpointing specific political and economic reasons.

Chart the daily activities of the governor of Virginia as reported by a newspaper, the executive branch Web site, or an Internet blogger. Organize the information to determine which role the governor fills most frequently.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1d The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by h) determining the accuracy and validity of information by separating fact and opinion and recognizing bias;

Essential Understandings

Experiences may include but are not limited to the following:

Not all primary and secondary sources are reliable and accurate. The context from the time period of the primary or secondary source can influence the information included. It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions. Facts can be verified with evidence while opinions cannot. Bias is partiality in favor of or against one thing, person, or group compared with another.

Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:

o Timeliness of the information o Importance of the information o Source of the information o Reliability, truthfulness, and correctness of the content o Reason the information exists

Select an event or issue. Explore multiple sources that report the same event or issue. Examine the information to determine the accuracy and validity of the sources. Events or issues may include the following: o Presidential election o School board election o Action taken by local district court o Legislation passed by the Virginia General Assembly o Expansion of an Internet company o Foreign acquisition of an American company o Trade agreement between the United States and another nation

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1e The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) constructing informed, evidence-based arguments from multiple sources;

Essential Understandings Experiences may include but are not limited to the following: Analyzing various types of sources with multiple points of view produces an understanding of ideas, concepts, and actions of individuals or groups. Critical evaluation and analysis of multiple resources influence interpretation of knowledge gained and the formation of opinions. Constructing an informed argument involves questioning the sources used. Evidence cited from multiple sources increases the validity of an argument.

Select an issue. Gather information from a variety of sources (e.g., executive orders; founding

documents; foreign policy; political or business Web sites; social or political blogs) to argue the costs and benefits of o a local community action involving the local school board o a state issue o a national issue o an international issue with local impact.

Gather information from a variety of sources, assume a particular perspective from one time period, and write a newspaper editorial persuading readers to adopt a chosen perspective.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1f The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by f) determining multiple cause-and-effect relationships that impact political and economic events;

Essential Understandings Experiences may include but are not limited to the following: A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. Relationships can have multiple causes and effects. Determining relationships involves drawing conclusions about the causes and effects. The relationships (interactions) between people, places, and ideas have an enduring influence on political and economic decision making and events. Diversity creates a variety of perspectives, contributions, and challenges. Explaining includes justifying why the evidence credibly supports the claim.

Compare charts, graphs, and/or maps to determine the role that diversity played in affecting the social,

economic, and political structure of the United States. Create flowcharts, storyboards, diagrams, or timelines to explore multiple causes and effects. Example:

Event: Addition of the Bill of Rights to the United States Constitution Cause Event Effect(s)

Debates between the Federalists and Anti-Federalists about the Constitution’s specific limits on government power

Bill of Rights added to the United States Constitution

Guarantee of individual rights Protections from state and federal infringements on individual rights

Determine how the choices of selected people or groups influenced United States history. Example:

Event: Election of 1920 Choice Event Effect

19th Amendment passed Election of 1920 Total popular vote increased from 18.5 million to 26.8 million

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1g The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by g) taking informed action to address school, community, local, state, national, and global issues;

Essential Understandings Experiences may include but are not limited to the following: Taking informed action includes implementing steps to influence change. Individuals and groups can influence the actions of others. Individual and/or group actions can make a difference in the community at all levels.

Research a local, state, national, or global issue. Create a timeline or graphic organizer to illustrate

how that issue has changed over time. Develop a plan of action that addresses the current status of the issue and its impact on the community. The plan may include but is not limited to: o Issue o Stakeholders involved o Action steps o Intended outcomes and potential impact on the community

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1h

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by h) using a decision-making model to analyze and explain the costs and benefits of a specific choice;

Essential Understandings Experiences may include but are not limited to the following: Decision-making models serve several purposes. They can help us make decisions for the future better understand the choices

people faced in the past analyze the outcomes of the

decisions that people already made.

Effective decision making requires weighing the expected costs and benefits and recommending solutions, using a decision-making model. Citizens manage their lives by making choices. Choices are based upon alternatives that seem to be the best because they involve the least cost and the greatest benefit.

Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid.

Use a cost-benefit analysis chart.

Decision: Should the Electoral College system be used to elect the president of the United States? Costs Level of

Importance 1-5

Benefits Level of Importance1-5

A candidate who has not earned a majority of the popular vote can become president

Guarantees that states with small populations have some representation in the election process

Discourages voter turnout with the winner-take-all scenario

Large-population states benefit because candidates make a special effort to win their electoral votes

Keeps third parties from having a greater influence in an election

Winner-take-all nature gives the impression of a greater majority than the popular vote

Total Total

Problem: Which of the following responsibilities of citizenship is most important (other than voting)? Criteria

Alternatives

Helps one with voting

decisions

Doesn’t take much time

Greatest impact

Affects a lot of people

Communicating with government officials

Participating in political campaigns Keeping informed about current issues

Respecting differing opinions in a diverse society

Decision:

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1i The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by i) applying civic virtue and democratic principles to make collaborative decisions;

Essential Understandings Experiences may include but are not limited to the following: Civic virtue is the cultivation of habits of personal living that are viewed as important for the success of the community. Examples include but are not limited to: Voting Volunteering Organizing a community

group Attending a city or school

board meeting Collaboration is necessary in order to be an effective learner and citizen.

Promote collaboration with others both inside and outside the classroom. Examples of collaboration

may include the following: o Socratic seminar o Two-way journaling o Digital media (e.g., videoconferences)

Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.

Provide other students with constructive feedback on written assignments via the peer-editing process. Include the use of proper reference citations and distinguish one’s own ideas from information created

or discovered by others.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1j The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) defending conclusions orally and in writing to a wide range of audiences, using evidence from sources.

Essential Understandings Experiences may include but are not limited to the following: When presenting information in written and oral form, one should consider the purpose and point of view of the information, as well as the audience for whom it is intended. Information can be acquired from various sources. Research is the search for knowledge, using a variety of materials and sources in order to discover facts, answer questions, and draw conclusions. Students present, listen critically, and provide evidence to support opinions by distinguishing between fact

and opinion comparing and contrasting

viewpoints presenting a convincing

argument paraphrasing and

summarizing what is heard using language and

vocabulary appropriate to audience, topic, and purpose

organizing a presentation.

Investigate the economic impact of littering in the local community. Determine the sources needed for

the investigation, gather and analyze the data, and develop a position on the issue. Prepare a presentation for the student government association to persuade the council to get involved and support the chosen position.

Investigate school transportation routes of the local school division. Research the history of transportation in the local community. Determine the sources to gather information and data. Determine what issues or concerns there are for school transportation. Prepare a presentation to deliver to the local school board about your concerns, and offer possible solutions.

Survey campaign ads, both in print and on television or the Internet, for candidates running for a local, state, or national office. Create a guide for voters to use when making decisions on Election Day.

Investigate a school issue that has a community impact. Prepare a brief speech to deliver to the civic league, school board, or school administration about your concerns, and offer possible solutions.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.2a

The student will apply social science skills to understand the foundations of American constitutional government by a) explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative

government;

Essential Understandings Essential Knowledge Fundamental political principles define and shape American constitutional government.

Fundamental political principles Consent of the governed: Citizens give authority to the government in exchange for the protection of

their rights. Limited government: Government is not all-powerful and may do only those things the people have

given it the power to do. Rule of law: Everyone, including government officials, must follow the law. Democracy: In a democratic system of government, the people rule. Representative government: In a representative system of government, the people elect public office

holders to make laws and conduct government on the people’s behalf.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.2b

The student will apply social science skills to understand the foundations of American constitutional government by b) examining and evaluating the impact of the Magna Carta, charters of the Virginia Company of London, the Virginia Declaration of

Rights, the Declaration of Independence, the Articles of Confederation, and the Virginia Statute for Religious Freedom on the Constitution of Virginia and the Constitution of the United States, including the Bill of Rights;

Essential Understandings Essential Knowledge

American constitutional government is founded on concepts articulated in earlier documents.

Influence of earlier documents on the Constitution of the United States The Magna Carta established for the first time the principle that everyone including the king was

subject to the law, and gave Englishmen basic rights and freedoms. The charters of the Virginia Company of London guaranteed the rights of Englishmen to the colonists. The Virginia Declaration of Rights served as a model for the Bill of Rights of the Constitution of the

United States. The Declaration of Independence

o stated grievances against the king of Great Britain o declared the colonies’ independence from Great Britain o affirmed “certain unalienable rights” (life, liberty, and the pursuit of happiness) o affirmed the idea that all people are created equal.

The Articles of Confederation o established the first form of national government for the independent states o maintained that major powers resided with individual states o created weak central government (e.g., no power to tax or enforce laws) o led to the writing of the Constitution of the United States.

The Virginia Statute for Religious Freedom stated freedom of religious beliefs and opinions. The Constitution of the United States, including the Bill of Rights, established the structure of the United States government guaranteed equality under the law with majority rule and the rights of the minority protected affirmed individual worth and dignity of all people protected the fundamental freedoms of religion, speech, press, assembly, and petition.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.11a

The student will apply social science skills to understand how economic decisions are made in the marketplace by a) explaining that because of scarcity, consumers, producers, and governments must make choices, understanding that everyone’s

choice has an opportunity cost;

Essential Understandings Essential Knowledge Because of scarcity, consumers, producers, and government decision makers are forced to make choices. Whenever you make a choice, you are actually making two choices. This is because whenever you choose to do one thing, you are also choosing not to do something else. What you choose not to do is your opportunity cost. All choices have opportunity costs.

The problem of scarcity faces all individuals and organizations, including businesses and governments: We have unlimited wants, but our resources are limited. The goods and services we want exceed our ability to produce them. Scarcity forces consumers, producers, and governments to make difficult choices. Scarcity is the inability to satisfy all wants at the same time. All resources and goods are limited. Limited goods and resources require that choices be made. Resources are factors of production that are used in the production of goods and services. Types of resources are natural, human, capital, and entrepreneurship. Choice is selection of an item or action from a set of possible alternatives. Individuals must choose or make decisions about desired goods and services because these goods and services are limited. Opportunity cost is what is given up when a choice is made (the second-best alternative). Individuals must consider the value of what is given up when making a choice. Production is the combining of human, natural, capital, and entrepreneurship resources to make goods or provide services. Available resources and consumer preferences determine what is produced. Consumption is the using of goods and services. Consumer preferences and price determine what is purchased and consumed.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.11a

The student will apply social science skills to understand how economic decisions are made in the marketplace by a) explaining that because of scarcity, consumers, producers, and governments must make choices, understanding that everyone’s

choice has an opportunity cost;

Essential Understandings Essential Knowledge Because of scarcity, consumers, producers, and government decision makers are forced to make choices. Whenever you make a choice, you are actually making two choices. This is because whenever you choose to do one thing, you are also choosing not to do something else. What you choose not to do is your opportunity cost. All choices have opportunity costs.

The problem of scarcity faces all individuals and organizations, including businesses and governments: We have unlimited wants, but our resources are limited. The goods and services we want exceed our ability to produce them. Scarcity forces consumers, producers, and governments to make difficult choices. Scarcity is the inability to satisfy all wants at the same time. All resources and goods are limited. Limited goods and resources require that choices be made. Resources are factors of production that are used in the production of goods and services. Types of resources are natural, human, capital, and entrepreneurship. Choice is selection of an item or action from a set of possible alternatives. Individuals must choose or make decisions about desired goods and services because these goods and services are limited. Opportunity cost is what is given up when a choice is made (the second-best alternative). Individuals must consider the value of what is given up when making a choice. Production is the combining of human, natural, capital, and entrepreneurship resources to make goods or provide services. Available resources and consumer preferences determine what is produced. Consumption is the using of goods and services. Consumer preferences and price determine what is purchased and consumed.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1a

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history;

Essential Understandings Experiences may include but are not limited to the following: Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere. Analyzing and interpreting includes identifying the important elements of information sources in order to make inferences and generalizations, and draw conclusions.

Use an analysis tool to analyze and interpret artifacts and primary and secondary sources. Sample Analysis Tool

Title of Informational Source:

Key Elements Evidence

Observation: What do you see?

Source: Who created the source?

Context: Where is the source located in terms of time and place?

Historical Perspective: Whose point of view does the source represent?

Analysis: What is the source’s impact on history?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1b

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) analyzing and interpreting geographic information to determine patterns and trends in United States history;

Essential Understandings Experiences may include but are not limited to the following: Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. The knowledge of geography and the application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment in order to solve problems. The physical geography of a location had a direct impact on the lives of people in the United States and how they adapted to their environment. Geographic themes include location place regions movement human-environment

interaction.

Acquire geographic information from a variety of sources, such as

o GIS (Geographic Information Systems) o field work o satellite images o photographs o maps, globes o charts and graphs o databases o primary sources o diagrams.

Analyze the relationship between physical and human geography (e.g., life in the New England, Mid-Atlantic, and Southern colonies).

Analyze geographic information related to the movement of people, products, resources, ideas, and language to determine patterns and trends throughout United States history.

Examine maps of a location before and after a major conflict to discuss how the conflict affected the social, political, and economic landscape of an area.

Use maps to explain how the location of resources influences the patterns, trends, and migration of populations.

Five themes of geography Location: Defined according to its position on the earth’s surface; where is it? Place: Locations having distinctive features that give them meaning and character that differ from other

locations; what is it like? Region: A unit on the earth’s surface that has unifying characteristics; how are places similar or

different? Movement: The way people, products, and information move from one place to another; how do

people, goods, and ideas move from one location to another? Human-Environment Interaction: The relationship between people and their environment; how do

people relate to the physical world?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1c

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history;

Essential Understandings Experiences may include but are not limited to the following: Interpreting involves using information found in charts, graphs, and pictures to develop an understanding of people, places, or events and draw conclusions. Close examination and interpretation of various data and images are essential to making informed decisions.

Use historical maps to analyze changes in population over time. Identify and sequence events that shaped colonial America. Interpret and draw conclusions from political cartoons about westward expansion. Compare an illustration of a historical event to a written account of the event. Gather information from a variety of sources to show the impact of colonial settlement on American

Indian homelands. Interpret photographs of the Civil War. Discuss the photographer’s potential bias. Discuss the potential

bias of the audience. Discuss the potential bias the photographs might cause. Use primary sources to interpret how inventions changed life in America.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1d

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making and responsible citizenship by d) using evidence to draw conclusions and make generalizations;

Essential Understandings Experiences may include but are not limited to the following: Critical examination and evaluation of historical evidence is essential to understanding the past. Drawing conclusions and making generalizations involves observing and considering all

the facts, arguments, and information

considering what is already known

determining the certainty of multiple answers based upon the information presented

predicting and adjusting predictions, questioning, restating main ideas, and summarizing supporting details.

Evaluate media and images as sources for drawing conclusions and making generalizations. Draw conclusions about propaganda used during a selected time period. Make generalizations using political cartoons in order to explain historical events. After reading about an historical event, use a chart to draw conclusions or make generalizations about

a point of view. Example:

Event: Westward Expansion Somebody Wanted But So What? Thomas Jefferson

to expand the United States into the territory west of the Mississippi River

the area was home to American Indians whose lifestyles varied.

The United States doubled in size, leading to a new understanding of the geography and resources. It also negatively affected American Indians and caused a greater divide between the North and South.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1e

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) comparing and contrasting historical, cultural, and political perspectives in United States history;

Essential Understandings Experiences may include but are not limited to the following: Examining the historical, cultural, and political perspectives of countries reveals the ideals, beliefs, values, and institutions of their people. Being able to compare and contrast helps us understand important similarities and differences between people, places, events, and times in United States history.

Compare and contrast historical events, using media, images, or text, to gain understanding of

historical, cultural, and political perspectives in United States history. Examples of historical events include o exploration (British, French, and Spanish) o creation of the Constitution of the United States o expansion of slavery.

Create a graphic organizer to analyze information about concepts or themes in multiple time periods. Examples of concepts or themes include o conflict o expansion o movement o interaction.

Create a graphic organizer to compare and contrast how people from different colonies interacted with the environment.

Create a graphic organizer to compare and contrast the political perspectives of two leaders in United States history.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1f

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by f) determining relationships with multiple causes or effects in United States history;

Essential Understandings Experiences may include but are not limited to the following: A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. People respond to and resolve conflicts in a variety of ways, resulting in relationships that have many causes and differing outcomes. Diversity includes a variety of perspectives, contributions, and challenges. Certain events in United States history have multiple causes and effects. Conflicts often have multiple causes and effects.

Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social,

economic, and political structure of the United States. Create flow charts, storyboards, and timelines to explore multiple causes and effects.

Example:

Event: Surrender at Yorktown Cause(s) Event Effect(s)

Strong colonial leadership Surrender at Yorktown End of the American RevolutionAdditional support from France Victory over Lord Cornwallis

Determine how the choices of selected individuals or groups influenced United States history.

Example:

Event: Constitutional Convention Cause(s) Event Effect(s)

Weakness of the Articles of Confederation

State delegates meet in Philadelphia

Draft of a new constitution Compromises over the structure and powers of the national and state government Creation of a new government

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1g

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by g) explaining connections across time and place;

Essential Understandings Experiences may include but are not limited to the following: Making connections includes understanding that people, events, and developments have brought changes to the United States. Everyday life in the United States today is different from everyday life long ago. Explaining includes justifying thinking with supporting details.

Create a flowchart to show connections between what explorers wanted to accomplish in the west

(e.g., find new land for farming) and the effect that these interests had on American Indians (e.g., American Indians were displaced from their land). Discuss how the relationship between the explorers and the American Indians changed over time.

Create a graphic organizer to outline how life for people in early United States history changed over time based on the human, natural, and capital resources available.

Use digital media to create a graphic organizer that explains the impact of westward expansion on American Indians over time.

Create a timeline to show the political, social, and economic factors that shaped colonial America and how they continue to shape our nation today.

Use images to explain how the physical or cultural landscape of the United States changed after a major event.

Create a graphic organizer that compares the technology used in the American Revolution with that used in the Civil War and how the changes affected specific events.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1h

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by h) using a decision-making model to identify the costs and benefits of a specific choice made;

Essential Understandings Experiences may include but are not limited to the following: The decision-making process involves seeing the problem from a variety of perspectives and considering the consequences. A cost is what you give up when you decide to do something. A benefit is what satisfies a want. People manage their lives by making choices. They choose the alternative that seems best to them because it involves the least cost and the greatest benefit.

Use a decision-making model to weigh the costs and benefits of making the follow choices:

o Explore North America. o Create laws for the colonies. o Interact with American Indian culture groups. o Settle in a colonial region. o Join the war effort or remain loyal to Great Britain. o Move west after the American Revolution. o Ratify the new constitution.

Choose a historical event. Determine the concern or issue. Use a decision-making model to develop and explain an alternative decision by weighing the costs and benefits of the event.

Historical event:

Costs Benefits

Actual decision made: Alternative decision:

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1i

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;

Essential Understandings Experiences may include but are not limited to the following: The research process requires the use of a variety of resources to ensure validity. In order to avoid plagiarism, credit must be given when using another person’s idea, opinion, or theory. Sources should be authentic and valid. Responsible citizens demonstrate a respect for the rights of others.

Explore the ethical and legal issues related to the access and use of information by

o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.

Exhibit the responsibilities of citizenship in the classroom by demonstrating o when it is appropriate to listen and when to speak o how to make necessary compromises o how to work together to accomplish goals o how to conduct oneself in a respectful manner.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1j

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) investigating and researching to develop products orally and in writing.

Essential Understandings Experiences may include but are not limited to the following: People communicate through oral and written language. Research is the search for knowledge, using a variety of materials and sources in order to discover facts, answer questions, and draw conclusions. Students present, listen critically, and provide evidence to support opinions by distinguishing between fact

and opinion comparing and contrasting

viewpoints presenting a convincing

argument paraphrasing and summarizing

what is heard using language and

vocabulary appropriate to audience, topic, and purpose

organizing a presentation.

Investigate people, places, and events in United States history to develop an understanding of

historical, cultural, economic, political, and geographical relationships by o exploring religious and economic decisions that led to the colonization of America o outlining and describing geographic factors that influenced battles during the American Revolution

or the Civil War o describing and providing evidence to support sources of colonial dissatisfaction that led to the

American Revolution o creating a digital map outlining the geographic and economic factors that influenced westward

movement. Create a chart outlining the costs and benefits of visiting different regions of the United States. Investigate an important event. Create the front page of a newspaper with headlines and articles

detailing the event. The newspaper may include the following features: o Articles summarizing the event o Timeline detailing actions leading up to the event o Quotes from participants o Images of the event

Create a social media page or blog about an event from United States history. Take a position on the topic, and use a variety of sources as evidence to support the stance. o French Explorer: Exploration of North America o Member of British Parliament: Declaration of Independence o American Indian: Manifest Destiny o Resident of the Kansas territory: Kansas Nebraska Act

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.5a

The student will apply social science skills to understand the factors that shaped colonial America by a) describing the religious and economic events and conditions that led to the colonization of America;

Essential Understandings Essential Knowledge Colonies in North America were established for religious and economic reasons.

Colonies and the reasons they were established Roanoke Island (Lost Colony) was established as an economic venture. Jamestown settlement, the first permanent English settlement in North America (1607), was an

economic venture by the Virginia Company. Plymouth Colony was settled by separatists from the Church of England who wanted to avoid religious

persecution. Massachusetts Bay Colony was settled by the Puritans to avoid religious persecution. Pennsylvania was settled by the Quakers, who wanted freedom to practice their faith without

interference. Georgia was settled by people who had been in debtors’ prisons in England. They hoped to experience

economic freedom and start a new life in the New World.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.5b

The student will apply social science skills to understand the factors that shaped colonial America by b) describing life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their

environment to produce goods and services;

Essential Understandings Essential Knowledge Geographic features influenced life in the colonies. The colonies consisted of different groups of people whose lives varied greatly depending on their social position.

Term to know resources: natural, capital, or human Interactions of people and environment New England Geography and climate

o Appalachian Mountains, harbors, hilly terrain, rocky soil, jagged coastline o Moderate summers, cold winters

Resources o Natural resources: timber, fish, deep harbors o Human resources: skilled craftsmen, fishermen, merchants, shipbuilders o Capital resources: tools, buildings

Social life o Village, school, and church as center of life o Religious reformers and separatists

Political and civic life o Town meetings

Mid-Atlantic Geography and climate

o Appalachian Mountains, coastal plains, harbors, rivers, rich farmlands o Moderate climate

Resources o Natural resources: rich farmlands, rivers o Human resources: unskilled and skilled workers, farmers, fishermen, merchants o Capital resources: tools, buildings

Social life o Villages and cities o Diverse cultural backgrounds o Diverse religions

Political and civic life o Market towns

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.5b (continued)

The student will apply social science skills to understand the factors that shaped colonial America by b) describing life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their

environment to produce goods and services;

Essential Understandings Essential Knowledge

South Geography and climate

o Appalachian Mountains, Piedmont, Atlantic Coastal Plain, harbors, rivers, fertile farmland o Humid climate

Resources o Natural resources: fertile farmlands, rivers, harbors, forests o Human resources: farmers, enslaved African Americans, indentured servants o Capital resources: tools, buildings

Social life o Plantations, mansions, few cities, few schools o Church of England

Political and civic life o Counties

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.5c

The student will apply social science skills to understand the factors that shaped colonial America by c) describing specialization of and interdependence among New England, Mid-Atlantic, and Southern colonies;

Essential Understandings Essential Knowledge Economic specialization and interdependence existed among the colonies in the production of goods and services. Specialization increases productivity. It also requires trade and increases interdependence.

Terms to know specialization: Focus on producing one product or a few products interdependence: Two or more people depending on others

New England colonies Specialization

o Fishing, shipbuilding, naval supplies, metal tools, equipment Examples of interdependence

o The New England colonies depended on the Southern colonies for crops such as tobacco, rice, cotton, and indigo.

o They depended on the Mid-Atlantic colonies for livestock and grains. Mid-Atlantic colonies Specialization

o Livestock, grains, fish Examples of interdependence

o The Mid-Atlantic colonies traded with the Southern and New England colonies to get the products they did not produce.

o The Mid-Atlantic colonies depended on the Southern colonies for tobacco, rice, indigo, and forest products.

o They traded with the New England colonies for metal tools and equipment. Southern colonies Specialization

o Tobacco, rice, indigo, forest products (lumber, tar, pitch) Examples of interdependence

o The Southern colonies depended on the New England colonies for manufactured goods, including metal tools and equipment.

o They depended on the Mid-Atlantic colonies for grains and other agricultural products not plentiful in the South.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.5d

The student will apply social science skills to understand the factors that shaped colonial America by d) describing colonial life in America from the perspectives of large landowners, farmers, artisans, merchants, women, free African

Americans, indentured servants, and enslaved African Americans;

Essential Understandings Essential Knowledge The colonies were made up of different groups of people whose lives varied greatly depending on their social position.

Large landowners Lived predominantly in the South Relied on indentured servants and/or enslaved African Americans for labor Were educated in some cases Had rich social culture Farmers Worked the land according to the region Relied on family members for labor Artisans Worked as craftsmen in towns and on plantations Lived in small villages and cities

Merchants Worked to buy and sell goods to the colonists Lived in towns and cities Women Worked as caretakers, house-workers, and homemakers Were not allowed to vote Had few opportunities for getting an education Free African Americans Were able to own land Had economic freedom and could work for pay and decide how to spend their money Were not allowed to vote

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.5d (continued)

The student will apply social science skills to understand the factors that shaped colonial America by d) describing colonial life in America from the perspectives of large landowners, farmers, artisans, merchants, women, free African

Americans, indentured servants, and enslaved African Americans;

Essential Understandings Essential Knowledge

Indentured servants Were men and women who did not have money for passage to the colonies and who agreed to work

without pay for the person who paid for their passage Were free at the end of their contract Enslaved African Americans Were captured in their native Africa and sold to slave traders, then were shipped to the colonies where

they were sold into slavery Were owned as property for life and did not have any rights Were often born into slavery (i.e., children of enslaved African Americans were born into slavery)

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.5e

The student will apply social science skills to understand the factors that shaped colonial America by e) explaining the political and economic relationships between the colonies and Great Britain.

Essential Understandings Essential Knowledge Great Britain established and attempted to maintain control over the colonies.

Economic relationships Great Britain imposed strict control over trade. Great Britain taxed the colonies after the French and Indian War. The colonies traded raw materials for goods made in Great Britain. Political relationships Colonists had to obey British laws, which were enforced by governors. Colonial governors were appointed by the king or by the proprietor. A colonial legislature made laws for each colony but was monitored by the colonial governor.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

UNIT III: American Revolution KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should emphasize:

mercantilism affected production, markets, price, trade, profits, and taxes within the colonies. Great Britain’s mercantilist policies led to colonial dissatisfaction. key ideas in the Declaration of Independence included grievances against Great Britain, equality under the law, and unalienable of

rights.

STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL CE.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons; b) analyzing how political and economic trends influence public policy, using demographic information and other data sources; c) analyzing information to create diagrams, tables, charts, graphs, and spreadsheets; d) determining the accuracy and validity of information by separating fact and opinion and recognizing bias; e) constructing informed, evidence-based arguments from multiple sources; f) determining multiple cause-and-effect relationships that impact political and economic events; g) taking informed action to address school, community, local, state, national, and global issues; h) using a decision-making model to analyze and explain the costs and benefits of a specific choice; i) applying civic virtue and democratic principles to make collaborative decisions; and j) defending conclusions orally and in writing to a wide range of audiences, using evidence from sources. SOL CE.2 The student will apply social science skills to understand the foundations of American constitutional government by a) explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative government; and b) examining and evaluating the impact of the Magna Carta, charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, and the Virginia Statute for Religious Freedom on the Constitution of Virginia and the Constitution of the United States, including the Bill of Rights. SOL CE.11 The student will apply social science skills to understand how economic decisions are made in the marketplace by a) explaining that because of scarcity, consumers, producers, and governments must make choices, understanding that everyone’s choice has an opportunity cost. SOL CE.13 The student will apply social science skills to understand the role of government in the United States economy by c) describing how local, state, and federal governments allocate their budgets and collect taxes to pay for goods and services they provide.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

SOL USI.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history; b) analyzing and interpreting geographic information to determine patterns and trends in United States history; c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history; d) using evidence to draw conclusions and make generalizations; e) comparing and contrasting historical, cultural, and political perspectives in United States history; f) determining relationships with multiple causes or effects in United States history; g) explaining connections across time and place; h) using a decision-making model to identify the costs and benefits of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL USI.6 The student will apply social science skills to understand the causes and results of the American Revolution by a) explaining the issues of dissatisfaction that led to the American Revolution; b) describing how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence; c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, and the Marquis de Lafayette; and d) explaining reasons why the colonies were able to defeat Great Britain. ENDURING UNDERSTANDING: People have revolutions to modify the political, economic and social values to meet the needs of people in a new independent society. CONCEPTUAL UNIT QUESTIONS (Essential Questions): When is it right to say “No More!” and fight for what you believe is right? What was the impact of taxation without representation on the people and economy of the United States? How did fundamental political principles and British mercantilism lead to the American Revolution? PREVIEW ACTIVITY: THINK-PAIR-SHARE Ask students: “What would you fight for?” Have them list their answers then share with a partner. Create a list as a whole group. Connect to prior knowledge by asking what the Patriots fought for during the American Revolution. Make connections between reasons for fighting. TEXTBOOK ALIGNMENT: SEE FILES PACING GUIDE:

UNIT I-V

WEEKS

UNITS VI-X

WEEKS

Early American Indians and European Exploration 4 weeks Virginia State and Local Government 3 weeks Colonial America 4 weeks Early U.S. Presidents 3 weeks American Revolution 4 weeks Westward Expansion 3 weeks New Nation and Constitution 3 weeks Civic Action Leads to Reform 3 weeks Structure and Power Of Government 3 weeks American Civil War 4 weeks

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

LITERATURE AND OTHER RESOURCES: LITERATURE We Were There, Too! Young People in U.S. History by Hoose, Phillip Biographies of dozens of young people who made a mark in American history, including explorers, planters, spies, cowpunchers, sweatshop workers, and civil rights workers. From Colonies to Country by Hakin, Joy This book covers American history from the French and Indian War to the Constitutional Convention The Fighting Ground by Avi Jonathan, 13, thinks only of glory until he joins a band of colonist rebels during the Revolutionary War. Johnny Tremain by Forbes, Esther This novel chronicles two years, 1773 – 1775, in the life of a young 14 year old silver smith’s apprentice in Boston. He comes into contact with many Boston patriots. WEBSITES Library of Congress www.loc.gov National Archives http://www.archives.gov/ Smithsonian American Art Museum http://americanart.si.edu/ PBS Teachers http://www.pbs.org/teachers/ Colonial Williamsburg http://www.history.org/History/teaching/

The Valley of the Shadow: Two Communities in the American Civil War http://valley.lib.virginia.edu/ SUMMARY OF KEY VOCABULARY AND PEOPLE: The following list of terms reflects some of the important vocabulary, people, and places students should know to successfully understand course content and pass the SOL exams. BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” for a deeper understanding.

HISTORICAL TERMS MAJOR EVENTS CIVICS and ECONOMICS TERMS KEY PEOPLE

French and Indian War, 1752-1763

Mercantilism John Adams

Continental Army Proclamation of 1763 Limited Government Samuel Adams

Continental Congress Stamp Act, 1765

Democracy Stamp Act Congress, 1765 Consent of the Governed George Washington

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

Inalienable Rights Saratoga Incentives Phillis Wheatly

Loyalist Boston Massacre, 1770 Liberty

Tea Act, 1773 Lord Charles Cornwallis

Militia Parliament

Boston Tea Party, 1773 Benjamin Franklin

Minutemen Intolerable Acts, 1774 King George III

Parliament First Continental Congress, 1774

Patrick Henry

Patriot Second Continental Congress, 1775

Opportunity Cost Thomas Jefferson

Revolution Yorktown Private Property Paul Revere

Sons of Liberty Declaration of Independence, 1776

Profit George Mason

Treason Battle of Lexington and Concord

Representative Government

CURRICULUM GUIDE: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdYTIzR01FUk85MWM&usp=sharing LESSONS AND RESOURCES: https://drive.google.com/open?id=0BySl24GaKHVdYTIzR01FUk85MWM SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1a The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by i) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons;

Essential Understandings Experiences may include but are not limited to the following:

Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere. Analyzing and interpreting includes identifying the important elements of information sources in order to make inferences and generalizations and draw conclusions.

Use an analysis tool to analyze and interpret artifacts and primary and secondary sources. Sample Analysis Tool

Title of Informational Source:

Key Elements Evidence

Observation: What do you see?

Source: Who created the source?

Context: Where is the source located in terms of time and place?

Historical Perspective: Whose point of view does it represent?

Analysis: What is the source’s impact on history?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1b The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) analyzing how political and economic trends influence public policy, using demographic information and other data sources;

Essential Understandings Experiences may include but are not limited to the following: Analysis includes identifying important trends based on demographic information and other data sources. Demographic information is often used by governments and businesses in the development of policies and decisions. Demographic information is presented in a variety of forms, including the following: Election data Economic data Census data

Use data to determine how a current issue (e.g., immigration, civil rights) has changed over time and

resulted in public policy actions. Determine how the role of the media changed over three different campaigns for an elected office.

Analyze the political and economic trends that influenced the media coverage. Determine how the function of political institutions has changed over time due to the influence of public

policy, demographics, and political ideals. Examine the role of media and its impact on public policy over time.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1c The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by k) analyzing information to create diagrams, tables, charts, graphs, and spreadsheets;

Essential Understandings Experiences may include but are not limited to the following: Close examination and interpretation of various data and images are essential to making informed decisions. The type of information being presented determines the organizational format.

Organize the information presented in a founding document to illustrate the frequency with which a

specific fundamental political principle is referenced. Make inferences and draw conclusions about the significance of that political principle.

Organize information to illustrate the number and location of small businesses in a city, town, or county. Make inferences and draw conclusions about the reasons why those businesses are located in various areas, pinpointing specific political and economic reasons.

Chart the daily activities of the governor of Virginia as reported by a newspaper, the executive branch Web site, or an Internet blogger. Organize the information to determine which role the governor fills most frequently.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1d The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by l) determining the accuracy and validity of information by separating fact and opinion and recognizing bias;

Essential Understandings

Experiences may include but are not limited to the following:

Not all primary and secondary sources are reliable and accurate. The context from the time period of the primary or secondary source can influence the information included. It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions. Facts can be verified with evidence while opinions cannot. Bias is partiality in favor of or against one thing, person, or group compared with another.

Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:

o Timeliness of the information o Importance of the information o Source of the information o Reliability, truthfulness, and correctness of the content o Reason the information exists

Select an event or issue. Explore multiple sources that report the same event or issue. Examine the information to determine the accuracy and validity of the sources. Events or issues may include the following: o Presidential election o School board election o Action taken by local district court o Legislation passed by the Virginia General Assembly o Expansion of an Internet company o Foreign acquisition of an American company o Trade agreement between the United States and another nation

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1e The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) constructing informed, evidence-based arguments from multiple sources;

Essential Understandings Experiences may include but are not limited to the following: Analyzing various types of sources with multiple points of view produces an understanding of ideas, concepts, and actions of individuals or groups. Critical evaluation and analysis of multiple resources influence interpretation of knowledge gained and the formation of opinions. Constructing an informed argument involves questioning the sources used. Evidence cited from multiple sources increases the validity of an argument.

Select an issue. Gather information from a variety of sources (e.g., executive orders; founding

documents; foreign policy; political or business Web sites; social or political blogs) to argue the costs and benefits of o a local community action involving the local school board o a state issue o a national issue o an international issue with local impact.

Gather information from a variety of sources, assume a particular perspective from one time period, and write a newspaper editorial persuading readers to adopt a chosen perspective.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1f The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by f) determining multiple cause-and-effect relationships that impact political and economic events;

Essential Understandings Experiences may include but are not limited to the following: A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. Relationships can have multiple causes and effects. Determining relationships involves drawing conclusions about the causes and effects. The relationships (interactions) between people, places, and ideas have an enduring influence on political and economic decision making and events. Diversity creates a variety of perspectives, contributions, and challenges. Explaining includes justifying why the evidence credibly supports the claim.

Compare charts, graphs, and/or maps to determine the role that diversity played in affecting the social,

economic, and political structure of the United States. Create flowcharts, storyboards, diagrams, or timelines to explore multiple causes and effects. Example:

Event: Addition of the Bill of Rights to the United States Constitution Cause Event Effect(s)

Debates between the Federalists and Anti-Federalists about the Constitution’s specific limits on government power

Bill of Rights added to the United States Constitution

Guarantee of individual rights Protections from state and federal infringements on individual rights

Determine how the choices of selected people or groups influenced United States history. Example:

Event: Election of 1920 Choice Event Effect

19th Amendment passed Election of 1920 Total popular vote increased from 18.5 million to 26.8 million

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1g The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by g) taking informed action to address school, community, local, state, national, and global issues;

Essential Understandings Experiences may include but are not limited to the following: Taking informed action includes implementing steps to influence change. Individuals and groups can influence the actions of others. Individual and/or group actions can make a difference in the community at all levels.

Research a local, state, national, or global issue. Create a timeline or graphic organizer to illustrate

how that issue has changed over time. Develop a plan of action that addresses the current status of the issue and its impact on the community. The plan may include but is not limited to: o Issue o Stakeholders involved o Action steps o Intended outcomes and potential impact on the community

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1h

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by h) using a decision-making model to analyze and explain the costs and benefits of a specific choice;

Essential Understandings Experiences may include but are not limited to the following: Decision-making models serve several purposes. They can help us make decisions for the future better understand the choices

people faced in the past analyze the outcomes of the

decisions that people already made.

Effective decision making requires weighing the expected costs and benefits and recommending solutions, using a decision-making model. Citizens manage their lives by making choices. Choices are based upon alternatives that seem to be the best because they involve the least cost and the greatest benefit.

Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid.

Use a cost-benefit analysis chart.

Decision: Should the Electoral College system be used to elect the president of the United States? Costs Level of

Importance 1-5

Benefits Level of Importance1-5

A candidate who has not earned a majority of the popular vote can become president

Guarantees that states with small populations have some representation in the election process

Discourages voter turnout with the winner-take-all scenario

Large-population states benefit because candidates make a special effort to win their electoral votes

Keeps third parties from having a greater influence in an election

Winner-take-all nature gives the impression of a greater majority than the popular vote

Total Total

Problem: Which of the following responsibilities of citizenship is most important (other than voting)? Criteria

Alternatives

Helps one with voting

decisions

Doesn’t take much time

Greatest impact

Affects a lot of people

Communicating with government officials

Participating in political campaigns Keeping informed about current issues

Respecting differing opinions in a diverse society

Decision:

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1i The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by i) applying civic virtue and democratic principles to make collaborative decisions;

Essential Understandings Experiences may include but are not limited to the following: Civic virtue is the cultivation of habits of personal living that are viewed as important for the success of the community. Examples include but are not limited to: Voting Volunteering Organizing a community

group Attending a city or school

board meeting Collaboration is necessary in order to be an effective learner and citizen.

Promote collaboration with others both inside and outside the classroom. Examples of collaboration

may include the following: o Socratic seminar o Two-way journaling o Digital media (e.g., videoconferences)

Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.

Provide other students with constructive feedback on written assignments via the peer-editing process. Include the use of proper reference citations and distinguish one’s own ideas from information created

or discovered by others.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1j The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) defending conclusions orally and in writing to a wide range of audiences, using evidence from sources.

Essential Understandings Experiences may include but are not limited to the following: When presenting information in written and oral form, one should consider the purpose and point of view of the information, as well as the audience for whom it is intended. Information can be acquired from various sources. Research is the search for knowledge, using a variety of materials and sources in order to discover facts, answer questions, and draw conclusions. Students present, listen critically, and provide evidence to support opinions by distinguishing between fact

and opinion comparing and contrasting

viewpoints presenting a convincing

argument paraphrasing and

summarizing what is heard using language and

vocabulary appropriate to audience, topic, and purpose

organizing a presentation.

Investigate the economic impact of littering in the local community. Determine the sources needed for

the investigation, gather and analyze the data, and develop a position on the issue. Prepare a presentation for the student government association to persuade the council to get involved and support the chosen position.

Investigate school transportation routes of the local school division. Research the history of transportation in the local community. Determine the sources to gather information and data. Determine what issues or concerns there are for school transportation. Prepare a presentation to deliver to the local school board about your concerns, and offer possible solutions.

Survey campaign ads, both in print and on television or the Internet, for candidates running for a local, state, or national office. Create a guide for voters to use when making decisions on Election Day.

Investigate a school issue that has a community impact. Prepare a brief speech to deliver to the civic league, school board, or school administration about your concerns, and offer possible solutions.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.2a

The student will apply social science skills to understand the foundations of American constitutional government by a) explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative

government;

Essential Understandings Essential Knowledge Fundamental political principles define and shape American constitutional government.

Fundamental political principles Consent of the governed: Citizens give authority to the government in exchange for the protection of

their rights. Limited government: Government is not all-powerful and may do only those things the people have

given it the power to do. Rule of law: Everyone, including government officials, must follow the law. Democracy: In a democratic system of government, the people rule. Representative government: In a representative system of government, the people elect public office

holders to make laws and conduct government on the people’s behalf.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.2b

The student will apply social science skills to understand the foundations of American constitutional government by b) examining and evaluating the impact of the Magna Carta, charters of the Virginia Company of London, the Virginia Declaration of

Rights, the Declaration of Independence, the Articles of Confederation, and the Virginia Statute for Religious Freedom on the Constitution of Virginia and the Constitution of the United States, including the Bill of Rights;

Essential Understandings Essential Knowledge

American constitutional government is founded on concepts articulated in earlier documents.

Influence of earlier documents on the Constitution of the United States The Magna Carta established for the first time the principle that everyone including the king was

subject to the law, and gave Englishmen basic rights and freedoms. The charters of the Virginia Company of London guaranteed the rights of Englishmen to the colonists. The Virginia Declaration of Rights served as a model for the Bill of Rights of the Constitution of the

United States. The Declaration of Independence

o stated grievances against the king of Great Britain o declared the colonies’ independence from Great Britain o affirmed “certain unalienable rights” (life, liberty, and the pursuit of happiness) o affirmed the idea that all people are created equal.

The Articles of Confederation o established the first form of national government for the independent states o maintained that major powers resided with individual states o created weak central government (e.g., no power to tax or enforce laws) o led to the writing of the Constitution of the United States.

The Virginia Statute for Religious Freedom stated freedom of religious beliefs and opinions. The Constitution of the United States, including the Bill of Rights, established the structure of the United States government guaranteed equality under the law with majority rule and the rights of the minority protected affirmed individual worth and dignity of all people protected the fundamental freedoms of religion, speech, press, assembly, and petition.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.11a

The student will apply social science skills to understand how economic decisions are made in the marketplace by a) explaining that because of scarcity, consumers, producers, and governments must make choices, understanding that everyone’s

choice has an opportunity cost;

Essential Understandings Essential Knowledge Because of scarcity, consumers, producers, and government decision makers are forced to make choices. Whenever you make a choice, you are actually making two choices. This is because whenever you choose to do one thing, you are also choosing not to do something else. What you choose not to do is your opportunity cost. All choices have opportunity costs.

The problem of scarcity faces all individuals and organizations, including businesses and governments: We have unlimited wants, but our resources are limited. The goods and services we want exceed our ability to produce them. Scarcity forces consumers, producers, and governments to make difficult choices. Scarcity is the inability to satisfy all wants at the same time. All resources and goods are limited. Limited goods and resources require that choices be made. Resources are factors of production that are used in the production of goods and services. Types of resources are natural, human, capital, and entrepreneurship. Choice is selection of an item or action from a set of possible alternatives. Individuals must choose or make decisions about desired goods and services because these goods and services are limited. Opportunity cost is what is given up when a choice is made (the second-best alternative). Individuals must consider the value of what is given up when making a choice. Production is the combining of human, natural, capital, and entrepreneurship resources to make goods or provide services. Available resources and consumer preferences determine what is produced. Consumption is the using of goods and services. Consumer preferences and price determine what is purchased and consumed.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.13c

The student will apply social science skills to understand the role of government in the United States economy by c) describing how local, state, and federal governments allocate their budgets and collect taxes to pay for goods and services they

provide;

Essential Understandings Essential Knowledge Every level of government— federal, state, and local—requires revenue to pay for goods and services provided by the government. Taxes and fees levied on individuals and businesses are the major source of this revenue. Local, state, and federal governments determine how best to use and allocate the money they collect.

In the United States, governments collect several different types of revenue or taxes from individuals and businesses: The income tax is a main source of revenue for the federal government. Income taxes and sales tax are key sources of revenue for state governments. Property and sales taxes are key sources of revenue for most local governments. Income tax: Payments made by individuals and corporations based on income received. Sales tax: A tax consumers pay on many items they purchase. It is a percentage of the sale price. Property tax: A tax levied on land and buildings. Property tax may also be levied on personal property, such as boats or cars. Federal government revenue pays for services such as national defense and homeland security, some medical expenditures such as Medicare, payments to Social Security recipients, and interest payments on the national debt.

Most state and local government revenue is spent on education, public health and welfare, road construction and repair, and public safety, including police and fire departments.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1a

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by c) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history;

Essential Understandings Experiences may include but are not limited to the following: Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere. Analyzing and interpreting includes identifying the important elements of information sources in order to make inferences and generalizations, and draw conclusions.

Use an analysis tool to analyze and interpret artifacts and primary and secondary sources. Sample Analysis Tool

Title of Informational Source:   

Key Elements  Evidence 

Observation: What do you see?   

Source: Who created the source?  

Context: Where is the source located in terms of time and place? 

 

Historical Perspective: Whose point of view does the source represent? 

 

Analysis: What is the source’s impact on history? 

 

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1b

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) analyzing and interpreting geographic information to determine patterns and trends in United States history;

Essential Understandings Experiences may include but are not limited to the following: Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. The knowledge of geography and the application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment in order to solve problems. The physical geography of a location had a direct impact on the lives of people in the United States and how they adapted to their environment. Geographic themes include location place regions movement human-environment

interaction.

Acquire geographic information from a variety of sources, such as

o GIS (Geographic Information Systems) o field work o satellite images o photographs o maps, globes o charts and graphs o databases o primary sources o diagrams.

Analyze the relationship between physical and human geography (e.g., life in the New England, Mid-Atlantic, and Southern colonies).

Analyze geographic information related to the movement of people, products, resources, ideas, and language to determine patterns and trends throughout United States history.

Examine maps of a location before and after a major conflict to discuss how the conflict affected the social, political, and economic landscape of an area.

Use maps to explain how the location of resources influences the patterns, trends, and migration of populations.

Five themes of geography Location: Defined according to its position on the earth’s surface; where is it? Place: Locations having distinctive features that give them meaning and character that differ from other

locations; what is it like? Region: A unit on the earth’s surface that has unifying characteristics; how are places similar or

different? Movement: The way people, products, and information move from one place to another; how do

people, goods, and ideas move from one location to another? Human-Environment Interaction: The relationship between people and their environment; how do

people relate to the physical world?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1c

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history;

Essential Understandings Experiences may include but are not limited to the following: Interpreting involves using information found in charts, graphs, and pictures to develop an understanding of people, places, or events and draw conclusions. Close examination and interpretation of various data and images are essential to making informed decisions.

Use historical maps to analyze changes in population over time. Identify and sequence events that shaped colonial America. Interpret and draw conclusions from political cartoons about westward expansion. Compare an illustration of a historical event to a written account of the event. Gather information from a variety of sources to show the impact of colonial settlement on American

Indian homelands. Interpret photographs of the Civil War. Discuss the photographer’s potential bias. Discuss the potential

bias of the audience. Discuss the potential bias the photographs might cause. Use primary sources to interpret how inventions changed life in America.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1d

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making and responsible citizenship by d) using evidence to draw conclusions and make generalizations;

Essential Understandings Experiences may include but are not limited to the following: Critical examination and evaluation of historical evidence is essential to understanding the past. Drawing conclusions and making generalizations involves observing and considering all

the facts, arguments, and information

considering what is already known

determining the certainty of multiple answers based upon the information presented

predicting and adjusting predictions, questioning, restating main ideas, and summarizing supporting details.

Evaluate media and images as sources for drawing conclusions and making generalizations. Draw conclusions about propaganda used during a selected time period. Make generalizations using political cartoons in order to explain historical events. After reading about an historical event, use a chart to draw conclusions or make generalizations about

a point of view. Example: Event: Westward Expansion 

Somebody  Wanted  But   So What?  Thomas Jefferson 

to expand the United States into the territory west of the Mississippi River 

the area was home to American Indians whose lifestyles varied. 

 The United States doubled in size, leading to a new understanding of the geography and resources. It also negatively affected American Indians and caused a greater divide between the North and South.  

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1e

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) comparing and contrasting historical, cultural, and political perspectives in United States history;

Essential Understandings Experiences may include but are not limited to the following: Examining the historical, cultural, and political perspectives of countries reveals the ideals, beliefs, values, and institutions of their people. Being able to compare and contrast helps us understand important similarities and differences between people, places, events, and times in United States history.

Compare and contrast historical events, using media, images, or text, to gain understanding of

historical, cultural, and political perspectives in United States history. Examples of historical events include o exploration (British, French, and Spanish) o creation of the Constitution of the United States o expansion of slavery.

Create a graphic organizer to analyze information about concepts or themes in multiple time periods. Examples of concepts or themes include o conflict o expansion o movement o interaction.

Create a graphic organizer to compare and contrast how people from different colonies interacted with the environment.

Create a graphic organizer to compare and contrast the political perspectives of two leaders in United States history.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1f

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by f) determining relationships with multiple causes or effects in United States history;

Essential Understandings Experiences may include but are not limited to the following: A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. People respond to and resolve conflicts in a variety of ways, resulting in relationships that have many causes and differing outcomes. Diversity includes a variety of perspectives, contributions, and challenges. Certain events in United States history have multiple causes and effects. Conflicts often have multiple causes and effects.

Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social,

economic, and political structure of the United States. Create flow charts, storyboards, and timelines to explore multiple causes and effects.

Example: Event:  Surrender at Yorktown

Cause(s) Event  Effect(s)Strong colonial leadership Surrender at Yorktown End of the American RevolutionAdditional support from FranceVictory over Lord Cornwallis

Determine how the choices of selected individuals or groups influenced United States history.

Example: Event:  Constitutional Convention

Cause(s) Event  Effect(s)Weakness of the Articles of Confederation 

State delegates meet in Philadelphia 

Draft of a new constitutionCompromises over the structure and powers of the national and state government Creation of a new government

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1g

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by g) explaining connections across time and place;

Essential Understandings Experiences may include but are not limited to the following: Making connections includes understanding that people, events, and developments have brought changes to the United States. Everyday life in the United States today is different from everyday life long ago. Explaining includes justifying thinking with supporting details.

Create a flowchart to show connections between what explorers wanted to accomplish in the west

(e.g., find new land for farming) and the effect that these interests had on American Indians (e.g., American Indians were displaced from their land). Discuss how the relationship between the explorers and the American Indians changed over time.

Create a graphic organizer to outline how life for people in early United States history changed over time based on the human, natural, and capital resources available.

Use digital media to create a graphic organizer that explains the impact of westward expansion on American Indians over time.

Create a timeline to show the political, social, and economic factors that shaped colonial America and how they continue to shape our nation today.

Use images to explain how the physical or cultural landscape of the United States changed after a major event.

Create a graphic organizer that compares the technology used in the American Revolution with that used in the Civil War and how the changes affected specific events.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1h

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by h) using a decision-making model to identify the costs and benefits of a specific choice made;

Essential Understandings Experiences may include but are not limited to the following: The decision-making process involves seeing the problem from a variety of perspectives and considering the consequences. A cost is what you give up when you decide to do something. A benefit is what satisfies a want. People manage their lives by making choices. They choose the alternative that seems best to them because it involves the least cost and the greatest benefit.

Use a decision-making model to weigh the costs and benefits of making the follow choices:

o Explore North America. o Create laws for the colonies. o Interact with American Indian culture groups. o Settle in a colonial region. o Join the war effort or remain loyal to Great Britain. o Move west after the American Revolution. o Ratify the new constitution.

Choose a historical event. Determine the concern or issue. Use a decision-making model to develop and explain an alternative decision by weighing the costs and benefits of the event.

Historical event:

Costs Benefits

Actual decision made: Alternative decision:

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1i

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;

Essential Understandings Experiences may include but are not limited to the following: The research process requires the use of a variety of resources to ensure validity. In order to avoid plagiarism, credit must be given when using another person’s idea, opinion, or theory. Sources should be authentic and valid. Responsible citizens demonstrate a respect for the rights of others.

Explore the ethical and legal issues related to the access and use of information by

o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.

Exhibit the responsibilities of citizenship in the classroom by demonstrating o when it is appropriate to listen and when to speak o how to make necessary compromises o how to work together to accomplish goals o how to conduct oneself in a respectful manner.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1j

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) investigating and researching to develop products orally and in writing.

Essential Understandings Experiences may include but are not limited to the following: People communicate through oral and written language. Research is the search for knowledge, using a variety of materials and sources in order to discover facts, answer questions, and draw conclusions. Students present, listen critically, and provide evidence to support opinions by distinguishing between fact

and opinion comparing and contrasting

viewpoints presenting a convincing

argument paraphrasing and summarizing

what is heard using language and

vocabulary appropriate to audience, topic, and purpose

organizing a presentation.

Investigate people, places, and events in United States history to develop an understanding of

historical, cultural, economic, political, and geographical relationships by o exploring religious and economic decisions that led to the colonization of America o outlining and describing geographic factors that influenced battles during the American Revolution

or the Civil War o describing and providing evidence to support sources of colonial dissatisfaction that led to the

American Revolution o creating a digital map outlining the geographic and economic factors that influenced westward

movement. Create a chart outlining the costs and benefits of visiting different regions of the United States. Investigate an important event. Create the front page of a newspaper with headlines and articles

detailing the event. The newspaper may include the following features: o Articles summarizing the event o Timeline detailing actions leading up to the event o Quotes from participants o Images of the event

Create a social media page or blog about an event from United States history. Take a position on the topic, and use a variety of sources as evidence to support the stance. o French Explorer: Exploration of North America o Member of British Parliament: Declaration of Independence o American Indian: Manifest Destiny o Resident of the Kansas territory: Kansas Nebraska Act

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.6a

The student will apply social science skills to understand the causes and results of the American Revolution by a) explaining the issues of dissatisfaction that led to the American Revolution;

Essential Understandings Essential Knowledge As Great Britain expanded control over the American colonies, many colonists became dissatisfied and rebellious.

Great Britain’s reasons for controlling the colonies Great Britain desired to remain a world power. In the American colonies, Great Britain’s desire to remain a world power resulted in a conflict with the

French known as the French and Indian War. Great Britain imposed taxes, such as the Stamp Act, to raise necessary revenue to pay the cost of the

French and Indian War. Great Britain’s reasons for taxation To help finance the French and Indian War To help finance the maintenance of British troops in the colonies Sources of colonial dissatisfaction The colonies had no representation in Parliament. Some colonists resented the power of the colonial governors. Great Britain wanted strict control over colonial legislatures. The colonies opposed the British taxes. The Proclamation of l763, which followed the French and Indian War, restricted the western movement

of settlers.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.6b

The student will apply social science skills to understand the causes and results of the American Revolution by b) describing how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence;

Essential Understandings Essential Knowledge New political ideas led to a desire for independence and a democratic government in the American colonies. The Declaration of Independence proclaimed independence from Great Britain. It stated that people have natural (inherent) rights to life, liberty, and the pursuit of happiness.

Key philosophies in the Declaration of Independence were based upon ideas first expressed by European philosophers (e.g., John Locke). Key philosophies in the Declaration of Independence People have “certain unalienable rights” (rights that cannot be taken away)—to life, liberty, and the

pursuit of happiness. People establish government to protect those rights. Government derives power from the people. People have a right and a duty to change a government that violates their rights.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.6c

The student will apply social science skills to understand the causes and results of the American Revolution by c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin

Franklin, Thomas Jefferson, Patrick Henry, and the Marquis de Lafayette; and Essential Understandings Essential Knowledge

Many individuals played important roles in shaping events of the American Revolution.

Key individuals King George III: British king during the Revolutionary era Lord Cornwallis: British general who surrendered at Yorktown John Adams: Promoted the cause of independence George Washington: Commander of the Continental Army Thomas Jefferson: Major author of the Declaration of Independence Patrick Henry: Outspoken member of the House of Burgesses; inspired colonial patriotism with his “Give

me liberty or give me death” speech Thomas Paine: Wrote the pamphlet Common Sense, promoting American independence Benjamin Franklin: Prominent member of the Continental Congress; helped frame the Declaration of

Independence; helped gain French support for American independence The Marquis de Lafayette: French nobleman who served in the Continental Army; worked with the king

of France to send French troops, ships, and funds that assisted the colonists in the American Revolution and contributed to the victory at Yorktown

Other important individuals Phillis Wheatley: Enslaved African American who wrote poems and plays supporting American

independence and who eventually gained her freedom Paul Revere: Patriot who made a daring ride to warn colonists of British arrival Key events Boston Massacre: Colonists in Boston were shot after taunting British soldiers. Boston Tea Party: Samuel Adams and Paul Revere led patriots in throwing tea into Boston Harbor to

protest tea taxes. First Continental Congress: Delegates from all colonies except Georgia met to discuss problems with

Great Britain and to promote independence. Battles at Lexington and Concord: These were the first armed conflicts of the Revolutionary War. Battle of Bunker Hill: This was the first major battle of the war. Approval of the Declaration of Independence: The colonies declared independence from Great Britain

(July 4, 1776). Battle of Saratoga: This American victory was the turning point in the war and led to French support for

the patriot cause. Surrender at Yorktown: This was the colonial victory over forces of Lord Cornwallis that marked the end

of the Revolutionary War. Signing of the Treaty of Paris: Great Britain recognized American independence in this treaty.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.6d

The student will apply social science skills to understand the causes and results of the American Revolution by d) explaining reasons why the colonies were able to defeat Great Britain.

Essential Understandings Essential Knowledge The colonists had many advantages that contributed to an American victory in the Revolutionary War.

Colonial advantages Some colonists’ defense of their own land, principles, and beliefs Additional support from France Strong leadership

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

UNIT IV: The New Nation and the Constitution KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should emphasize:

influential documents, such as the Virginia Declaration of Rights, contain articles that relate to fundamental political principles describing consent of the government, limited government, democracy, and representative government.

the origins and weakness of specific features of the central government under the Articles of Confederation. the civic engagement of the delegates at the Constitutional Convention and their efforts to compromise to meet the needs of the new

National Government and the States. the major compromises made at the Convention as they relate to representation in Congress, counting the enslaved population for

representation purposes, and electing a Chief Executive. foundational principles of the U. S. Republic under the United States Constitution such as: Federalism, Separation of Powers, and

Checks and Balances.

STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL CE.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons; b) analyzing how political and economic trends influence public policy, using demographic information and other data sources; c) analyzing information to create diagrams, tables, charts, graphs, and spreadsheets; d) determining the accuracy and validity of information by separating fact and opinion and recognizing bias; e) constructing informed, evidence-based arguments from multiple sources; f) determining multiple cause-and-effect relationships that impact political and economic events; g) taking informed action to address school, community, local, state, national, and global issues; h) using a decision-making model to analyze and explain the costs and benefits of a specific choice; i) applying civic virtue and democratic principles to make collaborative decisions; and j) defending conclusions orally and in writing to a wide range of audiences, using evidence from sources. SOL CE.2 The student will apply social science skills to understand the foundations of American constitutional government by a) explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative government; b) examining and evaluating the impact of the Magna Carta, charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, and the Virginia Statute for Religious Freedom on the Constitution of Virginia and the Constitution of the United States, including the Bill of Rights; and c) describing the purposes for the Constitution of the United States as stated in its Preamble. SOL CE.3 The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws; c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court;

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society e) evaluating how civic and social duties address community needs and serve the public good. SOL USI.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history; b) analyzing and interpreting geographic information to determine patterns and trends in United States history; c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history; d) using evidence to draw conclusions and make generalizations; e) comparing and contrasting historical, cultural, and political perspectives in United States history; f) determining relationships with multiple causes or effects in United States history; g) explaining connections across time and place; h) using a decision-making model to identify the costs and benefits of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL USI.7 The student will apply social science skills to understand the challenges faced by the new nation by a) explaining the weaknesses and outcomes of the government established by the Articles of Confederation; b) describing the historical development of the Constitution of the United States; and c) describing the major accomplishments of the first five presidents of the United States.ENDURING UNDERSTANDING: Our system of government evolved from past experiences and political traditions, and is flexible for new generations. CONCEPTUAL UNIT QUESTIONS (Essential Questions): How did the Constitution reflect the civic and economic lessons learned from the Articles of Confederation and the earlier colonial governments? How were the fundamental principles of government applied during the creation of our Nation? PREVIEW ACTIVITY: As part of a preview discussion ask students to create a “To Do” List for the new nation. What will the new government have to do or put into place in order to get off on the rights start and be successful? Students should consider political, economic, and social needs and structures and be able to provide reasons why specific tasks would be essential. This list can be referred to at different points in the early years of the United States and used to evaluate the successes and weaknesses of the new government. TEXTBOOK ALIGNMENT: SEE FILES PACING GUIDE:

UNITS I-V

WEEKS

UNITS VI-X

WEEKS

Early American Indians and European Exploration 4 weeks Virginia State and Local Government 3 weeks Colonial America 4 weeks Early U.S. Presidents 3 weeks American Revolution 4 weeks Westward Expansion 3 weeks New Nation and Constitution 3 weeks Civic Action Leads to Reform 3 weeks Structure and Power Of Government 3 weeks American Civil War 4 weeks

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

LITERATURE AND OTHER RESOURCES: LITERATURE We Were There, Too! Young People in U.S. History by Hoose, Phillip Biographies of dozens of young people who made a mark in American history, including explorers, planters, spies, cowpunchers, sweatshop workers, and civil rights workers. From Colonies to Country by Hakin, Joy This book covers American history from the French and Indian War to the Constitutional Convention WEBSITES Library of Congress www.loc.gov National Archives http://www.archives.gov/ Smithsonian American Art Museum http://americanart.si.edu/ PBS Teachers http://www.pbs.org/teachers/ Colonial Williamsburg http://www.history.org/History/teaching/ SUMMARY OF KEY VOCABULARY AND PEOPLE: The following list of terms reflects some of the important vocabulary, people, and places students should know to successfully understand course content and pass the SOL exams. BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” for a deeper understanding.

HISTORICAL TERMS CIVICS and ECONOMIC TERMS KEY PEOPLE Anti-Federalists Articles of Confederation Preamble Benjamin Franklin

Confederation National Government Bankruptcy Ratification (ratify) Alexander Hamilton

Congress New Jersey Plan Bicameral Representation James Madison

Constitution Checks and Balances Republic George Mason

Convention Electoral College Separation of Powers William Paterson

Delegate Shay’s Rebellion, 1786-1787

Federalism (Federal System)

U.S. Constitution Edmund Randolph

Federalists 3/5’s Compromise Inflation George Washington Roger Sherman

Great Compromise Virginia Plan Ordinance Washington

CURRICULUM GUIDE: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdYTIzR01FUk85MWM&usp=sharing LESSONS AND RESOURCES: https://drive.google.com/open?id=0BySl24GaKHVdYTIzR01FUk85MWM SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1a The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by m) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons;

Essential Understandings Experiences may include but are not limited to the following:

Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere. Analyzing and interpreting includes identifying the important elements of information sources in order to make inferences and generalizations and draw conclusions.

Use an analysis tool to analyze and interpret artifacts and primary and secondary sources. Sample Analysis Tool

Title of Informational Source:

Key Elements Evidence

Observation: What do you see?

Source: Who created the source?

Context: Where is the source located in terms of time and place?

Historical Perspective: Whose point of view does it represent?

Analysis: What is the source’s impact on history?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1b The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by n) analyzing how political and economic trends influence public policy, using demographic information and other data sources;

Essential Understandings Experiences may include but are not limited to the following: Analysis includes identifying important trends based on demographic information and other data sources. Demographic information is often used by governments and businesses in the development of policies and decisions. Demographic information is presented in a variety of forms, including the following: Election data Economic data Census data

Use data to determine how a current issue (e.g., immigration, civil rights) has changed over time and

resulted in public policy actions. Determine how the role of the media changed over three different campaigns for an elected office.

Analyze the political and economic trends that influenced the media coverage. Determine how the function of political institutions has changed over time due to the influence of public

policy, demographics, and political ideals. Examine the role of media and its impact on public policy over time.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1c The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by o) analyzing information to create diagrams, tables, charts, graphs, and spreadsheets;

Essential Understandings Experiences may include but are not limited to the following: Close examination and interpretation of various data and images are essential to making informed decisions. The type of information being presented determines the organizational format.

Organize the information presented in a founding document to illustrate the frequency with which a

specific fundamental political principle is referenced. Make inferences and draw conclusions about the significance of that political principle.

Organize information to illustrate the number and location of small businesses in a city, town, or county. Make inferences and draw conclusions about the reasons why those businesses are located in various areas, pinpointing specific political and economic reasons.

Chart the daily activities of the governor of Virginia as reported by a newspaper, the executive branch Web site, or an Internet blogger. Organize the information to determine which role the governor fills most frequently.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1d The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by p) determining the accuracy and validity of information by separating fact and opinion and recognizing bias;

Essential Understandings Experiences may include but are not limited to the following: Not all primary and secondary sources are reliable and accurate. The context from the time period of the primary or secondary source can influence the information included. It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions. Facts can be verified with evidence while opinions cannot. Bias is partiality in favor of or against one thing, person, or group compared with another.

Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:

o Timeliness of the information o Importance of the information o Source of the information o Reliability, truthfulness, and correctness of the content o Reason the information exists

Select an event or issue. Explore multiple sources that report the same event or issue. Examine the information to determine the accuracy and validity of the sources. Events or issues may include the following: o Presidential election o School board election o Action taken by local district court o Legislation passed by the Virginia General Assembly o Expansion of an Internet company o Foreign acquisition of an American company o Trade agreement between the United States and another nation

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1e The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) constructing informed, evidence-based arguments from multiple sources;

Essential Understandings Experiences may include but are not limited to the following: Analyzing various types of sources with multiple points of view produces an understanding of ideas, concepts, and actions of individuals or groups. Critical evaluation and analysis of multiple resources influence interpretation of knowledge gained and the formation of opinions. Constructing an informed argument involves questioning the sources used. Evidence cited from multiple sources increases the validity of an argument.

Select an issue. Gather information from a variety of sources (e.g., executive orders; founding

documents; foreign policy; political or business Web sites; social or political blogs) to argue the costs and benefits of o a local community action involving the local school board o a state issue o a national issue o an international issue with local impact.

Gather information from a variety of sources, assume a particular perspective from one time period, and write a newspaper editorial persuading readers to adopt a chosen perspective.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1f The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by f) determining multiple cause-and-effect relationships that impact political and economic events;

Essential Understandings Experiences may include but are not limited to the following: A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. Relationships can have multiple causes and effects. Determining relationships involves drawing conclusions about the causes and effects. The relationships (interactions) between people, places, and ideas have an enduring influence on political and economic decision making and events. Diversity creates a variety of perspectives, contributions, and challenges. Explaining includes justifying why the evidence credibly supports the claim.

Compare charts, graphs, and/or maps to determine the role that diversity played in affecting the social,

economic, and political structure of the United States. Create flowcharts, storyboards, diagrams, or timelines to explore multiple causes and effects. Example:

Event: Addition of the Bill of Rights to the United States Constitution Cause Event Effect(s)

Debates between the Federalists and Anti-Federalists about the Constitution’s specific limits on government power

Bill of Rights added to the United States Constitution

Guarantee of individual rights Protections from state and federal infringements on individual rights

Determine how the choices of selected people or groups influenced United States history. Example:

Event: Election of 1920 Choice Event Effect

19th Amendment passed Election of 1920 Total popular vote increased from 18.5 million to 26.8 million

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1g The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by g) taking informed action to address school, community, local, state, national, and global issues;

Essential Understandings Experiences may include but are not limited to the following: Taking informed action includes implementing steps to influence change. Individuals and groups can influence the actions of others. Individual and/or group actions can make a difference in the community at all levels.

Research a local, state, national, or global issue. Create a timeline or graphic organizer to illustrate

how that issue has changed over time. Develop a plan of action that addresses the current status of the issue and its impact on the community. The plan may include but is not limited to: o Issue o Stakeholders involved o Action steps o Intended outcomes and potential impact on the community

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1h

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by h) using a decision-making model to analyze and explain the costs and benefits of a specific choice;

Essential Understandings Experiences may include but are not limited to the following: Decision-making models serve several purposes. They can help us make decisions for the future better understand the choices

people faced in the past analyze the outcomes of the

decisions that people already made.

Effective decision making requires weighing the expected costs and benefits and recommending solutions, using a decision-making model. Citizens manage their lives by making choices. Choices are based upon alternatives that seem to be the best because they involve the least cost and the greatest benefit.

Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid.

Use a cost-benefit analysis chart.

Decision: Should the Electoral College system be used to elect the president of the United States? Costs Level of

Importance 1-5

Benefits Level of Importance1-5

A candidate who has not earned a majority of the popular vote can become president

Guarantees that states with small populations have some representation in the election process

Discourages voter turnout with the winner-take-all scenario

Large-population states benefit because candidates make a special effort to win their electoral votes

Keeps third parties from having a greater influence in an election

Winner-take-all nature gives the impression of a greater majority than the popular vote

Total Total

Problem: Which of the following responsibilities of citizenship is most important (other than voting)? Criteria

Alternatives

Helps one with voting

decisions

Doesn’t take much time

Greatest impact

Affects a lot of people

Communicating with government officials

Participating in political campaigns Keeping informed about current issues

Respecting differing opinions in a diverse society

Decision:

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1i The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by i) applying civic virtue and democratic principles to make collaborative decisions;

Essential Understandings Experiences may include but are not limited to the following: Civic virtue is the cultivation of habits of personal living that are viewed as important for the success of the community. Examples include but are not limited to: Voting Volunteering Organizing a community

group Attending a city or school

board meeting Collaboration is necessary in order to be an effective learner and citizen.

Promote collaboration with others both inside and outside the classroom. Examples of collaboration

may include the following: o Socratic seminar o Two-way journaling o Digital media (e.g., videoconferences)

Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.

Provide other students with constructive feedback on written assignments via the peer-editing process. Include the use of proper reference citations and distinguish one’s own ideas from information created

or discovered by others.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1j The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) defending conclusions orally and in writing to a wide range of audiences, using evidence from sources.

Essential Understandings Experiences may include but are not limited to the following: When presenting information in written and oral form, one should consider the purpose and point of view of the information, as well as the audience for whom it is intended. Information can be acquired from various sources. Research is the search for knowledge, using a variety of materials and sources in order to discover facts, answer questions, and draw conclusions. Students present, listen critically, and provide evidence to support opinions by distinguishing between fact

and opinion comparing and contrasting

viewpoints presenting a convincing

argument paraphrasing and

summarizing what is heard using language and

vocabulary appropriate to audience, topic, and purpose

organizing a presentation.

Investigate the economic impact of littering in the local community. Determine the sources needed for

the investigation, gather and analyze the data, and develop a position on the issue. Prepare a presentation for the student government association to persuade the council to get involved and support the chosen position.

Investigate school transportation routes of the local school division. Research the history of transportation in the local community. Determine the sources to gather information and data. Determine what issues or concerns there are for school transportation. Prepare a presentation to deliver to the local school board about your concerns, and offer possible solutions.

Survey campaign ads, both in print and on television or the Internet, for candidates running for a local, state, or national office. Create a guide for voters to use when making decisions on Election Day.

Investigate a school issue that has a community impact. Prepare a brief speech to deliver to the civic league, school board, or school administration about your concerns, and offer possible solutions.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.2a

The student will apply social science skills to understand the foundations of American constitutional government by a) explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative

government;

Essential Understandings Essential Knowledge Fundamental political principles define and shape American constitutional government.

Fundamental political principles Consent of the governed: Citizens give authority to the government in exchange for the protection of

their rights. Limited government: Government is not all-powerful and may do only those things the people have

given it the power to do. Rule of law: Everyone, including government officials, must follow the law. Democracy: In a democratic system of government, the people rule. Representative government: In a representative system of government, the people elect public office

holders to make laws and conduct government on the people’s behalf.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.2b

The student will apply social science skills to understand the foundations of American constitutional government by b) examining and evaluating the impact of the Magna Carta, charters of the Virginia Company of London, the Virginia Declaration of

Rights, the Declaration of Independence, the Articles of Confederation, and the Virginia Statute for Religious Freedom on the Constitution of Virginia and the Constitution of the United States, including the Bill of Rights;

Essential Understandings Essential Knowledge

American constitutional government is founded on concepts articulated in earlier documents.

Influence of earlier documents on the Constitution of the United States The Magna Carta established for the first time the principle that everyone including the king was

subject to the law, and gave Englishmen basic rights and freedoms. The charters of the Virginia Company of London guaranteed the rights of Englishmen to the colonists. The Virginia Declaration of Rights served as a model for the Bill of Rights of the Constitution of the

United States. The Declaration of Independence

o stated grievances against the king of Great Britain o declared the colonies’ independence from Great Britain o affirmed “certain unalienable rights” (life, liberty, and the pursuit of happiness) o affirmed the idea that all people are created equal.

The Articles of Confederation o established the first form of national government for the independent states o maintained that major powers resided with individual states o created weak central government (e.g., no power to tax or enforce laws) o led to the writing of the Constitution of the United States.

The Virginia Statute for Religious Freedom stated freedom of religious beliefs and opinions. The Constitution of the United States, including the Bill of Rights, established the structure of the United States government guaranteed equality under the law with majority rule and the rights of the minority protected affirmed individual worth and dignity of all people protected the fundamental freedoms of religion, speech, press, assembly, and petition.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.2c

The student will apply social science skills to understand the foundations of American constitutional government by c) describing the purposes for the Constitution of the United States as stated in its Preamble;

Essential Understandings Essential Knowledge The preamble of a constitution sets forth the goals and purposes to be served by the government.

The Preamble to the Constitution of the United States expresses the reasons the constitution was written. Purposes of United States government To form a more perfect union To establish justice To ensure domestic tranquility To provide for the common defense To promote the general welfare To secure the blessings of liberty The Preamble to the Constitution of the United States begins, “We the People,” thereby establishing that the power of government comes from the people.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.3b

The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due

process and equal protection of the laws;

Essential Understandings Essential Knowledge The Constitution of the United States establishes and protects the citizens’ fundamental rights and liberties. Few rights, if any, are considered absolute.

First Amendment freedoms Religion: Government may not establish an official religion, endorse an official religion, or unduly

interfere with the free exercise of religion. Speech: Individuals are free to express their opinions and beliefs. Press: The press has the right to gather and publish information, including that which criticizes the

government. Assembly: Individuals may peacefully gather. Petition: Individuals have the right to make their views known to public officials. The Fifth and Fourteenth Amendments outline due process. Fifth Amendment The Fifth Amendment protects citizens from being held for committing a crime unless they have been

charged by the police. It also guarantees due process, which means that the state and the country have to respect a citizen’s legal rights.

Fourteenth Amendment The Fourteenth Amendment declares no state may deprive persons born or naturalized in the United

States equal protection of the laws.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.3c

The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court;

Essential Understandings Essential Knowledge

For government to be effective, citizens must fulfill their civic duties.

Duties of citizens Obey laws, including

o paying taxes o serving in the armed forces, if called o serving on a jury or as a witness in court, when summoned.

Citizens who choose not to fulfill these civic duties face legal consequences.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.3d

The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials,

participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society;

Essential Understandings Essential Knowledge A basic responsibility of citizenship is to contribute to the common good.

Civic responsibilities are fulfilled by choice; they are voluntary. Responsibilities of citizens Register and vote Hold elective office Communicate with government officials to influence government actions Serve in voluntary, appointed government positions Participate in political campaigns Keep informed regarding current issues Respect others’ right to an equal voice in government

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.3e

The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by e) evaluating how civic and social duties address community needs and serve the public good.

Essential Understandings Essential Knowledge A democratic society requires the active participation of its citizens.

Ways for citizens to participate in community service Express concern about the welfare of the community as a whole (e.g., as related to environment, public

health and safety, education). Volunteer and help to make the community a good place to work and live (e.g., by becoming involved

with public service organizations, tutoring, volunteering in nursing homes).

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1a

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by d) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history;

Essential Understandings Experiences may include but are not limited to the following: Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere. Analyzing and interpreting includes identifying the important elements of information sources in order to make inferences and generalizations, and draw conclusions.

Use an analysis tool to analyze and interpret artifacts and primary and secondary sources. Sample Analysis Tool

Title of Informational Source:

Key Elements Evidence

Observation: What do you see?

Source: Who created the source?

Context: Where is the source located in terms of time and place?

Historical Perspective: Whose point of view does the source represent?

Analysis: What is the source’s impact on history?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1b

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) analyzing and interpreting geographic information to determine patterns and trends in United States history;

Essential Understandings Experiences may include but are not limited to the following: Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. The knowledge of geography and the application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment in order to solve problems. The physical geography of a location had a direct impact on the lives of people in the United States and how they adapted to their environment. Geographic themes include location place regions movement human-environment

interaction.

Acquire geographic information from a variety of sources, such as

o GIS (Geographic Information Systems) o field work o satellite images o photographs o maps, globes o charts and graphs o databases o primary sources o diagrams.

Analyze the relationship between physical and human geography (e.g., life in the New England, Mid-Atlantic, and Southern colonies).

Analyze geographic information related to the movement of people, products, resources, ideas, and language to determine patterns and trends throughout United States history.

Examine maps of a location before and after a major conflict to discuss how the conflict affected the social, political, and economic landscape of an area.

Use maps to explain how the location of resources influences the patterns, trends, and migration of populations.

Five themes of geography Location: Defined according to its position on the earth’s surface; where is it? Place: Locations having distinctive features that give them meaning and character that differ from other

locations; what is it like? Region: A unit on the earth’s surface that has unifying characteristics; how are places similar or

different? Movement: The way people, products, and information move from one place to another; how do

people, goods, and ideas move from one location to another? Human-Environment Interaction: The relationship between people and their environment; how do

people relate to the physical world?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1c

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history;

Essential Understandings Experiences may include but are not limited to the following: Interpreting involves using information found in charts, graphs, and pictures to develop an understanding of people, places, or events and draw conclusions. Close examination and interpretation of various data and images are essential to making informed decisions.

Use historical maps to analyze changes in population over time. Identify and sequence events that shaped colonial America. Interpret and draw conclusions from political cartoons about westward expansion. Compare an illustration of a historical event to a written account of the event. Gather information from a variety of sources to show the impact of colonial settlement on American

Indian homelands. Interpret photographs of the Civil War. Discuss the photographer’s potential bias. Discuss the potential

bias of the audience. Discuss the potential bias the photographs might cause. Use primary sources to interpret how inventions changed life in America.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1d

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making and responsible citizenship by d) using evidence to draw conclusions and make generalizations;

Essential Understandings Experiences may include but are not limited to the following: Critical examination and evaluation of historical evidence is essential to understanding the past. Drawing conclusions and making generalizations involves observing and considering all

the facts, arguments, and information

considering what is already known

determining the certainty of multiple answers based upon the information presented

predicting and adjusting predictions, questioning, restating main ideas, and summarizing supporting details.

Evaluate media and images as sources for drawing conclusions and making generalizations. Draw conclusions about propaganda used during a selected time period. Make generalizations using political cartoons in order to explain historical events. After reading about an historical event, use a chart to draw conclusions or make generalizations about

a point of view. Example:

Event: Westward Expansion Somebody Wanted But So What? Thomas Jefferson

to expand the United States into the territory west of the Mississippi River

the area was home to American Indians whose lifestyles varied.

The United States doubled in size, leading to a new understanding of the geography and resources. It also negatively affected American Indians and caused a greater divide between the North and South.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1e

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) comparing and contrasting historical, cultural, and political perspectives in United States history;

Essential Understandings Experiences may include but are not limited to the following: Examining the historical, cultural, and political perspectives of countries reveals the ideals, beliefs, values, and institutions of their people. Being able to compare and contrast helps us understand important similarities and differences between people, places, events, and times in United States history.

Compare and contrast historical events, using media, images, or text, to gain understanding of

historical, cultural, and political perspectives in United States history. Examples of historical events include o exploration (British, French, and Spanish) o creation of the Constitution of the United States o expansion of slavery.

Create a graphic organizer to analyze information about concepts or themes in multiple time periods. Examples of concepts or themes include o conflict o expansion o movement o interaction.

Create a graphic organizer to compare and contrast how people from different colonies interacted with the environment.

Create a graphic organizer to compare and contrast the political perspectives of two leaders in United States history.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1f

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by f) determining relationships with multiple causes or effects in United States history;

Essential Understandings Experiences may include but are not limited to the following: A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. People respond to and resolve conflicts in a variety of ways, resulting in relationships that have many causes and differing outcomes. Diversity includes a variety of perspectives, contributions, and challenges. Certain events in United States history have multiple causes and effects. Conflicts often have multiple causes and effects.

Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social,

economic, and political structure of the United States. Create flow charts, storyboards, and timelines to explore multiple causes and effects.

Example:

Event: Surrender at Yorktown Cause(s) Event Effect(s)

Strong colonial leadership Surrender at Yorktown End of the American RevolutionAdditional support from France Victory over Lord Cornwallis

Determine how the choices of selected individuals or groups influenced United States history.

Example:

Event: Constitutional Convention Cause(s) Event Effect(s)

Weakness of the Articles of Confederation

State delegates meet in Philadelphia

Draft of a new constitution Compromises over the structure and powers of the national and state government Creation of a new government

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1g

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by g) explaining connections across time and place;

Essential Understandings Experiences may include but are not limited to the following: Making connections includes understanding that people, events, and developments have brought changes to the United States. Everyday life in the United States today is different from everyday life long ago. Explaining includes justifying thinking with supporting details.

Create a flowchart to show connections between what explorers wanted to accomplish in the west

(e.g., find new land for farming) and the effect that these interests had on American Indians (e.g., American Indians were displaced from their land). Discuss how the relationship between the explorers and the American Indians changed over time.

Create a graphic organizer to outline how life for people in early United States history changed over time based on the human, natural, and capital resources available.

Use digital media to create a graphic organizer that explains the impact of westward expansion on American Indians over time.

Create a timeline to show the political, social, and economic factors that shaped colonial America and how they continue to shape our nation today.

Use images to explain how the physical or cultural landscape of the United States changed after a major event.

Create a graphic organizer that compares the technology used in the American Revolution with that used in the Civil War and how the changes affected specific events.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1h

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by h) using a decision-making model to identify the costs and benefits of a specific choice made;

Essential Understandings Experiences may include but are not limited to the following: The decision-making process involves seeing the problem from a variety of perspectives and considering the consequences. A cost is what you give up when you decide to do something. A benefit is what satisfies a want. People manage their lives by making choices. They choose the alternative that seems best to them because it involves the least cost and the greatest benefit.

Use a decision-making model to weigh the costs and benefits of making the follow choices:

o Explore North America. o Create laws for the colonies. o Interact with American Indian culture groups. o Settle in a colonial region. o Join the war effort or remain loyal to Great Britain. o Move west after the American Revolution. o Ratify the new constitution.

Choose a historical event. Determine the concern or issue. Use a decision-making model to develop and explain an alternative decision by weighing the costs and benefits of the event.

Historical event:

Costs Benefits

Actual decision made: Alternative decision:

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1i

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;

Essential Understandings Experiences may include but are not limited to the following: The research process requires the use of a variety of resources to ensure validity. In order to avoid plagiarism, credit must be given when using another person’s idea, opinion, or theory. Sources should be authentic and valid. Responsible citizens demonstrate a respect for the rights of others.

Explore the ethical and legal issues related to the access and use of information by

o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.

Exhibit the responsibilities of citizenship in the classroom by demonstrating o when it is appropriate to listen and when to speak o how to make necessary compromises o how to work together to accomplish goals o how to conduct oneself in a respectful manner.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1j

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) investigating and researching to develop products orally and in writing.

Essential Understandings Experiences may include but are not limited to the following: People communicate through oral and written language. Research is the search for knowledge, using a variety of materials and sources in order to discover facts, answer questions, and draw conclusions. Students present, listen critically, and provide evidence to support opinions by distinguishing between fact

and opinion comparing and contrasting

viewpoints presenting a convincing

argument paraphrasing and summarizing

what is heard using language and

vocabulary appropriate to audience, topic, and purpose

organizing a presentation.

Investigate people, places, and events in United States history to develop an understanding of

historical, cultural, economic, political, and geographical relationships by o exploring religious and economic decisions that led to the colonization of America o outlining and describing geographic factors that influenced battles during the American Revolution

or the Civil War o describing and providing evidence to support sources of colonial dissatisfaction that led to the

American Revolution o creating a digital map outlining the geographic and economic factors that influenced westward

movement. Create a chart outlining the costs and benefits of visiting different regions of the United States. Investigate an important event. Create the front page of a newspaper with headlines and articles

detailing the event. The newspaper may include the following features: o Articles summarizing the event o Timeline detailing actions leading up to the event o Quotes from participants o Images of the event

Create a social media page or blog about an event from United States history. Take a position on the topic, and use a variety of sources as evidence to support the stance. o French Explorer: Exploration of North America o Member of British Parliament: Declaration of Independence o American Indian: Manifest Destiny o Resident of the Kansas territory: Kansas Nebraska Act

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.7a

The student will apply social science skills to understand the challenges faced by the new nation by a) explaining the weaknesses and outcomes of the government established by the Articles of Confederation;

Essential Understandings Essential Knowledge The Articles of Confederation was a constitution written during the American Revolution to establish the powers of the new national government.

Articles of Confederation Provided for a weak national government Gave Congress no power to tax or regulate commerce among the states Provided for no common currency Gave each state one vote regardless of size Provided for no executive or judicial branches Outcomes of the Articles of Confederation First constitution of the United States The Northwest Ordinance

o Outlined the process for admitting a new state to the Union o Outlawed slavery in the new territories

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.7b

The student will apply social science skills to understand the challenges faced by the new nation by b) describing the historical development of the Constitution of the United States;

Essential Understandings Essential Knowledge The development of the Constitution of the United States was significant to the foundation of the American republic. The Constitution of the United States established a federal system of government based on power being shared between the national and state governments.

Confederation to Constitution Weaknesses in the Articles of Confederation led to the effort to draft a new constitution. The Constitutional Convention State delegates met in Philadelphia and decided not to revise the Articles of Confederation but to write

a new constitution. George Washington was elected president of the Constitutional Convention. James Madison became known as the “Father of the Constitution.” Delegates debated over how much power should be given to the new national government and how

large and small states should be represented in the new government. The structure of the new national government included three separate branches of government:

o Legislative (makes the laws) o Executive (carries out the laws) o Judicial (interprets the laws)

The Great Compromise decided how many votes each state would have in the Senate and the House of Representatives.

The Constitution was signed at the end of the convention. Ratification of the Constitution A minimum of nine of the thirteen states had to vote in favor of the Constitution before it could become

law. The Bill of Rights The Bill of Rights was based on the Virginia Declaration of Rights (George Mason) and the Virginia

Statute for Religious Freedom (Thomas Jefferson). These first ten amendments to the Constitution provide a written guarantee of individual rights (e.g.,

freedom of speech, freedom of religion).

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.7c

The student will apply social science skills to understand the challenges faced by the new nation by c) describing the major accomplishments of the first five presidents of the United States.

Essential Understandings Essential Knowledge Congress and the first five presidents made decisions establishing a strong government that helped the nation grow in size and power.

All of the first five presidents were Virginians except John Adams. Accomplishments during the first five presidencies George Washington

o The federal court system was established. o The Bill of Rights was added to the Constitution of the United States of America. o Plans were created for development of the national capital in Washington, D.C. Benjamin

Banneker, an African American astronomer and surveyor, helped complete the design for the city. John Adams

o A two-party system emerged during his administration. Thomas Jefferson

o He bought Louisiana from France (the Louisiana Purchase). o Lewis and Clark explored new land west of the Mississippi River.

James Madison o The War of l812 caused European nations to gain respect for the United States.

James Monroe o He introduced the Monroe Doctrine warning European nations not to interfere in the Western

Hemisphere.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

UNIT V: Structure of Powers of Government KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should emphasize:

the goals and purpose of the new government as outlined in the Preamble. the division of powers and duties of the federal and state governments and those powers shared by both levels. the structure, powers, and function of the Legislative, Executive, and Judicial branches of government at the federal and state level. specific checks or limits on the branches of government to ensure no one branch grows too powerful. the law-making process at the federal and state level. the origins of the Bill of Rights with specific emphasis on the First Amendment and due process. the role of government taxation to provide necessary services for the nation, states and the people.

STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL CE.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons; b) analyzing how political and economic trends influence public policy, using demographic information and other data sources; c) analyzing information to create diagrams, tables, charts, graphs, and spreadsheets; d) determining the accuracy and validity of information by separating fact and opinion and recognizing bias; e) constructing informed, evidence-based arguments from multiple sources; f) determining multiple cause-and-effect relationships that impact political and economic events; g) taking informed action to address school, community, local, state, national, and global issues; h) using a decision-making model to analyze and explain the costs and benefits of a specific choice; i) applying civic virtue and democratic principles to make collaborative decisions; and j) defending conclusions orally and in writing to a wide range of audiences, using evidence from sources. SOL CE.6 The student will apply social science skills to understand the American constitutional government at the national level by a) describing the structure and powers of the national government; b) explaining the principle of separation of powers and the operation of checks and balances; c) explaining and/or simulating the lawmaking process; and d) describing the roles and powers of the executive branch. SOL USI.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history; b) analyzing and interpreting geographic information to determine patterns and trends in United States history; c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history; d) using evidence to draw conclusions and make generalizations; e) comparing and contrasting historical, cultural, and political perspectives in United States history; f) determining relationships with multiple causes or effects in United States history; g) explaining connections across time and place;

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

h) using a decision-making model to identify the costs and benefits of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL USI.7 The student will apply social science skills to understand the challenges faced by the new nation by a) explaining the weaknesses and outcomes of the government established by the Articles of Confederation; and b) describing the historical development of the Constitution of the United States. ENDURING UNDERSTANDING: Political freedom requires representative democracy and a division of power. CONCEPTUAL UNIT QUESTIONS (Essential Questions): Does our government structure effectively balance power and allow for change? How does our government structure influence our nation’s economic prosperity? How are state and federal government structures similar and different? PREVIEW ACTIVITY: List a simple task on the board. Instruct students that they must work silently and independently, and that you have to go to the office for a quick meeting. Stand in the hallway beside your door and listen to the class. After a few minutes return and discuss the following questions together. What happened when our teacher was gone? Did everyone complete the task? Did we work silently and independently? Why or why not? Was anyone upset that others broke the rules? Was anyone excited to break the rules? Are we always on our best behavior when we are unsupervised? Why or why not? Is it important to have rules and a leader in the classroom? What could happen to our new country without laws or a leader? Why is government important? Follow up by defining “government” and its purposes. (Preview to the Preamble) TEXTBOOK ALIGNMENT: SEE FILES PACING GUIDE:

UNITS I-V

WEEKS

UNITS VI-X

WEEKS

Early American Indians and European Exploration 4 weeks Virginia State and Local Government 3 weeks Colonial America 4 weeks Early U.S. Presidents 3 weeks American Revolution 4 weeks Westward Expansion 3 weeks New Nation and Constitution 3 weeks Civic Action Leads to Reform 3 weeks Structure and Power Of Government 3 weeks American Civil War 4 weeks

LITERATURE AND OTHER RESOURCES: LITERATURE We Were There, Too! Young People in U.S. History by Hoose, Phillip Biographies of dozens of young people who made a mark in American history, including explorers, planters, spies, cowpunchers, sweatshop workers, and civil rights workers. From Colonies to Country by Hakin, Joy This book covers American history from the French and Indian War to the Constitutional Convention WEBSITES Library of Congress www.loc.gov National Archives http://www.archives.gov/

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

Smithsonian American Art Museum http://americanart.si.edu/PBS Teachers http://www.pbs.org/teachers/ SUMMARY OF KEY VOCABULARY AND PEOPLE: The following list of terms reflects some of the important vocabulary, people, and places students should know to successfully understand course content and pass the SOL exams. BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” words for a deeper understanding.

CIVICS and ECONOMICS TERMS Bill Legislative Branch Amendment Implied Powers Rights of the Accused

Tax Revenue Congress Assembly Judicial Branch Separation of Powers Impeachment Bicameral Law-making Process Shared Powers

Federalism (Federal System) Checks and Balances Petition Unconstitutional

Expressed Powers Proposal Due Process Override Veto

Ratification Senate Electoral College Petition Supreme Court House of Representatives Executive Branch Republic Chief Justice

CURRICULUM GUIDE: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdYTIzR01FUk85MWM&usp=sharing LESSONS AND RESOURCES: https://drive.google.com/open?id=0BySl24GaKHVdYTIzR01FUk85MWM SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1a The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by q) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons;

Essential Understandings Experiences may include but are not limited to the following:

Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere. Analyzing and interpreting includes identifying the important elements of information sources in order to make inferences and generalizations and draw conclusions.

Use an analysis tool to analyze and interpret artifacts and primary and secondary sources. Sample Analysis Tool

Title of Informational Source:

Key Elements Evidence

Observation: What do you see?

Source: Who created the source?

Context: Where is the source located in terms of time and place?

Historical Perspective: Whose point of view does it represent?

Analysis: What is the source’s impact on history?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1b The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by r) analyzing how political and economic trends influence public policy, using demographic information and other data sources;

Essential Understandings Experiences may include but are not limited to the following: Analysis includes identifying important trends based on demographic information and other data sources. Demographic information is often used by governments and businesses in the development of policies and decisions. Demographic information is presented in a variety of forms, including the following: Election data Economic data Census data

Use data to determine how a current issue (e.g., immigration, civil rights) has changed over time and

resulted in public policy actions. Determine how the role of the media changed over three different campaigns for an elected office.

Analyze the political and economic trends that influenced the media coverage. Determine how the function of political institutions has changed over time due to the influence of public

policy, demographics, and political ideals. Examine the role of media and its impact on public policy over time.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1c The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by s) analyzing information to create diagrams, tables, charts, graphs, and spreadsheets;

Essential Understandings Experiences may include but are not limited to the following: Close examination and interpretation of various data and images are essential to making informed decisions. The type of information being presented determines the organizational format.

Organize the information presented in a founding document to illustrate the frequency with which a

specific fundamental political principle is referenced. Make inferences and draw conclusions about the significance of that political principle.

Organize information to illustrate the number and location of small businesses in a city, town, or county. Make inferences and draw conclusions about the reasons why those businesses are located in various areas, pinpointing specific political and economic reasons.

Chart the daily activities of the governor of Virginia as reported by a newspaper, the executive branch Web site, or an Internet blogger. Organize the information to determine which role the governor fills most frequently.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1d The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by t) determining the accuracy and validity of information by separating fact and opinion and recognizing bias;

Essential Understandings

Experiences may include but are not limited to the following:

Not all primary and secondary sources are reliable and accurate. The context from the time period of the primary or secondary source can influence the information included. It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions. Facts can be verified with evidence while opinions cannot. Bias is partiality in favor of or against one thing, person, or group compared with another.

Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:

o Timeliness of the information o Importance of the information o Source of the information o Reliability, truthfulness, and correctness of the content o Reason the information exists

Select an event or issue. Explore multiple sources that report the same event or issue. Examine the information to determine the accuracy and validity of the sources. Events or issues may include the following: o Presidential election o School board election o Action taken by local district court o Legislation passed by the Virginia General Assembly o Expansion of an Internet company o Foreign acquisition of an American company o Trade agreement between the United States and another nation

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1e The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) constructing informed, evidence-based arguments from multiple sources;

Essential Understandings Experiences may include but are not limited to the following: Analyzing various types of sources with multiple points of view produces an understanding of ideas, concepts, and actions of individuals or groups. Critical evaluation and analysis of multiple resources influence interpretation of knowledge gained and the formation of opinions. Constructing an informed argument involves questioning the sources used. Evidence cited from multiple sources increases the validity of an argument.

Select an issue. Gather information from a variety of sources (e.g., executive orders; founding

documents; foreign policy; political or business Web sites; social or political blogs) to argue the costs and benefits of o a local community action involving the local school board o a state issue o a national issue o an international issue with local impact.

Gather information from a variety of sources, assume a particular perspective from one time period, and write a newspaper editorial persuading readers to adopt a chosen perspective.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1f The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by f) determining multiple cause-and-effect relationships that impact political and economic events;

Essential Understandings Experiences may include but are not limited to the following: A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. Relationships can have multiple causes and effects. Determining relationships involves drawing conclusions about the causes and effects. The relationships (interactions) between people, places, and ideas have an enduring influence on political and economic decision making and events. Diversity creates a variety of perspectives, contributions, and challenges. Explaining includes justifying why the evidence credibly supports the claim.

Compare charts, graphs, and/or maps to determine the role that diversity played in affecting the social,

economic, and political structure of the United States. Create flowcharts, storyboards, diagrams, or timelines to explore multiple causes and effects. Example:

Event: Addition of the Bill of Rights to the United States Constitution Cause Event Effect(s)

Debates between the Federalists and Anti-Federalists about the Constitution’s specific limits on government power

Bill of Rights added to the United States Constitution

Guarantee of individual rights Protections from state and federal infringements on individual rights

Determine how the choices of selected people or groups influenced United States history. Example:

Event: Election of 1920 Choice Event Effect

19th Amendment passed Election of 1920 Total popular vote increased from 18.5 million to 26.8 million

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1g The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by g) taking informed action to address school, community, local, state, national, and global issues;

Essential Understandings Experiences may include but are not limited to the following: Taking informed action includes implementing steps to influence change. Individuals and groups can influence the actions of others. Individual and/or group actions can make a difference in the community at all levels.

Research a local, state, national, or global issue. Create a timeline or graphic organizer to illustrate

how that issue has changed over time. Develop a plan of action that addresses the current status of the issue and its impact on the community. The plan may include but is not limited to: o Issue o Stakeholders involved o Action steps o Intended outcomes and potential impact on the community

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1h

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by h) using a decision-making model to analyze and explain the costs and benefits of a specific choice;

Essential Understandings Experiences may include but are not limited to the following: Decision-making models serve several purposes. They can help us make decisions for the future better understand the choices

people faced in the past analyze the outcomes of the

decisions that people already made.

Effective decision making requires weighing the expected costs and benefits and recommending solutions, using a decision-making model. Citizens manage their lives by making choices. Choices are based upon alternatives that seem to be the best because they involve the least cost and the greatest benefit.

Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid.

Use a cost-benefit analysis chart.

Decision: Should the Electoral College system be used to elect the president of the United States? Costs Level of

Importance 1-5

Benefits Level of Importance1-5

A candidate who has not earned a majority of the popular vote can become president

Guarantees that states with small populations have some representation in the election process

Discourages voter turnout with the winner-take-all scenario

Large-population states benefit because candidates make a special effort to win their electoral votes

Keeps third parties from having a greater influence in an election

Winner-take-all nature gives the impression of a greater majority than the popular vote

Total Total

Problem: Which of the following responsibilities of citizenship is most important (other than voting)? Criteria

Alternatives

Helps one with voting

decisions

Doesn’t take much time

Greatest impact

Affects a lot of people

Communicating with government officials

Participating in political campaigns Keeping informed about current issues

Respecting differing opinions in a diverse society

Decision:

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1i The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by i) applying civic virtue and democratic principles to make collaborative decisions;

Essential Understandings Experiences may include but are not limited to the following: Civic virtue is the cultivation of habits of personal living that are viewed as important for the success of the community. Examples include but are not limited to: Voting Volunteering Organizing a community

group Attending a city or school

board meeting Collaboration is necessary in order to be an effective learner and citizen.

Promote collaboration with others both inside and outside the classroom. Examples of collaboration

may include the following: o Socratic seminar o Two-way journaling o Digital media (e.g., videoconferences)

Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.

Provide other students with constructive feedback on written assignments via the peer-editing process. Include the use of proper reference citations and distinguish one’s own ideas from information created

or discovered by others.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1j The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) defending conclusions orally and in writing to a wide range of audiences, using evidence from sources.

Essential Understandings Experiences may include but are not limited to the following: When presenting information in written and oral form, one should consider the purpose and point of view of the information, as well as the audience for whom it is intended. Information can be acquired from various sources. Research is the search for knowledge, using a variety of materials and sources in order to discover facts, answer questions, and draw conclusions. Students present, listen critically, and provide evidence to support opinions by distinguishing between fact

and opinion comparing and contrasting

viewpoints presenting a convincing

argument paraphrasing and

summarizing what is heard using language and

vocabulary appropriate to audience, topic, and purpose

organizing a presentation.

Investigate the economic impact of littering in the local community. Determine the sources needed for

the investigation, gather and analyze the data, and develop a position on the issue. Prepare a presentation for the student government association to persuade the council to get involved and support the chosen position.

Investigate school transportation routes of the local school division. Research the history of transportation in the local community. Determine the sources to gather information and data. Determine what issues or concerns there are for school transportation. Prepare a presentation to deliver to the local school board about your concerns, and offer possible solutions.

Survey campaign ads, both in print and on television or the Internet, for candidates running for a local, state, or national office. Create a guide for voters to use when making decisions on Election Day.

Investigate a school issue that has a community impact. Prepare a brief speech to deliver to the civic league, school board, or school administration about your concerns, and offer possible solutions.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.6a

The student will apply social science skills to understand the American constitutional government at the national level by a) describing the structure and powers of the national government;

Essential Understandings Essential Knowledge The Constitution of the United States defines the structure and powers of the national government. The powers held by government are divided between the national government in Washington, D.C., and the governments of the 50 states.

Legislative, executive, and judicial powers of the national government are distributed among three distinct and independent branches of government. The legislative branch Consists of the Congress, a bicameral legislature consisting of the House of Representatives (435

members, based upon populations of the states) and the Senate (100 members—two per state) Makes the laws of the nation Approves the annual budget Confirms presidential appointments Raises revenue through taxes and other levies Regulates interstate and foreign trade Declares war The executive branch Headed by the president of the United States, the chief executive officer of the nation Executes the laws of the land Prepares the annual budget for congressional action Appoints cabinet officers, ambassadors, and federal judges Oversees executive agencies and departments The judicial branch Consists of the federal courts, including the Supreme Court, the highest court in the land The Supreme Court exercises the power of judicial review The federal courts try cases involving federal law and questions involving interpretation of the

Constitution of the United States

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.6b

The student will apply social science skills to understand the American constitutional government at the national level by b) explaining the principle of separation of powers and the operation of checks and balances;

Essential Understandings Essential Knowledge The powers of the national government are separated among the three branches of the government to limit any one branch from abusing its power.

Separation of powers The Constitution of the United States in Articles I, II, and III defines the powers of the legislative, executive, and judicial branches of the national government. Checks and balances Each of the three branches of the national government limits the exercise of power by the other two branches. The legislative branch The Congress checks the president when legislators

o override presidential vetoes o impeach and convict a president o approve the budget o approve presidential appointments.

The Congress checks the courts when legislators o confirm or refuse to confirm federal judges/justices o impeach and convict judges/justices.

The executive branch The president checks Congress when the president

o proposes legislation o prepares an annual budget for Congress to approve o call special sessions of Congress o vetoes legislation Congress has passed.

The president checks the courts when the president o appoints judges/justices o grants pardons and reprieves.

The judicial branch The courts check Congress when judges/justices declare acts of Congress to be unconstitutional. The courts check the president when judges/justices declare executive actions to be unconstitutional.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.6c

The student will apply social science skills to understand the American constitutional government at the national level by c) explaining and/or simulating the lawmaking process;

Essential Understandings Essential Knowledge National laws are made by Congress. Citizens learn the lawmaking process and influence public policy through direct participation and/or simulation. The lawmaking process requires collaboration and compromise.

Legislative powers Expressed: Specifically listed in the Constitution of the United States Implied: Used to carry out expressed powers The lawmaking process in Congress Introducing a bill in either house Working in committees Debating the bill on the floor Voting on the bill Sending the bill to the other house Repeating the process in the other house Sending the bill to the president Elected officials in Congress write laws and take action in response to problems or issues. Individuals and interest groups help shape legislation. The formal powers of Congress are limited (denied powers) by the Constitution of the United States.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.6d

The student will apply social science skills to understand the American constitutional government at the national level by d) describing the roles and powers of the executive branch.

Essential Understandings Essential Knowledge The executive branch plays a key role in the policymaking process. Presidential power has grown in the years since the Constitution was ratified, but there are limits on what the president can and cannot do.

Ways the executive branch influences policymaking Delivering an annual speech to Congress (State of the Union address) Proposing legislation Approving or vetoing legislation Appointing officials who help carry out the laws Issuing executive acts/orders Appealing directly through the media and communications with citizens Cabinet departments, agencies, and regulatory groups execute the laws. The president exercises power as chief of state: ceremonial head of the government chief executive: head of the executive branch of government chief legislator: proposer of the legislative agenda commander-in-chief: head of the nation’s armed forces chief diplomat: American foreign policy leader chief of party: leader of the political party that controls the executive branch chief citizen: representative of all of the people.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1a

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history;

Essential Understandings Experiences may include but are not limited to the following: Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere. Analyzing and interpreting includes identifying the important elements of information sources in order to make inferences and generalizations, and draw conclusions.

Use an analysis tool to analyze and interpret artifacts and primary and secondary sources. Sample Analysis Tool

Title of Informational Source:

Key Elements Evidence

Observation: What do you see?

Source: Who created the source?

Context: Where is the source located in terms of time and place?

Historical Perspective: Whose point of view does the source represent?

Analysis: What is the source’s impact on history?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1b

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) analyzing and interpreting geographic information to determine patterns and trends in United States history;

Essential Understandings Experiences may include but are not limited to the following: Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. The knowledge of geography and the application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment in order to solve problems. The physical geography of a location had a direct impact on the lives of people in the United States and how they adapted to their environment. Geographic themes include location place regions movement human-environment

interaction.

Acquire geographic information from a variety of sources, such as

o GIS (Geographic Information Systems) o field work o satellite images o photographs o maps, globes o charts and graphs o databases o primary sources o diagrams.

Analyze the relationship between physical and human geography (e.g., life in the New England, Mid-Atlantic, and Southern colonies).

Analyze geographic information related to the movement of people, products, resources, ideas, and language to determine patterns and trends throughout United States history.

Examine maps of a location before and after a major conflict to discuss how the conflict affected the social, political, and economic landscape of an area.

Use maps to explain how the location of resources influences the patterns, trends, and migration of populations.

Five themes of geography Location: Defined according to its position on the earth’s surface; where is it? Place: Locations having distinctive features that give them meaning and character that differ from other

locations; what is it like? Region: A unit on the earth’s surface that has unifying characteristics; how are places similar or

different? Movement: The way people, products, and information move from one place to another; how do

people, goods, and ideas move from one location to another? Human-Environment Interaction: The relationship between people and their environment; how do

people relate to the physical world?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1c

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history;

Essential Understandings Experiences may include but are not limited to the following: Interpreting involves using information found in charts, graphs, and pictures to develop an understanding of people, places, or events and draw conclusions. Close examination and interpretation of various data and images are essential to making informed decisions.

Use historical maps to analyze changes in population over time. Identify and sequence events that shaped colonial America. Interpret and draw conclusions from political cartoons about westward expansion. Compare an illustration of a historical event to a written account of the event. Gather information from a variety of sources to show the impact of colonial settlement on American

Indian homelands. Interpret photographs of the Civil War. Discuss the photographer’s potential bias. Discuss the potential

bias of the audience. Discuss the potential bias the photographs might cause. Use primary sources to interpret how inventions changed life in America.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1d

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making and responsible citizenship by d) using evidence to draw conclusions and make generalizations;

Essential Understandings Experiences may include but are not limited to the following: Critical examination and evaluation of historical evidence is essential to understanding the past. Drawing conclusions and making generalizations involves observing and considering all

the facts, arguments, and information

considering what is already known

determining the certainty of multiple answers based upon the information presented

predicting and adjusting predictions, questioning, restating main ideas, and summarizing supporting details.

Evaluate media and images as sources for drawing conclusions and making generalizations. Draw conclusions about propaganda used during a selected time period. Make generalizations using political cartoons in order to explain historical events. After reading about an historical event, use a chart to draw conclusions or make generalizations about

a point of view. Example:

Event: Westward Expansion Somebody Wanted But So What? Thomas Jefferson

to expand the United States into the territory west of the Mississippi River

the area was home to American Indians whose lifestyles varied.

The United States doubled in size, leading to a new understanding of the geography and resources. It also negatively affected American Indians and caused a greater divide between the North and South.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1e

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) comparing and contrasting historical, cultural, and political perspectives in United States history;

Essential Understandings Experiences may include but are not limited to the following: Examining the historical, cultural, and political perspectives of countries reveals the ideals, beliefs, values, and institutions of their people. Being able to compare and contrast helps us understand important similarities and differences between people, places, events, and times in United States history.

Compare and contrast historical events, using media, images, or text, to gain understanding of

historical, cultural, and political perspectives in United States history. Examples of historical events include o exploration (British, French, and Spanish) o creation of the Constitution of the United States o expansion of slavery.

Create a graphic organizer to analyze information about concepts or themes in multiple time periods. Examples of concepts or themes include o conflict o expansion o movement o interaction.

Create a graphic organizer to compare and contrast how people from different colonies interacted with the environment.

Create a graphic organizer to compare and contrast the political perspectives of two leaders in United States history.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1f

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by f) determining relationships with multiple causes or effects in United States history;

Essential Understandings Experiences may include but are not limited to the following: A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. People respond to and resolve conflicts in a variety of ways, resulting in relationships that have many causes and differing outcomes. Diversity includes a variety of perspectives, contributions, and challenges. Certain events in United States history have multiple causes and effects. Conflicts often have multiple causes and effects.

Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social,

economic, and political structure of the United States. Create flow charts, storyboards, and timelines to explore multiple causes and effects.

Example:

Event: Surrender at Yorktown Cause(s) Event Effect(s)

Strong colonial leadership Surrender at Yorktown End of the American RevolutionAdditional support from France Victory over Lord Cornwallis

Determine how the choices of selected individuals or groups influenced United States history.

Example:

Event: Constitutional Convention Cause(s) Event Effect(s)

Weakness of the Articles of Confederation

State delegates meet in Philadelphia

Draft of a new constitution Compromises over the structure and powers of the national and state government Creation of a new government

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1g

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by g) explaining connections across time and place;

Essential Understandings Experiences may include but are not limited to the following: Making connections includes understanding that people, events, and developments have brought changes to the United States. Everyday life in the United States today is different from everyday life long ago. Explaining includes justifying thinking with supporting details.

Create a flowchart to show connections between what explorers wanted to accomplish in the west

(e.g., find new land for farming) and the effect that these interests had on American Indians (e.g., American Indians were displaced from their land). Discuss how the relationship between the explorers and the American Indians changed over time.

Create a graphic organizer to outline how life for people in early United States history changed over time based on the human, natural, and capital resources available.

Use digital media to create a graphic organizer that explains the impact of westward expansion on American Indians over time.

Create a timeline to show the political, social, and economic factors that shaped colonial America and how they continue to shape our nation today.

Use images to explain how the physical or cultural landscape of the United States changed after a major event.

Create a graphic organizer that compares the technology used in the American Revolution with that used in the Civil War and how the changes affected specific events.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1h

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by h) using a decision-making model to identify the costs and benefits of a specific choice made;

Essential Understandings Experiences may include but are not limited to the following: The decision-making process involves seeing the problem from a variety of perspectives and considering the consequences. A cost is what you give up when you decide to do something. A benefit is what satisfies a want. People manage their lives by making choices. They choose the alternative that seems best to them because it involves the least cost and the greatest benefit.

Use a decision-making model to weigh the costs and benefits of making the follow choices:

o Explore North America. o Create laws for the colonies. o Interact with American Indian culture groups. o Settle in a colonial region. o Join the war effort or remain loyal to Great Britain. o Move west after the American Revolution. o Ratify the new constitution.

Choose a historical event. Determine the concern or issue. Use a decision-making model to develop and explain an alternative decision by weighing the costs and benefits of the event.

Historical event:

Costs Benefits

Actual decision made: Alternative decision:

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1i

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;

Essential Understandings Experiences may include but are not limited to the following: The research process requires the use of a variety of resources to ensure validity. In order to avoid plagiarism, credit must be given when using another person’s idea, opinion, or theory. Sources should be authentic and valid. Responsible citizens demonstrate a respect for the rights of others.

Explore the ethical and legal issues related to the access and use of information by

o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.

Exhibit the responsibilities of citizenship in the classroom by demonstrating o when it is appropriate to listen and when to speak o how to make necessary compromises o how to work together to accomplish goals o how to conduct oneself in a respectful manner.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1j

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) investigating and researching to develop products orally and in writing.

Essential Understandings Experiences may include but are not limited to the following: People communicate through oral and written language. Research is the search for knowledge, using a variety of materials and sources in order to discover facts, answer questions, and draw conclusions. Students present, listen critically, and provide evidence to support opinions by distinguishing between fact

and opinion comparing and contrasting

viewpoints presenting a convincing

argument paraphrasing and summarizing

what is heard using language and

vocabulary appropriate to audience, topic, and purpose

organizing a presentation.

Investigate people, places, and events in United States history to develop an understanding of

historical, cultural, economic, political, and geographical relationships by o exploring religious and economic decisions that led to the colonization of America o outlining and describing geographic factors that influenced battles during the American Revolution

or the Civil War o describing and providing evidence to support sources of colonial dissatisfaction that led to the

American Revolution o creating a digital map outlining the geographic and economic factors that influenced westward

movement. Create a chart outlining the costs and benefits of visiting different regions of the United States. Investigate an important event. Create the front page of a newspaper with headlines and articles

detailing the event. The newspaper may include the following features: o Articles summarizing the event o Timeline detailing actions leading up to the event o Quotes from participants o Images of the event

Create a social media page or blog about an event from United States history. Take a position on the topic, and use a variety of sources as evidence to support the stance. o French Explorer: Exploration of North America o Member of British Parliament: Declaration of Independence o American Indian: Manifest Destiny o Resident of the Kansas territory: Kansas Nebraska Act

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.7a

The student will apply social science skills to understand the challenges faced by the new nation by a) explaining the weaknesses and outcomes of the government established by the Articles of Confederation;

Essential Understandings Essential Knowledge The Articles of Confederation was a constitution written during the American Revolution to establish the powers of the new national government.

Articles of Confederation Provided for a weak national government Gave Congress no power to tax or regulate commerce among the states Provided for no common currency Gave each state one vote regardless of size Provided for no executive or judicial branches Outcomes of the Articles of Confederation First constitution of the United States The Northwest Ordinance

o Outlined the process for admitting a new state to the Union o Outlawed slavery in the new territories

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.7b

The student will apply social science skills to understand the challenges faced by the new nation by b) describing the historical development of the Constitution of the United States;

Essential Understandings Essential Knowledge The development of the Constitution of the United States was significant to the foundation of the American republic. The Constitution of the United States established a federal system of government based on power being shared between the national and state governments.

Confederation to Constitution Weaknesses in the Articles of Confederation led to the effort to draft a new constitution. The Constitutional Convention State delegates met in Philadelphia and decided not to revise the Articles of Confederation but to write

a new constitution. George Washington was elected president of the Constitutional Convention. James Madison became known as the “Father of the Constitution.” Delegates debated over how much power should be given to the new national government and how

large and small states should be represented in the new government. The structure of the new national government included three separate branches of government:

o Legislative (makes the laws) o Executive (carries out the laws) o Judicial (interprets the laws)

The Great Compromise decided how many votes each state would have in the Senate and the House of Representatives.

The Constitution was signed at the end of the convention. Ratification of the Constitution A minimum of nine of the thirteen states had to vote in favor of the Constitution before it could become

law. The Bill of Rights The Bill of Rights was based on the Virginia Declaration of Rights (George Mason) and the Virginia

Statute for Religious Freedom (Thomas Jefferson). These first ten amendments to the Constitution provide a written guarantee of individual rights (e.g.,

freedom of speech, freedom of religion).

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

UNIT VI: Virginia State and Local Government KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should emphasize:

the division of powers between the national and state governments. similarities and differences of national and Virginia state government.

STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL CE.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons; b) analyzing how political and economic trends influence public policy, using demographic information and other data sources; c) analyzing information to create diagrams, tables, charts, graphs, and spreadsheets; d) determining the accuracy and validity of information by separating fact and opinion and recognizing bias; e) constructing informed, evidence-based arguments from multiple sources; f) determining multiple cause-and-effect relationships that impact political and economic events; g) taking informed action to address school, community, local, state, national, and global issues; h) using a decision-making model to analyze and explain the costs and benefits of a specific choice; i) applying civic virtue and democratic principles to make collaborative decisions; and j) defending conclusions orally and in writing to a wide range of audiences, using evidence from sources. SOL CE.7 The student will apply social science skills to understand the American constitutional government at the state level by a) describing the structure and powers of the state government; b) explaining the relationship of state governments to the national government in the federal system; c) explaining and/or simulating the lawmaking process; and d) describing the roles and powers of the executive branch and regulatory boards. SOL CE.9 The student will apply social science skills to understand the judicial systems established by the Constitution of Virginia and the Constitution of the United States by a) describing the organization of the United States judicial system as consisting of state and federal courts with original and appellate jurisdiction; and b) describing the exercise of judicial review.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

ENDURING UNDERSTANDING: Government established by the Virginia Constitution allows the state to divide powers and execute powers effectively. CONCEPTUAL UNIT QUESTIONS (Essential Questions): How does the Constitution of the United States of America outline the division and sharing of powers between the national and state governments? How is the structure of Virginia State government similar and different to our national government? PREVIEW ACTIVITY: We have school wide rules that are chosen by our county, principal, and administrators. These are rules that everyone in our school must follow. List some of our school-wide rules. In addition to school rules, teachers sometimes choose their own specific rules for a class. For example, you may have different rules in your P.E class than you do in a science lab. Choose 2-3 of your teachers and list some of their unique rules below. In this unit we will continue to learn about federalism and state powers. Powers not delegated to the United States by the Constitution are reserved to the states. In our school, how are school wide rules similar to federal powers? How are classroom rules similar to state powers? Some of our classes have unique rules. Why would some states have unique laws? e.g. VA has environmental laws to protect the Chesapeake Bay that other states would not have. TEXTBOOK ALIGNMENT: SEE FILES PACING GUIDE:

UNITS I-V

WEEKS

UNITS VI-X

WEEKS

Early American Indians and European Exploration 4 weeks Virginia State and Local Government 3 weeks Colonial America 4 weeks Early U.S. Presidents 3 weeks American Revolution 4 weeks Westward Expansion 3 weeks New Nation and Constitution 3 weeks Civic Action Leads to Reform 3 weeks Structure and Power Of Government 3 weeks American Civil War 4 weeks

LITERATURE AND OTHER RESOURCES: LITERATURE We Were There, Too! Young People in U.S. History by Hoose, Phillip Biographies of dozens of young people who made a mark in American history, including explorers, planters, spies, cowpunchers, sweatshop workers, and civil rights workers. From Colonies to Country by Hakin, Joy This book covers American history from the French and Indian War to the Constitutional Convention WEBSITE Library of Congress www.loc.gov National Archives http://www.archives.gov/ Smithsonian American Art Museum http://americanart.si.edu/ PBS Teachers http://www.pbs.org/teachers/ SUMMARY OF KEY VOCABULARY AND PEOPLE: The following list of terms reflects some of the important vocabulary, people, and places students should know to successfully understand course content and pass the SOL exams. BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” words for a deeper understanding.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

CIVICS and ECONOMICS TERMS Federal Mandate Bill Lieutenant Governor Virginia Senate

General Assembly Chief of State State Budget Governor Virginia Supreme Court Circuit Court Revenue General District Court

Attorney General of Virginia Court of Appeals of Virginia

Judicial Review

House of Delegates Constitution of Virginia

CURRICULUM GUIDE: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdYTIzR01FUk85MWM&usp=sharing LESSONS AND RESOURCES: https://drive.google.com/open?id=0BySl24GaKHVdYTIzR01FUk85MWM SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1a The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by u) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons;

Essential Understandings Experiences may include but are not limited to the following:

Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere. Analyzing and interpreting includes identifying the important elements of information sources in order to make inferences and generalizations and draw conclusions.

Use an analysis tool to analyze and interpret artifacts and primary and secondary sources. Sample Analysis Tool

Title of Informational Source:

Key Elements Evidence

Observation: What do you see?

Source: Who created the source?

Context: Where is the source located in terms of time and place?

Historical Perspective: Whose point of view does it represent?

Analysis: What is the source’s impact on history?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1b The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by v) analyzing how political and economic trends influence public policy, using demographic information and other data sources;

Essential Understandings Experiences may include but are not limited to the following: Analysis includes identifying important trends based on demographic information and other data sources. Demographic information is often used by governments and businesses in the development of policies and decisions. Demographic information is presented in a variety of forms, including the following: Election data Economic data Census data

Use data to determine how a current issue (e.g., immigration, civil rights) has changed over time and

resulted in public policy actions. Determine how the role of the media changed over three different campaigns for an elected office.

Analyze the political and economic trends that influenced the media coverage. Determine how the function of political institutions has changed over time due to the influence of public

policy, demographics, and political ideals. Examine the role of media and its impact on public policy over time.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1c The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by w) analyzing information to create diagrams, tables, charts, graphs, and spreadsheets;

Essential Understandings Experiences may include but are not limited to the following: Close examination and interpretation of various data and images are essential to making informed decisions. The type of information being presented determines the organizational format.

Organize the information presented in a founding document to illustrate the frequency with which a

specific fundamental political principle is referenced. Make inferences and draw conclusions about the significance of that political principle.

Organize information to illustrate the number and location of small businesses in a city, town, or county. Make inferences and draw conclusions about the reasons why those businesses are located in various areas, pinpointing specific political and economic reasons.

Chart the daily activities of the governor of Virginia as reported by a newspaper, the executive branch Web site, or an Internet blogger. Organize the information to determine which role the governor fills most frequently.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1d The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by x) determining the accuracy and validity of information by separating fact and opinion and recognizing bias;

Essential Understandings

Experiences may include but are not limited to the following:

Not all primary and secondary sources are reliable and accurate. The context from the time period of the primary or secondary source can influence the information included. It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions. Facts can be verified with evidence while opinions cannot. Bias is partiality in favor of or against one thing, person, or group compared with another.

Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:

o Timeliness of the information o Importance of the information o Source of the information o Reliability, truthfulness, and correctness of the content o Reason the information exists

Select an event or issue. Explore multiple sources that report the same event or issue. Examine the information to determine the accuracy and validity of the sources. Events or issues may include the following: o Presidential election o School board election o Action taken by local district court o Legislation passed by the Virginia General Assembly o Expansion of an Internet company o Foreign acquisition of an American company o Trade agreement between the United States and another nation

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1e The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) constructing informed, evidence-based arguments from multiple sources;

Essential Understandings Experiences may include but are not limited to the following: Analyzing various types of sources with multiple points of view produces an understanding of ideas, concepts, and actions of individuals or groups. Critical evaluation and analysis of multiple resources influence interpretation of knowledge gained and the formation of opinions. Constructing an informed argument involves questioning the sources used. Evidence cited from multiple sources increases the validity of an argument.

Select an issue. Gather information from a variety of sources (e.g., executive orders; founding

documents; foreign policy; political or business Web sites; social or political blogs) to argue the costs and benefits of o a local community action involving the local school board o a state issue o a national issue o an international issue with local impact.

Gather information from a variety of sources, assume a particular perspective from one time period, and write a newspaper editorial persuading readers to adopt a chosen perspective.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1f The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by f) determining multiple cause-and-effect relationships that impact political and economic events;

Essential Understandings Experiences may include but are not limited to the following: A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. Relationships can have multiple causes and effects. Determining relationships involves drawing conclusions about the causes and effects. The relationships (interactions) between people, places, and ideas have an enduring influence on political and economic decision making and events. Diversity creates a variety of perspectives, contributions, and challenges. Explaining includes justifying why the evidence credibly supports the claim.

Compare charts, graphs, and/or maps to determine the role that diversity played in affecting the social,

economic, and political structure of the United States. Create flowcharts, storyboards, diagrams, or timelines to explore multiple causes and effects. Example:

Event: Addition of the Bill of Rights to the United States Constitution Cause Event Effect(s)

Debates between the Federalists and Anti-Federalists about the Constitution’s specific limits on government power

Bill of Rights added to the United States Constitution

Guarantee of individual rights Protections from state and federal infringements on individual rights

Determine how the choices of selected people or groups influenced United States history. Example:

Event: Election of 1920 Choice Event Effect

19th Amendment passed Election of 1920 Total popular vote increased from 18.5 million to 26.8 million

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1g The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by g) taking informed action to address school, community, local, state, national, and global issues;

Essential Understandings Experiences may include but are not limited to the following: Taking informed action includes implementing steps to influence change. Individuals and groups can influence the actions of others. Individual and/or group actions can make a difference in the community at all levels.

Research a local, state, national, or global issue. Create a timeline or graphic organizer to illustrate

how that issue has changed over time. Develop a plan of action that addresses the current status of the issue and its impact on the community. The plan may include but is not limited to: o Issue o Stakeholders involved o Action steps o Intended outcomes and potential impact on the community

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1h

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by h) using a decision-making model to analyze and explain the costs and benefits of a specific choice;

Essential Understandings Experiences may include but are not limited to the following: Decision-making models serve several purposes. They can help us make decisions for the future better understand the choices

people faced in the past analyze the outcomes of the

decisions that people already made.

Effective decision making requires weighing the expected costs and benefits and recommending solutions, using a decision-making model. Citizens manage their lives by making choices. Choices are based upon alternatives that seem to be the best because they involve the least cost and the greatest benefit.

Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid.

Use a cost-benefit analysis chart.

Decision: Should the Electoral College system be used to elect the president of the United States? Costs Level of

Importance 1-5

Benefits Level of Importance1-5

A candidate who has not earned a majority of the popular vote can become president

Guarantees that states with small populations have some representation in the election process

Discourages voter turnout with the winner-take-all scenario

Large-population states benefit because candidates make a special effort to win their electoral votes

Keeps third parties from having a greater influence in an election

Winner-take-all nature gives the impression of a greater majority than the popular vote

Total Total

Problem: Which of the following responsibilities of citizenship is most important (other than voting)? Criteria

Alternatives

Helps one with voting

decisions

Doesn’t take much time

Greatest impact

Affects a lot of people

Communicating with government officials

Participating in political campaigns Keeping informed about current issues

Respecting differing opinions in a diverse society

Decision:

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1i The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by i) applying civic virtue and democratic principles to make collaborative decisions;

Essential Understandings Experiences may include but are not limited to the following: Civic virtue is the cultivation of habits of personal living that are viewed as important for the success of the community. Examples include but are not limited to: Voting Volunteering Organizing a community

group Attending a city or school

board meeting Collaboration is necessary in order to be an effective learner and citizen.

Promote collaboration with others both inside and outside the classroom. Examples of collaboration

may include the following: o Socratic seminar o Two-way journaling o Digital media (e.g., videoconferences)

Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.

Provide other students with constructive feedback on written assignments via the peer-editing process. Include the use of proper reference citations and distinguish one’s own ideas from information created

or discovered by others.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1j The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) defending conclusions orally and in writing to a wide range of audiences, using evidence from sources.

Essential Understandings Experiences may include but are not limited to the following: When presenting information in written and oral form, one should consider the purpose and point of view of the information, as well as the audience for whom it is intended. Information can be acquired from various sources. Research is the search for knowledge, using a variety of materials and sources in order to discover facts, answer questions, and draw conclusions. Students present, listen critically, and provide evidence to support opinions by distinguishing between fact

and opinion comparing and contrasting

viewpoints presenting a convincing

argument paraphrasing and

summarizing what is heard using language and

vocabulary appropriate to audience, topic, and purpose

organizing a presentation.

Investigate the economic impact of littering in the local community. Determine the sources needed for

the investigation, gather and analyze the data, and develop a position on the issue. Prepare a presentation for the student government association to persuade the council to get involved and support the chosen position.

Investigate school transportation routes of the local school division. Research the history of transportation in the local community. Determine the sources to gather information and data. Determine what issues or concerns there are for school transportation. Prepare a presentation to deliver to the local school board about your concerns, and offer possible solutions.

Survey campaign ads, both in print and on television or the Internet, for candidates running for a local, state, or national office. Create a guide for voters to use when making decisions on Election Day.

Investigate a school issue that has a community impact. Prepare a brief speech to deliver to the civic league, school board, or school administration about your concerns, and offer possible solutions.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.7a

The student will apply social science skills to understand the American constitutional government at the state level by a) describing the structure and powers of the state government;

Essential Understandings Essential Knowledge The form of government of the Commonwealth of Virginia is established by the Virginia Constitution. Legislative, executive, and judicial powers are separated at the state level of government.

The Virginia Constitution distributes power among the legislative, executive, and judicial branches of the state government. The legislative branch is the General Assembly, a bicameral legislature—the House of Delegates and the Virginia Senate—that meets annually for a fixed number of days. The executive power is exercised by the governor, who is elected for a four-year term of office. The governor appoints members of the cabinet, who oversee specific functions of government. The lieutenant governor and the attorney general are executive branch officers who are elected for a four-year term of office. The judicial power is exercised by a court system that consists of four levels of courts: Supreme Court Court of appeals Circuit courts District courts (including small claims courts and juvenile and domestic relations courts)

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.7b

The student will apply social science skills to understand the American constitutional government at the state level by b) explaining the relationship of state governments to the national government in the federal system;

Essential Understandings Essential Knowledge The Constitution of the United States establishes the principle of federalism, which is the division of power between the states and the national government. The expansion of the national government’s powers into areas traditionally reserved to the states has altered the relationship of states to the national government.

The Constitution of the United States establishes a federal form of government in which the national government is supreme. The powers not given to the national government by the Constitution of the United States are reserved to the states. The Constitution of the United States denies certain powers to both the national and state governments. Some powers are shared between the national and state government (concurrent powers). Primary responsibilities of each level of government National: Conducts foreign policy, regulates commerce, and provides for the common defense State: Promotes public health, safety, education, and welfare Tensions exist when federal mandates require state actions without adequate funding.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.7c

The student will apply social science skills to understand the American constitutional government at the state level by c) explaining and/or simulating the lawmaking process;

Essential Understandings Essential Knowledge Members of the Virginia General Assembly are elected to make state laws. Citizens learn the lawmaking process and influence public policy through direct participation and/or simulation. The lawmaking process requires collaboration and compromise.

The lawmaking process in the Virginia General Assembly Introducing a bill in either house Working in committees Debating the bill on the floor Voting on the bill Sending the bill to the other house Repeating the process in the other house Sending the bill to the governor Elected officials in the Virginia General Assembly write laws and take action in response to problems or issues. Individuals and interest groups help shape legislation. The primary issues in the legislative process at the state level Education: To promote an informed and engaged citizenry (e.g., establish minimum standards for local

schools) Public health: To promote and protect the health of its citizens Environment: To protect natural resources (e.g., improve water quality in the Chesapeake Bay) State budget: To approve a biennial (two-year) budget proposed by the governor Revenue: To levy and collect taxes

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.7d

The student will apply social science skills to understand the American constitutional government at the state level by d) describing the roles and powers of the executive branch and regulatory boards.

Essential Understandings Essential Knowledge The executive branch of the Virginia state government enforces the laws and plays a key role in the policymaking process.

Ways the executive branch influences policymaking Proposes biennial budget Proposes legislation Approves veto or line-item veto bills The governor of Virginia exercises the formal powers granted by the Virginia Constitution. In carrying out both the formal and informal powers of the office, the governor fills several roles, including chief of state: ceremonial head of the state government chief legislator: proposer of the legislative agenda chief executive: head of the executive branch of state government party chief: leader of the political party that controls the executive branch commander-in-chief: head of the armed forces of the Commonwealth of Virginia chief citizen: representative of all Virginians. Cabinet secretaries and departments, agencies, commissions, and regulatory boards administer laws and enforce laws create regulations to monitor aspects of business and the economy provide services.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.9a

The student will apply social science skills to understand the judicial systems established by the Constitution of Virginia and the Constitution of the United States by a) describing the organization of the United States judicial system as consisting of state and federal courts with original and appellate

jurisdiction;

Essential Understandings Essential Knowledge The United States has a dual court system, which consists of state courts and federal courts. Federal courts have jurisdiction over federal laws. State courts have jurisdiction over state laws. The role of the judicial branch is to interpret laws.

Terms to know jurisdiction: Authority to hear a case original jurisdiction: Authority to hear a case first appellate jurisdiction: Authority to review a decision of a lower court felony: A serious crime misdemeanor: A smaller or less serious offense The United States has a court system whose organization and jurisdiction are derived from the Constitution of the United States and federal laws. U.S. Supreme Court: Justices, no jury; appellate jurisdiction; limited original jurisdiction U.S. Court of Appeals: Judges, no jury; appellate jurisdiction U.S. District Court: Judge, with or without jury; original jurisdiction Virginia, like each of the other 49 states, has its own separate court system whose organization and jurisdiction are derived from Virginia’s constitution and state laws. Virginia Supreme Court: Justices, no jury; appellate jurisdiction; limited original jurisdiction Court of Appeals of Virginia: Judges, no jury; appellate jurisdiction to review decisions of circuit courts Circuit court: Judge, with or without jury; original jurisdiction for felony criminal cases and for certain

civil cases; appellate jurisdiction from district courts General district court, and juvenile and domestic relations court: Judge, no jury; original jurisdiction for

misdemeanors and civil cases generally involving lower dollar amounts and original jurisdiction in juvenile and family cases

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.9b

The student will apply social science skills to understand the judicial systems established by the Constitution of Virginia and the Constitution of the United States by b) describing the exercise of judicial review;

Essential Understandings Essential Knowledge The power of judicial review is an important check on the legislative and executive branches of government.

The supreme courts of the United States and Virginia determine the constitutionality of laws and acts of the legislative and executive branches of government. This power is called “judicial review.” Marbury v. Madison established the principle of judicial review at the national level. The Constitution of the United States is the supreme law of the land. State laws must conform to the Virginia and United States constitutions.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

UNIT VII: Early United States Presidents KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should emphasize:

the response of the three branches of government to specific domestic and foreign events and challenges. the supremacy of the U.S. Constitution and federal government power, as evidenced by the Whiskey Rebellion, 1794. the establishment of the federal court system and its structure. the application of the principle of judicial review by the early Supreme Court. identification of individual rights protected in the Bill of Rights and historic and contemporary applications and limitations. the growth and viewpoints of a distinct two-political party system. the exercise and expansion of presidential and national power through the purchase and exploration of new land and the conduct of

foreign policy. the role and impact of domestic and foreign trade on the U.S. economy. expansion of voting rights and how certain groups’ participation grew while other Americans were denied rights and mistreated.

STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL CE.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons; b) analyzing how political and economic trends influence public policy, using demographic information and other data sources; c) analyzing information to create diagrams, tables, charts, graphs, and spreadsheets; d) determining the accuracy and validity of information by separating fact and opinion and recognizing bias; e) constructing informed, evidence-based arguments from multiple sources; f) determining multiple cause-and-effect relationships that impact political and economic events; g) taking informed action to address school, community, local, state, national, and global issues; h) using a decision-making model to analyze and explain the costs and benefits of a specific choice; i) applying civic virtue and democratic principles to make collaborative decisions; and j) defending conclusions orally and in writing to a wide range of audiences, using evidence from sources. SOL CE.5 The student will apply social science skills to understand the political process at the local, state, and national levels of government by a) describing the functions of political parties; b) comparing and contrasting political parties; and f) describing the role of the Electoral College in the election of the president and vice president. SOL USI.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history; b) analyzing and interpreting geographic information to determine patterns and trends in United States history; c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history;

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

d) using evidence to draw conclusions and make generalizations; e) comparing and contrasting historical, cultural, and political perspectives in United States history; f) determining relationships with multiple causes or effects in United States history; g) explaining connections across time and place; h) using a decision-making model to identify the costs and benefits of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL USI.7 The student will apply social science skills to understand the challenges faced by the new nation by c) describing the major accomplishments of the first five presidents of the United States. ENDURING UNDERSTANDING: Leaders set examples for others to follow which impacts our society for the future. CONCEPTUAL UNIT QUESTIONS (Essential Questions): What civic and economic decisions were made during our early presidential administrations that set precedents for those that followed? How did our early Presidents respond to domestic and foreign challenges? PREVIEW ACTIVITY: Divide students into small groups and provide them with the following scenario. “The student population in Arlington, VA is growing. Severe overcrowding is common at most elementary schools and is also becoming a major issue in both middle and high schools. The Superintendent and School Board have information about projected numbers of students over the next 20 years, as well as information about available land and costs of building new facilities or increasing capacity in existing ones. What three important civics and economic decisions should the School Board make and how will their actions affect the future?” Each group should report out their decisions. This should lead to a larger discussion about the role, power, and civic duties of leaders and how their actions set precedents for the future. TEXTBOOK ALIGNMENT: SEE FILES PACING GUIDE:

UNITS I-V

WEEKS

UNITS VI-X

WEEKS

Early American Indians and European Exploration 4 weeks Virginia State and Local Government 3 weeks Colonial America 4 weeks Early U.S. Presidents 3 weeks American Revolution 4 weeks Westward Expansion 3 weeks New Nation and Constitution 3 weeks Civic Action Leads to Reform 3 weeks Structure and Power Of Government 3 weeks American Civil War 4 weeks

LITERATURE AND OTHER RESOURCES: LITERATURE We Were There, Too! Young People in U.S. History by Hoose, Phillip Biographies of dozens of young people who made a mark in American history, including explorers, planters, spies, cowpunchers, sweatshop workers, and civil rights workers. From Colonies to Country by Hakin, Joy This book covers American history from the French and Indian War to the Constitutional Convention WEBSITE Library of Congress www.loc.gov

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

National Archives http://www.archives.gov/ Smithsonian American Art Museum http://americanart.si.edu/ PBS Teachers http://www.pbs.org/teachers/ Colonial Williamsburg http://www.history.org/History/teaching/ The Oregon Trail http://www.isu.edu/~trinmich/Oregontrail.html The Valley of the Shadow: Two Communities in the American Civil War http://valley.lib.virginia.edu/ SUMMARY OF KEY VOCABULARY AND PEOPLE: The following list of terms reflects some of the important vocabulary, people, and places students should know to successfully understand course content and pass the SOL exams. BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” words for a deeper understanding.

HISTORICAL TERMS CIVICS and ECONOMIC TERMS KEY PEOPLE

Louisiana Purchase, 1803 Marbury v. Madison, 1803 Campaign

Electorate

Abigail Adams

President George Washington

Bill of Rights, 1791 Monroe Doctrine Candidate Electors President John Adams William Clark

Lewis and Clark Expedition Conservative Electoral CollegeBenjamin Banneker Democratic-Republican Party States’ Rights Electoral votes Party platform Alexander Hamilton

Federalist Party War of 1812 Liberal Political party President James Monroe

Whiskey Rebellion Public policy Two-party system

President Thomas Jefferson

Dolley Madison

Meriwether Lewis William Marbury

Chief Justice John Marshall

President James Madison

CURRICULUM GUIDE: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdYTIzR01FUk85MWM&usp=sharing LESSONS AND RESOURCES: https://drive.google.com/open?id=0BySl24GaKHVdYTIzR01FUk85MWM SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1a The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by y) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons;

Essential Understandings Experiences may include but are not limited to the following:

Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere. Analyzing and interpreting includes identifying the important elements of information sources in order to make inferences and generalizations and draw conclusions.

Use an analysis tool to analyze and interpret artifacts and primary and secondary sources. Sample Analysis Tool

Title of Informational Source:

Key Elements Evidence

Observation: What do you see?

Source: Who created the source?

Context: Where is the source located in terms of time and place?

Historical Perspective: Whose point of view does it represent?

Analysis: What is the source’s impact on history?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1b The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by z) analyzing how political and economic trends influence public policy, using demographic information and other data sources;

Essential Understandings Experiences may include but are not limited to the following: Analysis includes identifying important trends based on demographic information and other data sources. Demographic information is often used by governments and businesses in the development of policies and decisions. Demographic information is presented in a variety of forms, including the following: Election data Economic data Census data

Use data to determine how a current issue (e.g., immigration, civil rights) has changed over time and

resulted in public policy actions. Determine how the role of the media changed over three different campaigns for an elected office.

Analyze the political and economic trends that influenced the media coverage. Determine how the function of political institutions has changed over time due to the influence of public

policy, demographics, and political ideals. Examine the role of media and its impact on public policy over time.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1c The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by aa) analyzing information to create diagrams, tables, charts, graphs, and spreadsheets;

Essential Understandings Experiences may include but are not limited to the following: Close examination and interpretation of various data and images are essential to making informed decisions. The type of information being presented determines the organizational format.

Organize the information presented in a founding document to illustrate the frequency with which a

specific fundamental political principle is referenced. Make inferences and draw conclusions about the significance of that political principle.

Organize information to illustrate the number and location of small businesses in a city, town, or county. Make inferences and draw conclusions about the reasons why those businesses are located in various areas, pinpointing specific political and economic reasons.

Chart the daily activities of the governor of Virginia as reported by a newspaper, the executive branch Web site, or an Internet blogger. Organize the information to determine which role the governor fills most frequently.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1d The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by bb) determining the accuracy and validity of information by separating fact and opinion and recognizing bias;

Essential Understandings

Experiences may include but are not limited to the following:

Not all primary and secondary sources are reliable and accurate. The context from the time period of the primary or secondary source can influence the information included. It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions. Facts can be verified with evidence while opinions cannot. Bias is partiality in favor of or against one thing, person, or group compared with another.

Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:

o Timeliness of the information o Importance of the information o Source of the information o Reliability, truthfulness, and correctness of the content o Reason the information exists

Select an event or issue. Explore multiple sources that report the same event or issue. Examine the information to determine the accuracy and validity of the sources. Events or issues may include the following: o Presidential election o School board election o Action taken by local district court o Legislation passed by the Virginia General Assembly o Expansion of an Internet company o Foreign acquisition of an American company o Trade agreement between the United States and another nation

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1e The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) constructing informed, evidence-based arguments from multiple sources;

Essential Understandings Experiences may include but are not limited to the following: Analyzing various types of sources with multiple points of view produces an understanding of ideas, concepts, and actions of individuals or groups. Critical evaluation and analysis of multiple resources influence interpretation of knowledge gained and the formation of opinions. Constructing an informed argument involves questioning the sources used. Evidence cited from multiple sources increases the validity of an argument.

Select an issue. Gather information from a variety of sources (e.g., executive orders; founding

documents; foreign policy; political or business Web sites; social or political blogs) to argue the costs and benefits of o a local community action involving the local school board o a state issue o a national issue o an international issue with local impact.

Gather information from a variety of sources, assume a particular perspective from one time period, and write a newspaper editorial persuading readers to adopt a chosen perspective.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1f The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by f) determining multiple cause-and-effect relationships that impact political and economic events;

Essential Understandings Experiences may include but are not limited to the following: A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. Relationships can have multiple causes and effects. Determining relationships involves drawing conclusions about the causes and effects. The relationships (interactions) between people, places, and ideas have an enduring influence on political and economic decision making and events. Diversity creates a variety of perspectives, contributions, and challenges. Explaining includes justifying why the evidence credibly supports the claim.

Compare charts, graphs, and/or maps to determine the role that diversity played in affecting the social,

economic, and political structure of the United States. Create flowcharts, storyboards, diagrams, or timelines to explore multiple causes and effects. Example:

Event: Addition of the Bill of Rights to the United States Constitution Cause Event Effect(s)

Debates between the Federalists and Anti-Federalists about the Constitution’s specific limits on government power

Bill of Rights added to the United States Constitution

Guarantee of individual rights Protections from state and federal infringements on individual rights

Determine how the choices of selected people or groups influenced United States history. Example:

Event: Election of 1920 Choice Event Effect

19th Amendment passed Election of 1920 Total popular vote increased from 18.5 million to 26.8 million

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1g The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by g) taking informed action to address school, community, local, state, national, and global issues;

Essential Understandings Experiences may include but are not limited to the following: Taking informed action includes implementing steps to influence change. Individuals and groups can influence the actions of others. Individual and/or group actions can make a difference in the community at all levels.

Research a local, state, national, or global issue. Create a timeline or graphic organizer to illustrate

how that issue has changed over time. Develop a plan of action that addresses the current status of the issue and its impact on the community. The plan may include but is not limited to: o Issue o Stakeholders involved o Action steps o Intended outcomes and potential impact on the community

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1h

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by h) using a decision-making model to analyze and explain the costs and benefits of a specific choice;

Essential Understandings Experiences may include but are not limited to the following: Decision-making models serve several purposes. They can help us make decisions for the future better understand the choices

people faced in the past analyze the outcomes of the

decisions that people already made.

Effective decision making requires weighing the expected costs and benefits and recommending solutions, using a decision-making model. Citizens manage their lives by making choices. Choices are based upon alternatives that seem to be the best because they involve the least cost and the greatest benefit.

Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid.

Use a cost-benefit analysis chart.

Decision: Should the Electoral College system be used to elect the president of the United States? Costs Level of

Importance 1-5

Benefits Level of Importance1-5

A candidate who has not earned a majority of the popular vote can become president

Guarantees that states with small populations have some representation in the election process

Discourages voter turnout with the winner-take-all scenario

Large-population states benefit because candidates make a special effort to win their electoral votes

Keeps third parties from having a greater influence in an election

Winner-take-all nature gives the impression of a greater majority than the popular vote

Total Total

Problem: Which of the following responsibilities of citizenship is most important (other than voting)? Criteria

Alternatives

Helps one with voting

decisions

Doesn’t take much time

Greatest impact

Affects a lot of people

Communicating with government officials

Participating in political campaigns Keeping informed about current issues

Respecting differing opinions in a diverse society

Decision:

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1i The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by i) applying civic virtue and democratic principles to make collaborative decisions;

Essential Understandings Experiences may include but are not limited to the following: Civic virtue is the cultivation of habits of personal living that are viewed as important for the success of the community. Examples include but are not limited to: Voting Volunteering Organizing a community

group Attending a city or school

board meeting Collaboration is necessary in order to be an effective learner and citizen.

Promote collaboration with others both inside and outside the classroom. Examples of collaboration

may include the following: o Socratic seminar o Two-way journaling o Digital media (e.g., videoconferences)

Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.

Provide other students with constructive feedback on written assignments via the peer-editing process. Include the use of proper reference citations and distinguish one’s own ideas from information created

or discovered by others.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1j The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) defending conclusions orally and in writing to a wide range of audiences, using evidence from sources.

Essential Understandings Experiences may include but are not limited to the following: When presenting information in written and oral form, one should consider the purpose and point of view of the information, as well as the audience for whom it is intended. Information can be acquired from various sources. Research is the search for knowledge, using a variety of materials and sources in order to discover facts, answer questions, and draw conclusions. Students present, listen critically, and provide evidence to support opinions by distinguishing between fact

and opinion comparing and contrasting

viewpoints presenting a convincing

argument paraphrasing and

summarizing what is heard using language and

vocabulary appropriate to audience, topic, and purpose

organizing a presentation.

Investigate the economic impact of littering in the local community. Determine the sources needed for

the investigation, gather and analyze the data, and develop a position on the issue. Prepare a presentation for the student government association to persuade the council to get involved and support the chosen position.

Investigate school transportation routes of the local school division. Research the history of transportation in the local community. Determine the sources to gather information and data. Determine what issues or concerns there are for school transportation. Prepare a presentation to deliver to the local school board about your concerns, and offer possible solutions.

Survey campaign ads, both in print and on television or the Internet, for candidates running for a local, state, or national office. Create a guide for voters to use when making decisions on Election Day.

Investigate a school issue that has a community impact. Prepare a brief speech to deliver to the civic league, school board, or school administration about your concerns, and offer possible solutions.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.5a

The student will apply social science skills to understand the political process at the local, state, and national levels of government by a) describing the functions of political parties;

Essential Understandings Essential Knowledge Political parties play a key role in government and provide opportunities for citizens to participate in the political process.

Functions of political parties Recruiting and nominating candidates Educating the people about campaign issues Helping candidates win elections Monitoring actions of officeholders

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.5b

The student will apply social science skills to understand the political process at the local, state, and national levels of government by b) comparing and contrasting the similarities and differences of political parties;

Essential Understandings Essential Knowledge A two-party system characterizes the American political process. Although third parties rarely win elections, they can play an important role in public politics.

Similarities between parties Organize to win elections Influence public policies Reflect both liberal and conservative views on the political spectrum Define themselves in a way that wins majority support by appealing to the center of the political

spectrum Differences between parties Stated in party platforms and reflected in campaigning Third parties (e.g., Green Party, Constitution Party, Libertarian Party) Introduce new ideas and/or press for a particular issue Often take votes away from the two major parties Often revolve around a political personality (e.g., Theodore Roosevelt)

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.5f

The student will apply social science skills to understand the political process at the local, state, and national levels of government by f) describing the role of the Electoral College in the election of the president and vice president.

Essential Understandings Essential Knowledge The Electoral College process is used to select the president and vice president of the United States.

The Electoral College casts the official vote for president and vice president. The number of electors of each state is based on each state’s congressional representation (the number of United States senators plus the number of representatives in the House). Electoral College process Each political party chooses its slate of electors. After the popular vote, the electors cast their official votes. Most states have a “winner-take-all” system that awards all electors to the winning presidential

candidate. Candidates need 270 electoral votes to win, which favors the two-party system. The winner-take-all system leads to the targeting of densely populated states for campaigning, although candidates must pay attention to less populated states and swing states whose electoral votes may make the difference in tight elections. In most states, the party that wins the popular vote has its slate of electors cast the official vote for the president.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1a

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by f) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history;

Essential Understandings Experiences may include but are not limited to the following: Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere. Analyzing and interpreting includes identifying the important elements of information sources in order to make inferences and generalizations, and draw conclusions.

Use an analysis tool to analyze and interpret artifacts and primary and secondary sources. Sample Analysis Tool

Title of Informational Source:

Key Elements Evidence

Observation: What do you see?

Source: Who created the source?

Context: Where is the source located in terms of time and place?

Historical Perspective: Whose point of view does the source represent?

Analysis: What is the source’s impact on history?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1b

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) analyzing and interpreting geographic information to determine patterns and trends in United States history;

Essential Understandings Experiences may include but are not limited to the following: Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. The knowledge of geography and the application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment in order to solve problems. The physical geography of a location had a direct impact on the lives of people in the United States and how they adapted to their environment. Geographic themes include location place regions movement human-environment

interaction.

Acquire geographic information from a variety of sources, such as

o GIS (Geographic Information Systems) o field work o satellite images o photographs o maps, globes o charts and graphs o databases o primary sources o diagrams.

Analyze the relationship between physical and human geography (e.g., life in the New England, Mid-Atlantic, and Southern colonies).

Analyze geographic information related to the movement of people, products, resources, ideas, and language to determine patterns and trends throughout United States history.

Examine maps of a location before and after a major conflict to discuss how the conflict affected the social, political, and economic landscape of an area.

Use maps to explain how the location of resources influences the patterns, trends, and migration of populations.

Five themes of geography Location: Defined according to its position on the earth’s surface; where is it? Place: Locations having distinctive features that give them meaning and character that differ from other

locations; what is it like? Region: A unit on the earth’s surface that has unifying characteristics; how are places similar or

different? Movement: The way people, products, and information move from one place to another; how do

people, goods, and ideas move from one location to another? Human-Environment Interaction: The relationship between people and their environment; how do

people relate to the physical world?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1c

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history;

Essential Understandings Experiences may include but are not limited to the following: Interpreting involves using information found in charts, graphs, and pictures to develop an understanding of people, places, or events and draw conclusions. Close examination and interpretation of various data and images are essential to making informed decisions.

Use historical maps to analyze changes in population over time. Identify and sequence events that shaped colonial America. Interpret and draw conclusions from political cartoons about westward expansion. Compare an illustration of a historical event to a written account of the event. Gather information from a variety of sources to show the impact of colonial settlement on American

Indian homelands. Interpret photographs of the Civil War. Discuss the photographer’s potential bias. Discuss the potential

bias of the audience. Discuss the potential bias the photographs might cause. Use primary sources to interpret how inventions changed life in America.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1d

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making and responsible citizenship by d) using evidence to draw conclusions and make generalizations;

Essential Understandings Experiences may include but are not limited to the following: Critical examination and evaluation of historical evidence is essential to understanding the past. Drawing conclusions and making generalizations involves observing and considering all

the facts, arguments, and information

considering what is already known

determining the certainty of multiple answers based upon the information presented

predicting and adjusting predictions, questioning, restating main ideas, and summarizing supporting details.

Evaluate media and images as sources for drawing conclusions and making generalizations. Draw conclusions about propaganda used during a selected time period. Make generalizations using political cartoons in order to explain historical events. After reading about an historical event, use a chart to draw conclusions or make generalizations about

a point of view. Example:

Event: Westward Expansion Somebody Wanted But So What? Thomas Jefferson

to expand the United States into the territory west of the Mississippi River

the area was home to American Indians whose lifestyles varied.

The United States doubled in size, leading to a new understanding of the geography and resources. It also negatively affected American Indians and caused a greater divide between the North and South.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1e

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) comparing and contrasting historical, cultural, and political perspectives in United States history;

Essential Understandings Experiences may include but are not limited to the following: Examining the historical, cultural, and political perspectives of countries reveals the ideals, beliefs, values, and institutions of their people. Being able to compare and contrast helps us understand important similarities and differences between people, places, events, and times in United States history.

Compare and contrast historical events, using media, images, or text, to gain understanding of

historical, cultural, and political perspectives in United States history. Examples of historical events include o exploration (British, French, and Spanish) o creation of the Constitution of the United States o expansion of slavery.

Create a graphic organizer to analyze information about concepts or themes in multiple time periods. Examples of concepts or themes include o conflict o expansion o movement o interaction.

Create a graphic organizer to compare and contrast how people from different colonies interacted with the environment.

Create a graphic organizer to compare and contrast the political perspectives of two leaders in United States history.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1f

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by f) determining relationships with multiple causes or effects in United States history;

Essential Understandings Experiences may include but are not limited to the following: A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. People respond to and resolve conflicts in a variety of ways, resulting in relationships that have many causes and differing outcomes. Diversity includes a variety of perspectives, contributions, and challenges. Certain events in United States history have multiple causes and effects. Conflicts often have multiple causes and effects.

Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social,

economic, and political structure of the United States. Create flow charts, storyboards, and timelines to explore multiple causes and effects.

Example:

Event: Surrender at Yorktown Cause(s) Event Effect(s)

Strong colonial leadership Surrender at Yorktown End of the American RevolutionAdditional support from France Victory over Lord Cornwallis

Determine how the choices of selected individuals or groups influenced United States history.

Example:

Event: Constitutional Convention Cause(s) Event Effect(s)

Weakness of the Articles of Confederation

State delegates meet in Philadelphia

Draft of a new constitution Compromises over the structure and powers of the national and state government Creation of a new government

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1g

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by g) explaining connections across time and place;

Essential Understandings Experiences may include but are not limited to the following: Making connections includes understanding that people, events, and developments have brought changes to the United States. Everyday life in the United States today is different from everyday life long ago. Explaining includes justifying thinking with supporting details.

Create a flowchart to show connections between what explorers wanted to accomplish in the west

(e.g., find new land for farming) and the effect that these interests had on American Indians (e.g., American Indians were displaced from their land). Discuss how the relationship between the explorers and the American Indians changed over time.

Create a graphic organizer to outline how life for people in early United States history changed over time based on the human, natural, and capital resources available.

Use digital media to create a graphic organizer that explains the impact of westward expansion on American Indians over time.

Create a timeline to show the political, social, and economic factors that shaped colonial America and how they continue to shape our nation today.

Use images to explain how the physical or cultural landscape of the United States changed after a major event.

Create a graphic organizer that compares the technology used in the American Revolution with that used in the Civil War and how the changes affected specific events.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1h

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by h) using a decision-making model to identify the costs and benefits of a specific choice made;

Essential Understandings Experiences may include but are not limited to the following: The decision-making process involves seeing the problem from a variety of perspectives and considering the consequences. A cost is what you give up when you decide to do something. A benefit is what satisfies a want. People manage their lives by making choices. They choose the alternative that seems best to them because it involves the least cost and the greatest benefit.

Use a decision-making model to weigh the costs and benefits of making the follow choices:

o Explore North America. o Create laws for the colonies. o Interact with American Indian culture groups. o Settle in a colonial region. o Join the war effort or remain loyal to Great Britain. o Move west after the American Revolution. o Ratify the new constitution.

Choose a historical event. Determine the concern or issue. Use a decision-making model to develop and explain an alternative decision by weighing the costs and benefits of the event.

Historical event:

Costs Benefits

Actual decision made: Alternative decision:

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1i

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;

Essential Understandings Experiences may include but are not limited to the following: The research process requires the use of a variety of resources to ensure validity. In order to avoid plagiarism, credit must be given when using another person’s idea, opinion, or theory. Sources should be authentic and valid. Responsible citizens demonstrate a respect for the rights of others.

Explore the ethical and legal issues related to the access and use of information by

o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.

Exhibit the responsibilities of citizenship in the classroom by demonstrating o when it is appropriate to listen and when to speak o how to make necessary compromises o how to work together to accomplish goals o how to conduct oneself in a respectful manner.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1j

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) investigating and researching to develop products orally and in writing.

Essential Understandings Experiences may include but are not limited to the following: People communicate through oral and written language. Research is the search for knowledge, using a variety of materials and sources in order to discover facts, answer questions, and draw conclusions. Students present, listen critically, and provide evidence to support opinions by distinguishing between fact

and opinion comparing and contrasting

viewpoints presenting a convincing

argument paraphrasing and summarizing

what is heard using language and

vocabulary appropriate to audience, topic, and purpose

organizing a presentation.

Investigate people, places, and events in United States history to develop an understanding of

historical, cultural, economic, political, and geographical relationships by o exploring religious and economic decisions that led to the colonization of America o outlining and describing geographic factors that influenced battles during the American Revolution

or the Civil War o describing and providing evidence to support sources of colonial dissatisfaction that led to the

American Revolution o creating a digital map outlining the geographic and economic factors that influenced westward

movement. Create a chart outlining the costs and benefits of visiting different regions of the United States. Investigate an important event. Create the front page of a newspaper with headlines and articles

detailing the event. The newspaper may include the following features: o Articles summarizing the event o Timeline detailing actions leading up to the event o Quotes from participants o Images of the event

Create a social media page or blog about an event from United States history. Take a position on the topic, and use a variety of sources as evidence to support the stance. o French Explorer: Exploration of North America o Member of British Parliament: Declaration of Independence o American Indian: Manifest Destiny o Resident of the Kansas territory: Kansas Nebraska Act

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.7c

The student will apply social science skills to understand the challenges faced by the new nation by c) describing the major accomplishments of the first five presidents of the United States.

Essential Understandings Essential Knowledge Congress and the first five presidents made decisions establishing a strong government that helped the nation grow in size and power.

All of the first five presidents were Virginians except John Adams. Accomplishments during the first five presidencies George Washington

o The federal court system was established. o The Bill of Rights was added to the Constitution of the United States of America. o Plans were created for development of the national capital in Washington, D.C. Benjamin

Banneker, an African American astronomer and surveyor, helped complete the design for the city. John Adams

o A two-party system emerged during his administration. Thomas Jefferson

o He bought Louisiana from France (the Louisiana Purchase). o Lewis and Clark explored new land west of the Mississippi River.

James Madison o The War of l812 caused European nations to gain respect for the United States.

James Monroe o He introduced the Monroe Doctrine warning European nations not to interfere in the Western

Hemisphere.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

UNIT VIII: Westward Expansion KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should emphasize:

the impact of economic factors such as scarcity, resources, choice, incentives, supply and demand and production on westward movement and the environment.

the role of technological innovations on the growth of industry in the north, agriculture in the south, production, entrepreneurship and international trade.

the benefits and costs of Westward Expansion with the acquisition of new territories after 1801 such as Louisiana Purchase, Florida, Texas, Oregon and California.

the economic flow (circular flow) of resources, goods and services among individuals, business, governments in a market economy. STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL CE.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons; b) analyzing how political and economic trends influence public policy, using demographic information and other data sources; c) analyzing information to create diagrams, tables, charts, graphs, and spreadsheets; d) determining the accuracy and validity of information by separating fact and opinion and recognizing bias; e) constructing informed, evidence-based arguments from multiple sources; f) determining multiple cause-and-effect relationships that impact political and economic events; g) taking informed action to address school, community, local, state, national, and global issues; h) using a decision-making model to analyze and explain the costs and benefits of a specific choice; i) applying civic virtue and democratic principles to make collaborative decisions; and j) defending conclusions orally and in writing to a wide range of audiences, using evidence from sources. SOL CE.12 The student will apply social science skills to understand the United States economy by c) describing the types of business organizations and the role of entrepreneurship; d) explaining the circular flow that shows how consumers (households), businesses (producers), and markets interact; e) explaining how financial institutions channel funds from savers to borrowers; and f) analyzing the relationship of Virginia and the United States to the global economy, with emphasis on the impact of technological innovations. SOL USI.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history; b) analyzing and interpreting geographic information to determine patterns and trends in United States history; c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history; d) using evidence to draw conclusions and make generalizations; e) comparing and contrasting historical, cultural, and political perspectives in United States history; f) determining relationships with multiple causes or effects in United States history; g) explaining connections across time and place;

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

h) using a decision-making model to identify the costs and benefits of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL USI.2 The student will interpret maps, globes, photographs, pictures, or tables to b) locate and describe major geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range; c) locate major water features and explain their importance to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico; and d) recognize key geographic features on maps, diagrams, and/or photographs. SOL USI.8 The student will apply social science skills to understand westward expansion and reform in America from 1801 to 1861 by a) describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California; b) explaining how geographic and economic factors influenced the westward movement of settlers; c) explaining the impact of westward expansion on American Indians; and d) describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America. ENDURING UNDERSTANDING: Technological advances and other changes can lead to expansion and economic costs and benefits. CONCEPTUAL UNIT QUESTIONS (Essential Questions): How did westward expansion change the United States and its people? How did economic factors and advances in technology influence expansion, westward movement and economic growth in the United States? PREVIEW ACTIVITY: Option 1. The land west of the Appalachian Mountains was an expansive, uncharted wilderness without roads and inhabited by American Indian tribes and European powers resisting American expansion. What would possibly motivate American settlers to try to move into this land? In a group of five, plan a short skit that involves a family deciding whether or not to move west. Explain each family member’s perspectives on the question. Option 2. Instruct students to access the Manifest Destiny Art Analysis PowerPoint using the classroom Smart Board, or using their individual iPad devices. Conduct a discussion regarding the preliminary costs and benefits of Westward Expansion using the questions and artwork as a guide. TEXTBOOK ALIGNMENT: SEE FILES PACING GUIDE:

UNITS I-V

WEEKS

UNITS VI-X

WEEKS

Early American Indians and European Exploration 4 weeks Virginia State and Local Government 3 weeks Colonial America 4 weeks Early U.S. Presidents 3 weeks American Revolution 4 weeks Westward Expansion 3 weeks New Nation and Constitution 3 weeks Civic Action Leads to Reform 3 weeks Structure and Power Of Government 3 weeks American Civil War 4 weeks

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

LITERATURE AND OTHER RESOURCES: LITERATURE We Were There, Too! Young People in U.S. History by Hoose, Phillip Biographies of dozens of young people who made a mark in American history, including explorers, planters, spies, cowpunchers, sweatshop workers, and civil rights workers. Beyond the Divide by Lasky, Katheryn The westward movement of the 1840’s engulfs Meribah and her father in a cruel and violent experience as they seek a new life. Sarah, Plain and Tall by Maclachlan, Patricia When their father invites a mail-order bride to come to live with them in their prairie home, Caleb and Anna are captivated by her and hope that she will stay. WEBSITES Library of Congress www.loc.gov National Archives http://www.archives.gov/ Smithsonian American Art Museum http://americanart.si.edu/ PBS Teachers http://www.pbs.org/teachers/ Colonial Williamsburg http://www.history.org/History/teaching/ The Oregon Trail http://www.isu.edu/~trinmich/Oregontrail.html The Valley of the Shadow: Two Communities in the American Civil War http://valley.lib.virginia.edu/

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

SUMMARY OF KEY VOCABULARY AND PEOPLE: The following list of terms reflects some of the important vocabulary, people, and places students should know to successfully understand course content and pass the SOL exams. BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” words for a deeper understanding.

HISTORICAL TERMS CIVICS and ECONOMIC TERMS

KEY PEOPLE

Adams-Onis Treaty, 1821 Manifest Destiny Mass Production Jo Anderson

Annex Mexican-American War, 1846-1848

Supply and Demand Stephen F. Austin Joseph Smith

California Gold Rush Mormons Economic Opportunity John Deere Eli Whitney

Cede National Road Entrepreneur Forty-Niners Brigham Young

Erie Canal Oregon Trail Factory System Robert Fulton

Gadsden Purchase Pioneers Industrialization Sam Houston

Immigrate / Emigrate Santa Fe Trail Factory Girls

Inventor Territories: Louisiana Purchase James Marshall

Inventions: Cotton Gin, Mechanical Florida, Texas, Oregon

Reaper, Steam Engine, Locomotive Mexican Cession Antonio López de Santa Anna

Steel Plow, Interchangeable Parts Treaty of Gualalupe-Hildalgo, 1848

CURRICULUM GUIDE: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdYTIzR01FUk85MWM&usp=sharing LESSONS AND RESOURCES: https://drive.google.com/open?id=0BySl24GaKHVdYTIzR01FUk85MWM SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1a The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by cc) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons;

Essential Understandings Experiences may include but are not limited to the following:

Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere. Analyzing and interpreting includes identifying the important elements of information sources in order to make inferences and generalizations and draw conclusions.

Use an analysis tool to analyze and interpret artifacts and primary and secondary sources. Sample Analysis Tool

Title of Informational Source:

Key Elements Evidence

Observation: What do you see?

Source: Who created the source?

Context: Where is the source located in terms of time and place?

Historical Perspective: Whose point of view does it represent?

Analysis: What is the source’s impact on history?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1b The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by dd) analyzing how political and economic trends influence public policy, using demographic information and other data sources;

Essential Understandings Experiences may include but are not limited to the following: Analysis includes identifying important trends based on demographic information and other data sources. Demographic information is often used by governments and businesses in the development of policies and decisions. Demographic information is presented in a variety of forms, including the following: Election data Economic data Census data

Use data to determine how a current issue (e.g., immigration, civil rights) has changed over time and

resulted in public policy actions. Determine how the role of the media changed over three different campaigns for an elected office.

Analyze the political and economic trends that influenced the media coverage. Determine how the function of political institutions has changed over time due to the influence of public

policy, demographics, and political ideals. Examine the role of media and its impact on public policy over time.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1c The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by ee) analyzing information to create diagrams, tables, charts, graphs, and spreadsheets;

Essential Understandings Experiences may include but are not limited to the following: Close examination and interpretation of various data and images are essential to making informed decisions. The type of information being presented determines the organizational format.

Organize the information presented in a founding document to illustrate the frequency with which a

specific fundamental political principle is referenced. Make inferences and draw conclusions about the significance of that political principle.

Organize information to illustrate the number and location of small businesses in a city, town, or county. Make inferences and draw conclusions about the reasons why those businesses are located in various areas, pinpointing specific political and economic reasons.

Chart the daily activities of the governor of Virginia as reported by a newspaper, the executive branch Web site, or an Internet blogger. Organize the information to determine which role the governor fills most frequently.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1d The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by ff) determining the accuracy and validity of information by separating fact and opinion and recognizing bias;

Essential Understandings

Experiences may include but are not limited to the following:

Not all primary and secondary sources are reliable and accurate. The context from the time period of the primary or secondary source can influence the information included. It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions. Facts can be verified with evidence while opinions cannot. Bias is partiality in favor of or against one thing, person, or group compared with another.

Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:

o Timeliness of the information o Importance of the information o Source of the information o Reliability, truthfulness, and correctness of the content o Reason the information exists

Select an event or issue. Explore multiple sources that report the same event or issue. Examine the information to determine the accuracy and validity of the sources. Events or issues may include the following: o Presidential election o School board election o Action taken by local district court o Legislation passed by the Virginia General Assembly o Expansion of an Internet company o Foreign acquisition of an American company o Trade agreement between the United States and another nation

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1e The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) constructing informed, evidence-based arguments from multiple sources;

Essential Understandings Experiences may include but are not limited to the following: Analyzing various types of sources with multiple points of view produces an understanding of ideas, concepts, and actions of individuals or groups. Critical evaluation and analysis of multiple resources influence interpretation of knowledge gained and the formation of opinions. Constructing an informed argument involves questioning the sources used. Evidence cited from multiple sources increases the validity of an argument.

Select an issue. Gather information from a variety of sources (e.g., executive orders; founding

documents; foreign policy; political or business Web sites; social or political blogs) to argue the costs and benefits of o a local community action involving the local school board o a state issue o a national issue o an international issue with local impact.

Gather information from a variety of sources, assume a particular perspective from one time period, and write a newspaper editorial persuading readers to adopt a chosen perspective.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1f The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by f) determining multiple cause-and-effect relationships that impact political and economic events;

Essential Understandings Experiences may include but are not limited to the following: A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. Relationships can have multiple causes and effects. Determining relationships involves drawing conclusions about the causes and effects. The relationships (interactions) between people, places, and ideas have an enduring influence on political and economic decision making and events. Diversity creates a variety of perspectives, contributions, and challenges. Explaining includes justifying why the evidence credibly supports the claim.

Compare charts, graphs, and/or maps to determine the role that diversity played in affecting the social,

economic, and political structure of the United States. Create flowcharts, storyboards, diagrams, or timelines to explore multiple causes and effects. Example:

Event: Addition of the Bill of Rights to the United States Constitution Cause Event Effect(s)

Debates between the Federalists and Anti-Federalists about the Constitution’s specific limits on government power

Bill of Rights added to the United States Constitution

Guarantee of individual rights Protections from state and federal infringements on individual rights

Determine how the choices of selected people or groups influenced United States history. Example:

Event: Election of 1920 Choice Event Effect

19th Amendment passed Election of 1920 Total popular vote increased from 18.5 million to 26.8 million

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1g The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by g) taking informed action to address school, community, local, state, national, and global issues;

Essential Understandings Experiences may include but are not limited to the following: Taking informed action includes implementing steps to influence change. Individuals and groups can influence the actions of others. Individual and/or group actions can make a difference in the community at all levels.

Research a local, state, national, or global issue. Create a timeline or graphic organizer to illustrate

how that issue has changed over time. Develop a plan of action that addresses the current status of the issue and its impact on the community. The plan may include but is not limited to: o Issue o Stakeholders involved o Action steps o Intended outcomes and potential impact on the community

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1h

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by h) using a decision-making model to analyze and explain the costs and benefits of a specific choice;

Essential Understandings Experiences may include but are not limited to the following: Decision-making models serve several purposes. They can help us make decisions for the future better understand the choices

people faced in the past analyze the outcomes of the

decisions that people already made.

Effective decision making requires weighing the expected costs and benefits and recommending solutions, using a decision-making model. Citizens manage their lives by making choices. Choices are based upon alternatives that seem to be the best because they involve the least cost and the greatest benefit.

Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid.

Use a cost-benefit analysis chart.

Decision: Should the Electoral College system be used to elect the president of the United States? Costs Level of

Importance 1-5

Benefits Level of Importance1-5

A candidate who has not earned a majority of the popular vote can become president

Guarantees that states with small populations have some representation in the election process

Discourages voter turnout with the winner-take-all scenario

Large-population states benefit because candidates make a special effort to win their electoral votes

Keeps third parties from having a greater influence in an election

Winner-take-all nature gives the impression of a greater majority than the popular vote

Total Total

Problem: Which of the following responsibilities of citizenship is most important (other than voting)? Criteria

Alternatives

Helps one with voting

decisions

Doesn’t take much time

Greatest impact

Affects a lot of people

Communicating with government officials

Participating in political campaigns Keeping informed about current issues

Respecting differing opinions in a diverse society

Decision:

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1i The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by i) applying civic virtue and democratic principles to make collaborative decisions;

Essential Understandings Experiences may include but are not limited to the following: Civic virtue is the cultivation of habits of personal living that are viewed as important for the success of the community. Examples include but are not limited to: Voting Volunteering Organizing a community

group Attending a city or school

board meeting Collaboration is necessary in order to be an effective learner and citizen.

Promote collaboration with others both inside and outside the classroom. Examples of collaboration

may include the following: o Socratic seminar o Two-way journaling o Digital media (e.g., videoconferences)

Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.

Provide other students with constructive feedback on written assignments via the peer-editing process. Include the use of proper reference citations and distinguish one’s own ideas from information created

or discovered by others.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1j The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) defending conclusions orally and in writing to a wide range of audiences, using evidence from sources.

Essential Understandings Experiences may include but are not limited to the following: When presenting information in written and oral form, one should consider the purpose and point of view of the information, as well as the audience for whom it is intended. Information can be acquired from various sources. Research is the search for knowledge, using a variety of materials and sources in order to discover facts, answer questions, and draw conclusions. Students present, listen critically, and provide evidence to support opinions by distinguishing between fact

and opinion comparing and contrasting

viewpoints presenting a convincing

argument paraphrasing and

summarizing what is heard using language and

vocabulary appropriate to audience, topic, and purpose

organizing a presentation.

Investigate the economic impact of littering in the local community. Determine the sources needed for

the investigation, gather and analyze the data, and develop a position on the issue. Prepare a presentation for the student government association to persuade the council to get involved and support the chosen position.

Investigate school transportation routes of the local school division. Research the history of transportation in the local community. Determine the sources to gather information and data. Determine what issues or concerns there are for school transportation. Prepare a presentation to deliver to the local school board about your concerns, and offer possible solutions.

Survey campaign ads, both in print and on television or the Internet, for candidates running for a local, state, or national office. Create a guide for voters to use when making decisions on Election Day.

Investigate a school issue that has a community impact. Prepare a brief speech to deliver to the civic league, school board, or school administration about your concerns, and offer possible solutions.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.12c

The student will apply social science skills to understand the United States economy by c) describing the types of business organizations and the role of entrepreneurship;

Essential Understandings Essential Knowledge There are three basic ways that businesses organize to earn profits. Entrepreneurs play an important role in all three types of business organizations.

Basic types of business ownership Proprietorship: A form of business organization with one owner who takes all the risks and all the

profits. Partnership: A form of business organization with two or more owners who share the risks and the

profits. Corporation: A form of business organization that is authorized by law to act as a legal entity regardless

of the number of owners. Owners share the profits. Owner liability is limited to the amount of their investment.

Entrepreneur A person who takes a risk to produce and sell goods and services in search of profit May establish a business according to any of the three types of organizational structures

Entrepreneurs increase competition by bringing new goods and services to market or by delivering products in innovative ways. They often foster technological progress and economic growth.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.12d

The student will apply social science skills to understand the United States economy by d) explaining the circular flow that shows how consumers (households), businesses (producers), and markets interact;

Essential Understandings Essential Knowledge Resources, goods and services, and money flow continuously among households, businesses, and markets in the United States economy.

The circular flow diagram is a way of visualizing and categorizing activity within an economy. Goods, services, and resources flow in one direction. Money flows in the opposite direction. Economic flow (circular flow) Households own the resources used in production, sell the resources, and use the income to purchase

products. Businesses buy resources; make products that are sold to individuals, other businesses, and the

government; and use the profits to buy more resources. When households and businesses spend money, the income is used by households to purchase goods

and services and by businesses to purchase resources. Governments use tax revenue from households and businesses to provide public goods and services.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.12e

The student will apply social science skills to understand the United States economy by e) explaining how financial institutions channel funds from savers to borrowers;

Essential Understandings Essential Knowledge Private financial institutions help facilitate an exchange of money between savers and borrowers.

Private financial institutions Include banks and credit unions Receive deposits and make loans Encourage saving and investing by paying interest on deposits Help provide financial capital (money) to people/businesses to start or grow businesses

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.12f

The student will apply social science skills to understand the United States economy by f) analyzing the relationship of Virginia and the United States to the global economy, with emphasis on the impact of technological

innovations.

Essential Understandings Essential Knowledge Virginia and the United States pursue international trade in order to increase wealth.

Term to know global economy: Worldwide markets in which the buying and selling of goods and services by all

individuals, nations, and businesses takes place Reasons that states and nations trade To obtain goods and services they cannot produce or cannot produce efficiently themselves To buy goods and services at a lower cost or a lower opportunity cost To sell goods and services to other countries To create jobs Virginia and the United States specialize in the production of certain goods and services, which promotes efficiency and growth. Impact of technological innovations Innovations in technology (e.g., the Internet) contribute to the global flow of information, capital, goods,

and services. The use of such technology also lowers the cost of production.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

ST STANDARD USI.1a

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by g) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history;

Essential Understandings Experiences may include but are not limited to the following: Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere. Analyzing and interpreting includes identifying the important elements of information sources in order to make inferences and generalizations, and draw conclusions.

Use an analysis tool to analyze and interpret artifacts and primary and secondary sources. Sample Analysis Tool

Title of Informational Source:

Key Elements Evidence

Observation: What do you see?

Source: Who created the source?

Context: Where is the source located in terms of time and place?

Historical Perspective: Whose point of view does the source represent?

Analysis: What is the source’s impact on history?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1b

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) analyzing and interpreting geographic information to determine patterns and trends in United States history;

Essential Understandings Experiences may include but are not limited to the following: Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. The knowledge of geography and the application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment in order to solve problems. The physical geography of a location had a direct impact on the lives of people in the United States and how they adapted to their environment. Geographic themes include location place regions movement human-environment

interaction.

Acquire geographic information from a variety of sources, such as

o GIS (Geographic Information Systems) o field work o satellite images o photographs o maps, globes o charts and graphs o databases o primary sources o diagrams.

Analyze the relationship between physical and human geography (e.g., life in the New England, Mid-Atlantic, and Southern colonies).

Analyze geographic information related to the movement of people, products, resources, ideas, and language to determine patterns and trends throughout United States history.

Examine maps of a location before and after a major conflict to discuss how the conflict affected the social, political, and economic landscape of an area.

Use maps to explain how the location of resources influences the patterns, trends, and migration of populations.

Five themes of geography Location: Defined according to its position on the earth’s surface; where is it? Place: Locations having distinctive features that give them meaning and character that differ from other

locations; what is it like? Region: A unit on the earth’s surface that has unifying characteristics; how are places similar or

different? Movement: The way people, products, and information move from one place to another; how do

people, goods, and ideas move from one location to another? Human-Environment Interaction: The relationship between people and their environment; how do

people relate to the physical world?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1c

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history;

Essential Understandings Experiences may include but are not limited to the following: Interpreting involves using information found in charts, graphs, and pictures to develop an understanding of people, places, or events and draw conclusions. Close examination and interpretation of various data and images are essential to making informed decisions.

Use historical maps to analyze changes in population over time. Identify and sequence events that shaped colonial America. Interpret and draw conclusions from political cartoons about westward expansion. Compare an illustration of a historical event to a written account of the event. Gather information from a variety of sources to show the impact of colonial settlement on American

Indian homelands. Interpret photographs of the Civil War. Discuss the photographer’s potential bias. Discuss the potential

bias of the audience. Discuss the potential bias the photographs might cause. Use primary sources to interpret how inventions changed life in America.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1d

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making and responsible citizenship by d) using evidence to draw conclusions and make generalizations;

Essential Understandings Experiences may include but are not limited to the following: Critical examination and evaluation of historical evidence is essential to understanding the past. Drawing conclusions and making generalizations involves observing and considering all

the facts, arguments, and information

considering what is already known

determining the certainty of multiple answers based upon the information presented

predicting and adjusting predictions, questioning, restating main ideas, and summarizing supporting details.

Evaluate media and images as sources for drawing conclusions and making generalizations. Draw conclusions about propaganda used during a selected time period. Make generalizations using political cartoons in order to explain historical events. After reading about an historical event, use a chart to draw conclusions or make generalizations about

a point of view. Example:

Event: Westward Expansion Somebody Wanted But So What? Thomas Jefferson

to expand the United States into the territory west of the Mississippi River

the area was home to American Indians whose lifestyles varied.

The United States doubled in size, leading to a new understanding of the geography and resources. It also negatively affected American Indians and caused a greater divide between the North and South.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1e

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) comparing and contrasting historical, cultural, and political perspectives in United States history;

Essential Understandings Experiences may include but are not limited to the following: Examining the historical, cultural, and political perspectives of countries reveals the ideals, beliefs, values, and institutions of their people. Being able to compare and contrast helps us understand important similarities and differences between people, places, events, and times in United States history.

Compare and contrast historical events, using media, images, or text, to gain understanding of

historical, cultural, and political perspectives in United States history. Examples of historical events include o exploration (British, French, and Spanish) o creation of the Constitution of the United States o expansion of slavery.

Create a graphic organizer to analyze information about concepts or themes in multiple time periods. Examples of concepts or themes include o conflict o expansion o movement o interaction.

Create a graphic organizer to compare and contrast how people from different colonies interacted with the environment.

Create a graphic organizer to compare and contrast the political perspectives of two leaders in United States history.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1f

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by f) determining relationships with multiple causes or effects in United States history;

Essential Understandings Experiences may include but are not limited to the following: A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. People respond to and resolve conflicts in a variety of ways, resulting in relationships that have many causes and differing outcomes. Diversity includes a variety of perspectives, contributions, and challenges. Certain events in United States history have multiple causes and effects. Conflicts often have multiple causes and effects.

Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social,

economic, and political structure of the United States. Create flow charts, storyboards, and timelines to explore multiple causes and effects.

Example:

Event: Surrender at Yorktown Cause(s) Event Effect(s)

Strong colonial leadership Surrender at Yorktown End of the American RevolutionAdditional support from France Victory over Lord Cornwallis

Determine how the choices of selected individuals or groups influenced United States history.

Example:

Event: Constitutional Convention Cause(s) Event Effect(s)

Weakness of the Articles of Confederation

State delegates meet in Philadelphia

Draft of a new constitution Compromises over the structure and powers of the national and state government Creation of a new government

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1g

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by g) explaining connections across time and place;

Essential Understandings Experiences may include but are not limited to the following: Making connections includes understanding that people, events, and developments have brought changes to the United States. Everyday life in the United States today is different from everyday life long ago. Explaining includes justifying thinking with supporting details.

Create a flowchart to show connections between what explorers wanted to accomplish in the west

(e.g., find new land for farming) and the effect that these interests had on American Indians (e.g., American Indians were displaced from their land). Discuss how the relationship between the explorers and the American Indians changed over time.

Create a graphic organizer to outline how life for people in early United States history changed over time based on the human, natural, and capital resources available.

Use digital media to create a graphic organizer that explains the impact of westward expansion on American Indians over time.

Create a timeline to show the political, social, and economic factors that shaped colonial America and how they continue to shape our nation today.

Use images to explain how the physical or cultural landscape of the United States changed after a major event.

Create a graphic organizer that compares the technology used in the American Revolution with that used in the Civil War and how the changes affected specific events.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1h

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by h) using a decision-making model to identify the costs and benefits of a specific choice made;

Essential Understandings Experiences may include but are not limited to the following: The decision-making process involves seeing the problem from a variety of perspectives and considering the consequences. A cost is what you give up when you decide to do something. A benefit is what satisfies a want. People manage their lives by making choices. They choose the alternative that seems best to them because it involves the least cost and the greatest benefit.

Use a decision-making model to weigh the costs and benefits of making the follow choices:

o Explore North America. o Create laws for the colonies. o Interact with American Indian culture groups. o Settle in a colonial region. o Join the war effort or remain loyal to Great Britain. o Move west after the American Revolution. o Ratify the new constitution.

Choose a historical event. Determine the concern or issue. Use a decision-making model to develop and explain an alternative decision by weighing the costs and benefits of the event.

Historical event:

Costs Benefits

Actual decision made: Alternative decision:

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1i

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;

Essential Understandings Experiences may include but are not limited to the following: The research process requires the use of a variety of resources to ensure validity. In order to avoid plagiarism, credit must be given when using another person’s idea, opinion, or theory. Sources should be authentic and valid. Responsible citizens demonstrate a respect for the rights of others.

Explore the ethical and legal issues related to the access and use of information by

o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.

Exhibit the responsibilities of citizenship in the classroom by demonstrating o when it is appropriate to listen and when to speak o how to make necessary compromises o how to work together to accomplish goals o how to conduct oneself in a respectful manner.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1j

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) investigating and researching to develop products orally and in writing.

Essential Understandings Experiences may include but are not limited to the following: People communicate through oral and written language. Research is the search for knowledge, using a variety of materials and sources in order to discover facts, answer questions, and draw conclusions. Students present, listen critically, and provide evidence to support opinions by distinguishing between fact

and opinion comparing and contrasting

viewpoints presenting a convincing

argument paraphrasing and summarizing

what is heard using language and

vocabulary appropriate to audience, topic, and purpose

organizing a presentation.

Investigate people, places, and events in United States history to develop an understanding of

historical, cultural, economic, political, and geographical relationships by o exploring religious and economic decisions that led to the colonization of America o outlining and describing geographic factors that influenced battles during the American Revolution

or the Civil War o describing and providing evidence to support sources of colonial dissatisfaction that led to the

American Revolution o creating a digital map outlining the geographic and economic factors that influenced westward

movement. Create a chart outlining the costs and benefits of visiting different regions of the United States. Investigate an important event. Create the front page of a newspaper with headlines and articles

detailing the event. The newspaper may include the following features: o Articles summarizing the event o Timeline detailing actions leading up to the event o Quotes from participants o Images of the event

Create a social media page or blog about an event from United States history. Take a position on the topic, and use a variety of sources as evidence to support the stance. o French Explorer: Exploration of North America o Member of British Parliament: Declaration of Independence o American Indian: Manifest Destiny o Resident of the Kansas territory: Kansas Nebraska Act

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.2b

The student will interpret maps, globes, photographs, pictures, or tables to b) locate and describe major geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior

Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range;

Essential Understandings Essential Knowledge Geographic regions have distinctive characteristics.

Geographic regions’ locations and physical characteristics Coastal Plain

o Located along the Atlantic Ocean and Gulf of Mexico o Broad lowlands, providing many excellent harbors

Appalachian Mountains o Located west of the Coastal Plain, extending from eastern Canada to western Alabama; includes

the Piedmont o Old, eroded mountains (oldest mountain range in North America)

Canadian Shield o Wrapped around the Hudson Bay in a horseshoe shape o Hills worn by erosion and hundreds of lakes carved by glaciers

Interior Lowlands o Located west of the Appalachian Mountains and east of the Great Plains o Rolling flatlands with many rivers, broad river valleys, and grassy hills

Great Plains o Located west of the Interior Lowlands and east of the Rocky Mountains o Flat lands that gradually increase in elevation westward; grasslands

Rocky Mountains o Located west of the Great Plains and east of the Basin and Range o Rugged mountains stretching from Alaska almost to Mexico; high elevations o Contains the Continental Divide, which determines the directional flow of rivers

Basin and Range o Located west of the Rocky Mountains and east of the Coastal Range o Varying elevations containing isolated mountain ranges and Death Valley, the lowest point in North

America Coastal Range

o Located along the Pacific Coast, stretching from California to Canada o Rugged mountains and fertile valleys o Includes the Sierra Nevada and the Cascades

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.2c

The student will interpret maps, globes, photographs, pictures, or tables to c) locate major water features and explain their importance to the early history of the United States: Great Lakes, Mississippi River,

Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico;

Essential Understandings Essential Knowledge

The United States has access to numerous and varied bodies of water. Bodies of water support interaction among regions, form borders, and create links to other areas.

Major bodies of water Oceans: Atlantic, Pacific Rivers: Mississippi, Missouri, Ohio, Columbia, Colorado, Rio Grande, St. Lawrence Lakes: Great Lakes Gulf: Gulf of Mexico Trade, transportation, exploration, and settlement The Atlantic, Pacific, and Gulf coasts of the United States have provided access to other parts of the

world. The Atlantic Ocean served as the highway for explorers, early settlers, and later immigrants. The Ohio River was the gateway to the west prior to the Louisiana Purchase. Inland port cities grew in the Midwest along the Great Lakes. The Mississippi and Missouri rivers were used to transport farm and industrial products. They created

links to United States ports and other parts of the world. The Columbia River was explored by Lewis and Clark. The Colorado River was explored by the Spanish. The Rio Grande forms part of the border with Mexico. The Pacific Ocean was an early exploration destination as a route to Asia. The Gulf of Mexico provided the French and Spanish with exploration routes to Mexico and other parts

of America. The St. Lawrence River forms part of the northeastern border with Canada and connects the Great

Lakes to the Atlantic Ocean.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.2d

The student will interpret maps, globes, photographs, pictures, or tables to d) recognize key geographic features on maps, diagrams, and/or photographs.

Essential Understandings Essential Knowledge It is important to recognize key geographic features on maps, diagrams, and/or photographs. Landforms and water features set the stage for and influenced the course of events in United States history.

Key geographic features Water-related

o Lakes o Rivers o Tributaries o Gulfs and bays

Land-related o Mountains o Hills o Plains o Plateaus o Islands o Peninsulas

Geographic features are related to patterns of trade locations of cities and towns westward (frontier) movement agricultural and fishing industries.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.8a

The student will apply social science skills to understand westward expansion and reform in America from 1801 to 1861 by a) describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase,

the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California;

Essential Understandings Essential Knowledge Between 1801 and 1861, exploration was encouraged as America underwent vast territorial expansion and settlement.

New territories added to the United States after 1801 Louisiana Purchase

o Jefferson bought land from France (the Louisiana Purchase), which doubled the size of the United States.

o In the Lewis and Clark expedition, Meriwether Lewis and William Clark explored the Louisiana Purchase and the Oregon Territory from the Mississippi River to the Pacific Ocean.

Florida o Spain gave Florida to the United States through a treaty.

Texas o Texas was added to the United States after it became an independent republic.

Oregon o The Oregon Territory was divided by the United States and Great Britain.

California o War with Mexico resulted in California and the southwest territory becoming part of the United

States.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.8b

The student will apply social science skills to understand westward expansion and reform in America from 1801 to 1861 by b) explaining how geographic and economic factors influenced the westward movement of settlers;

Essential Understandings Essential Knowledge Westward migration was influenced by geography and economic opportunity.

Geographic and economic factors that influenced westward movement Population growth in the eastern states Availability of cheap, fertile land Economic opportunity, such as gold (California Gold Rush), logging, farming, freedom (for runaway

slaves) Cheaper and faster modes of transportation, such as rivers and canals (Erie Canal), steamboats Knowledge of overland trails (Oregon and Santa Fe) Belief in the right of Manifest Destiny—the idea that expansion was for the good of the country and was

the right of the country

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.8c

The student will apply social science skills to understand westward expansion and reform in America from 1801 to 1861 by c) explaining the impact of westward expansion on American Indians;

Essential Understandings Essential Knowledge American Indians clashed with United States settlers and the United States government during westward expansion.

Impact on American Indians The discovery of gold on American Indian land in the southern United States eventually led to the

removal of the Cherokee Indians in Georgia. The American Indian Removal Act authorized the federal government to negotiate treaties with

eastern tribes exchanging their lands for land in the West. Cherokee Nation v. Georgia was a Supreme Court decision that supported the Cherokee Indians’

rights to their land. “Trail of Tears”—As part of the American Indian removal policy, the Cherokee nation and other tribes

were forced to give up their lands east of the Mississippi River and to relocate to an area in present-day Oklahoma.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.8d

The student will apply social science skills to understand westward expansion and reform in America from 1801 to 1861 by d) describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in

America;

Essential Understandings Essential Knowledge Prior to the Civil War, most industrialization in America was in the North; however, the equipment produced in the North had an impact on the farming society of the South.

Terms to know inventor: A person who is the first to think of or make something entrepreneur: A person who organizes resources to bring a new or better good or service to market in

hopes of earning a profit New technologies and their impact on society The cotton gin was invented by Eli Whitney. It increased the production of cotton and thus increased

the need for slave labor to cultivate and pick the cotton. Jo Anderson, an enslaved African American, and Cyrus McCormick worked to invent the reaper.

McCormick was an entrepreneur who brought the reaper to market. The reaper increased the productivity of the American farmer.

The steamboat was improved by the entrepreneur Robert Fulton. It eventually provided faster river transportation connecting Southern plantations and farms to Northern industries and Western territories.

The steam locomotive provided faster land transportation.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

UNIT IX: Civic Action Leads to Reform KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should emphasize:

the political and economic inequalities that led to reform movements of the 1800’s. the ideals of the abolition and suffrage movements and its impact on the variety of civic actions and protest by reformers such as

lobbying, political participation, print and violent protest to address inequalities and injustices. the influence of print media such as the North Star and the Liberator on shaping public opinion and public policy. the challenges reformers faced in their attempts to advocate for the effective participation of women and African Americans in civic life

i.e. gaining equal citizenship and voting rights. the personal character traits of reformers that led to their thoughtful and effective participation in civic life to address inequalities and

injustices. STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL CE.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons; b) analyzing how political and economic trends influence public policy, using demographic information and other data sources; c) analyzing information to create diagrams, tables, charts, graphs, and spreadsheets; d) determining the accuracy and validity of information by separating fact and opinion and recognizing bias; e) constructing informed, evidence-based arguments from multiple sources; f) determining multiple cause-and-effect relationships that impact political and economic events; g) taking informed action to address school, community, local, state, national, and global issues; h) using a decision-making model to analyze and explain the costs and benefits of a specific choice; i) applying civic virtue and democratic principles to make collaborative decisions; and j) defending conclusions orally and in writing to a wide range of audiences, using evidence from sources. SOL CE.3 The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by a) describing the processes by which an individual becomes a citizen of the United States; and b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court; and d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society. SOL CE.5 The student will apply social science skills to understand the political process at the local, state, and national levels of government by e) examining the history of and requirements for voter registration, and participating in simulated local, state, and/or national elections.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

SOL CE.10 The student will apply social science skills to understand how public policy is made at the local, state, and national levels of government by a) examining the impact of the media on public opinion and public policy; and b) describing how individuals and interest groups influence public policy. SOL USI.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history; b) analyzing and interpreting geographic information to determine patterns and trends in United States history; c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history; d) using evidence to draw conclusions and make generalizations; e) comparing and contrasting historical, cultural, and political perspectives in United States history; f) determining relationships with multiple causes or effects in United States history; g) explaining connections across time and place; h) using a decision-making model to identify the costs and benefits of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL USI.8 The student will apply social science skills to understand westward expansion and reform in America from 1801 to 1861 by c) explaining the impact of westward expansion on American Indians; e) explaining the main ideas of the abolitionist and women’s suffrage movements. ENDURING UNDERSTANDING: Reformers can push others toward an awareness of the inequalities and injustices suffered by others through different forms of civic action and protest. CONCEPTUAL UNIT QUESTIONS (Essential Questions): What difference can reformers make? How can various forms of civic actions and protest lead to reform? PREVIEW ACTIVITY: As students walk into the classroom, talk only to students with glasses (or another specific characteristic). If students who do not have this characteristic ask questions, ignore them or tell them to write their questions on a paper and put them on your desk. Then, after conducting class in this manner for a while, ask students how they felt being a member of the group who was not being heard. Link this experience to that of women and minorities in the early 1800’s and the social, political, and economic roots to this treatment. TEXTBOOK ALIGNMENT: SEE FILES PACING GUIDE:

UNITS I-V

WEEKS

UNITS VI-X

WEEKS

Early American Indians and European Exploration 4 weeks Virginia State and Local Government 3 weeks Colonial America 4 weeks Early U.S. Presidents 3 weeks American Revolution 4 weeks Westward Expansion 3 weeks New Nation and Constitution 3 weeks Civic Action Leads to Reform 3 weeks Structure and Power Of Government 3 weeks American Civil War 4 weeks

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

LITERATURE AND OTHER RESOURCES: LITERATURE We Were There, Too! Young People in U.S. History by Hoose, Phillip Biographies of dozens of young people who made a mark in American history, including explorers, planters, spies, cowpunchers, sweatshop workers, and civil rights workers. Letters from a Slave Girl by Lyons, Mary A fictionalized life of Harriet Jacobs told in the form of letters that she might have written during her slavery in North Carolina and escape to the North in 1842. North by Night by Ayres, Katherine This book presents the story of a sixteen-year-old girl whose family operates a stop on the Underground Railroad. Night John by Paulsen, Gary Twelve-year-old Sarny’s brutal life as a slave becomes even more dangerous when a newly arrived slave offers to teach her how to read. WEBSITES Library of Congress www.loc.gov National Archives http://www.archives.gov/ Smithsonian American Art Museum http://americanart.si.edu/ PBS Teachers http://www.pbs.org/teachers/

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

SUMMARY OF KEY VOCABULARY AND PEOPLE: The following list of terms reflects some of the important vocabulary, people, and places students should know to successfully understand course content and pass the SOL exams. BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” words for a deeper understanding.

HISTORICAL TERMS CIVICS and ECONOMIC TERMS KEY PEOPLE Abolition Movement Seneca Falls Convention Civic Action Propaganda Susan B. Anthony

Declaration of Sentiments Slave Codes Citizenship Protest John Brown

Fugitive Slave Act Suffrage Movement Interest Groups Public Interest Harriett Tubman

Harper’s Ferry Raid Uncle Tom’s Cabin Lobbying Reform Frederick Douglass

The Liberator Underground Railroad Political Participation Voting Rights William Lloyd Garrison

The North Star Political Parties Sojourner Truth

Elizabeth Cady Stanton

Harriet Beecher Stowe

CURRICULUM GUIDE: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdYTIzR01FUk85MWM&usp=sharing LESSONS AND RESOURCES: https://drive.google.com/open?id=0BySl24GaKHVdYTIzR01FUk85MWM SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1a The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by gg) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons;

Essential Understandings Experiences may include but are not limited to the following:

Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere. Analyzing and interpreting includes identifying the important elements of information sources in order to make inferences and generalizations and draw conclusions.

Use an analysis tool to analyze and interpret artifacts and primary and secondary sources. Sample Analysis Tool

Title of Informational Source:

Key Elements Evidence

Observation: What do you see?

Source: Who created the source?

Context: Where is the source located in terms of time and place?

Historical Perspective: Whose point of view does it represent?

Analysis: What is the source’s impact on history?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1b The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by hh) analyzing how political and economic trends influence public policy, using demographic information and other data sources;

Essential Understandings Experiences may include but are not limited to the following: Analysis includes identifying important trends based on demographic information and other data sources. Demographic information is often used by governments and businesses in the development of policies and decisions. Demographic information is presented in a variety of forms, including the following: Election data Economic data Census data

Use data to determine how a current issue (e.g., immigration, civil rights) has changed over time and

resulted in public policy actions. Determine how the role of the media changed over three different campaigns for an elected office.

Analyze the political and economic trends that influenced the media coverage. Determine how the function of political institutions has changed over time due to the influence of public

policy, demographics, and political ideals. Examine the role of media and its impact on public policy over time.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1c The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by ii) analyzing information to create diagrams, tables, charts, graphs, and spreadsheets;

Essential Understandings Experiences may include but are not limited to the following: Close examination and interpretation of various data and images are essential to making informed decisions. The type of information being presented determines the organizational format.

Organize the information presented in a founding document to illustrate the frequency with which a

specific fundamental political principle is referenced. Make inferences and draw conclusions about the significance of that political principle.

Organize information to illustrate the number and location of small businesses in a city, town, or county. Make inferences and draw conclusions about the reasons why those businesses are located in various areas, pinpointing specific political and economic reasons.

Chart the daily activities of the governor of Virginia as reported by a newspaper, the executive branch Web site, or an Internet blogger. Organize the information to determine which role the governor fills most frequently.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1d The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by jj) determining the accuracy and validity of information by separating fact and opinion and recognizing bias;

Essential Understandings

Experiences may include but are not limited to the following:

Not all primary and secondary sources are reliable and accurate. The context from the time period of the primary or secondary source can influence the information included. It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions. Facts can be verified with evidence while opinions cannot. Bias is partiality in favor of or against one thing, person, or group compared with another.

Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:

o Timeliness of the information o Importance of the information o Source of the information o Reliability, truthfulness, and correctness of the content o Reason the information exists

Select an event or issue. Explore multiple sources that report the same event or issue. Examine the information to determine the accuracy and validity of the sources. Events or issues may include the following: o Presidential election o School board election o Action taken by local district court o Legislation passed by the Virginia General Assembly o Expansion of an Internet company o Foreign acquisition of an American company o Trade agreement between the United States and another nation

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1e The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) constructing informed, evidence-based arguments from multiple sources;

Essential Understandings Experiences may include but are not limited to the following: Analyzing various types of sources with multiple points of view produces an understanding of ideas, concepts, and actions of individuals or groups. Critical evaluation and analysis of multiple resources influence interpretation of knowledge gained and the formation of opinions. Constructing an informed argument involves questioning the sources used. Evidence cited from multiple sources increases the validity of an argument.

Select an issue. Gather information from a variety of sources (e.g., executive orders; founding

documents; foreign policy; political or business Web sites; social or political blogs) to argue the costs and benefits of o a local community action involving the local school board o a state issue o a national issue o an international issue with local impact.

Gather information from a variety of sources, assume a particular perspective from one time period, and write a newspaper editorial persuading readers to adopt a chosen perspective.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1f The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by f) determining multiple cause-and-effect relationships that impact political and economic events;

Essential Understandings Experiences may include but are not limited to the following: A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. Relationships can have multiple causes and effects. Determining relationships involves drawing conclusions about the causes and effects. The relationships (interactions) between people, places, and ideas have an enduring influence on political and economic decision making and events. Diversity creates a variety of perspectives, contributions, and challenges. Explaining includes justifying why the evidence credibly supports the claim.

Compare charts, graphs, and/or maps to determine the role that diversity played in affecting the social,

economic, and political structure of the United States. Create flowcharts, storyboards, diagrams, or timelines to explore multiple causes and effects. Example:

Event: Addition of the Bill of Rights to the United States Constitution Cause Event Effect(s)

Debates between the Federalists and Anti-Federalists about the Constitution’s specific limits on government power

Bill of Rights added to the United States Constitution

Guarantee of individual rights Protections from state and federal infringements on individual rights

Determine how the choices of selected people or groups influenced United States history. Example:

Event: Election of 1920 Choice Event Effect

19th Amendment passed Election of 1920 Total popular vote increased from 18.5 million to 26.8 million

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1g The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by g) taking informed action to address school, community, local, state, national, and global issues;

Essential Understandings Experiences may include but are not limited to the following: Taking informed action includes implementing steps to influence change. Individuals and groups can influence the actions of others. Individual and/or group actions can make a difference in the community at all levels.

Research a local, state, national, or global issue. Create a timeline or graphic organizer to illustrate

how that issue has changed over time. Develop a plan of action that addresses the current status of the issue and its impact on the community. The plan may include but is not limited to: o Issue o Stakeholders involved o Action steps o Intended outcomes and potential impact on the community

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1h

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by h) using a decision-making model to analyze and explain the costs and benefits of a specific choice;

Essential Understandings Experiences may include but are not limited to the following: Decision-making models serve several purposes. They can help us make decisions for the future better understand the choices

people faced in the past analyze the outcomes of the

decisions that people already made.

Effective decision making requires weighing the expected costs and benefits and recommending solutions, using a decision-making model. Citizens manage their lives by making choices. Choices are based upon alternatives that seem to be the best because they involve the least cost and the greatest benefit.

Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid.

Use a cost-benefit analysis chart.

Decision: Should the Electoral College system be used to elect the president of the United States? Costs Level of

Importance 1-5

Benefits Level of Importance1-5

A candidate who has not earned a majority of the popular vote can become president

Guarantees that states with small populations have some representation in the election process

Discourages voter turnout with the winner-take-all scenario

Large-population states benefit because candidates make a special effort to win their electoral votes

Keeps third parties from having a greater influence in an election

Winner-take-all nature gives the impression of a greater majority than the popular vote

Total Total

Problem: Which of the following responsibilities of citizenship is most important (other than voting)? Criteria

Alternatives

Helps one with voting

decisions

Doesn’t take much time

Greatest impact

Affects a lot of people

Communicating with government officials

Participating in political campaigns Keeping informed about current issues

Respecting differing opinions in a diverse society

Decision:

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1i The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by i) applying civic virtue and democratic principles to make collaborative decisions;

Essential Understandings Experiences may include but are not limited to the following: Civic virtue is the cultivation of habits of personal living that are viewed as important for the success of the community. Examples include but are not limited to: Voting Volunteering Organizing a community

group Attending a city or school

board meeting Collaboration is necessary in order to be an effective learner and citizen.

Promote collaboration with others both inside and outside the classroom. Examples of collaboration

may include the following: o Socratic seminar o Two-way journaling o Digital media (e.g., videoconferences)

Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.

Provide other students with constructive feedback on written assignments via the peer-editing process. Include the use of proper reference citations and distinguish one’s own ideas from information created

or discovered by others.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1j The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) defending conclusions orally and in writing to a wide range of audiences, using evidence from sources.

Essential Understandings Experiences may include but are not limited to the following: When presenting information in written and oral form, one should consider the purpose and point of view of the information, as well as the audience for whom it is intended. Information can be acquired from various sources. Research is the search for knowledge, using a variety of materials and sources in order to discover facts, answer questions, and draw conclusions. Students present, listen critically, and provide evidence to support opinions by distinguishing between fact

and opinion comparing and contrasting

viewpoints presenting a convincing

argument paraphrasing and

summarizing what is heard using language and

vocabulary appropriate to audience, topic, and purpose

organizing a presentation.

Investigate the economic impact of littering in the local community. Determine the sources needed for

the investigation, gather and analyze the data, and develop a position on the issue. Prepare a presentation for the student government association to persuade the council to get involved and support the chosen position.

Investigate school transportation routes of the local school division. Research the history of transportation in the local community. Determine the sources to gather information and data. Determine what issues or concerns there are for school transportation. Prepare a presentation to deliver to the local school board about your concerns, and offer possible solutions.

Survey campaign ads, both in print and on television or the Internet, for candidates running for a local, state, or national office. Create a guide for voters to use when making decisions on Election Day.

Investigate a school issue that has a community impact. Prepare a brief speech to deliver to the civic league, school board, or school administration about your concerns, and offer possible solutions.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.3a

The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by a) describing the processes by which an individual becomes a citizen of the United States;

Essential Understandings Essential Knowledge A citizen is an individual with certain rights and duties under a government who, by birth or by choice, owes allegiance to that government.

The 14th Amendment to the Constitution of the United States defines citizenship as follows: “All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and the state wherein they reside.” Means of obtaining citizenship By birth By naturalization Immigration and naturalization, particularly in the twentieth century, have led to an increasingly diverse society. To become a citizen through naturalization, a person must be at least 18 years old be a legal resident of the United States for 3–5 or more years be of good moral character and be loyal to the United States be able to read, write, and speak basic English pass a naturalization test take the Oath of Allegiance at a naturalization ceremony.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.3b

The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due

process and equal protection of the laws;

Essential Understandings Essential Knowledge The Constitution of the United States establishes and protects the citizens’ fundamental rights and liberties. Few rights, if any, are considered absolute.

First Amendment freedoms Religion: Government may not establish an official religion, endorse an official religion, or unduly

interfere with the free exercise of religion. Speech: Individuals are free to express their opinions and beliefs. Press: The press has the right to gather and publish information, including that which criticizes the

government. Assembly: Individuals may peacefully gather. Petition: Individuals have the right to make their views known to public officials. The Fifth and Fourteenth Amendments outline due process. Fifth Amendment The Fifth Amendment protects citizens from being held for committing a crime unless they have been

charged by the police. It also guarantees due process, which means that the state and the country have to respect a citizen’s legal rights.

Fourteenth Amendment The Fourteenth Amendment declares no state may deprive persons born or naturalized in the United

States equal protection of the laws.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.3c

The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court;

Essential Understandings Essential Knowledge

For government to be effective, citizens must fulfill their civic duties.

Duties of citizens Obey laws, including

o paying taxes o serving in the armed forces, if called o serving on a jury or as a witness in court, when summoned.

Citizens who choose not to fulfill these civic duties face legal consequences.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.3d

The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials,

participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society;

Essential Understandings Essential Knowledge A basic responsibility of citizenship is to contribute to the common good.

Civic responsibilities are fulfilled by choice; they are voluntary. Responsibilities of citizens Register and vote Hold elective office Communicate with government officials to influence government actions Serve in voluntary, appointed government positions Participate in political campaigns Keep informed regarding current issues Respect others’ right to an equal voice in government

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.5e

The student will apply social science skills to understand the political process at the local, state, and national levels of government by kk) examining the history of and requirements for voter registration, and participating in simulated local, state, and/or national

elections; Essential Understandings Essential Knowledge

Through legislation and constitutional amendments, different American citizens have been granted the right to vote at different times. Voting is a basic responsibility of citizenship. Voter registration is required before a citizen may vote.

Legislation and constitutional amendments 15th Amendment 19th Amendment 23rd Amendment 24th amendment 26th Amendment Voting Rights Act of 1965 Only citizens who register may participate in primary and general elections. Qualifications to register to vote in Virginia Citizen of the United States Resident of Virginia and precinct At least 18 years of age by day of general election How to register to vote in Virginia In person at the registrar’s office By mail (application obtained from the Department of Motor Vehicles, public libraries, state/local

government offices, or other designated locations) Online

Voter registration is closed 22 days before elections. Factors in predicting which citizens will vote Education Age Income The percentage of voters who participate in presidential elections is usually greater than the percentage of voters who participate in state and local elections.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.5e (continued)

The student will apply social science skills to understand the political process at the local, state, and national levels of government by e) examining the history of and requirements for voter registration, and participating in simulated local, state, and/or national elections;

Essential Understandings Essential Knowledge

Reasons why citizens fail to vote Lack of interest (in candidates or issues) Failure to register Belief that vote does not count or will have no impact No time or too busy Every vote is important. Students can participate in the democratic process by participating in campaigns participating in classroom and online simulations.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.10a

The student will apply social science skills to understand how public policy is made at the local, state, and national levels of government by a) examining the impact of the media on public opinion and public policy;

Essential Understandings Essential Knowledge The media inform policymakers and influence public policy.

Ways the media play an important role in setting the public agenda Focusing public attention on selected issues Offering a forum in which opposing viewpoints are communicated Holding government officials accountable to the public Government officials use the media to communicate with the public. Strategies for evaluating media Separating fact from opinion Detecting bias Evaluating sources Identifying propaganda

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.10b

The student will apply social science skills to understand how public policy is made at the local, state, and national levels of government by b) describing how individuals and interest groups influence public policy;

Essential Understandings Essential Knowledge Individuals and interest groups influence public policy.

Term to know lobbying: Seeking to influence legislators to introduce or vote for or against a bill Individuals can influence public policy by participating in politics (e.g., voting, campaigning, seeking office) joining interest groups. Individuals and interest groups influence public policy by identifying issues making political contributions lobbying government officials expressing opinions (e.g., through lobbying, demonstrating, writing letters or e-mail, using social

media).

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1a

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by h) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history;

Essential Understandings Experiences may include but are not limited to the following: Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere. Analyzing and interpreting includes identifying the important elements of information sources in order to make inferences and generalizations, and draw conclusions.

Use an analysis tool to analyze and interpret artifacts and primary and secondary sources. Sample Analysis Tool

Title of Informational Source:

Key Elements Evidence

Observation: What do you see?

Source: Who created the source?

Context: Where is the source located in terms of time and place?

Historical Perspective: Whose point of view does the source represent?

Analysis: What is the source’s impact on history?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1b

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) analyzing and interpreting geographic information to determine patterns and trends in United States history;

Essential Understandings Experiences may include but are not limited to the following: Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. The knowledge of geography and the application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment in order to solve problems. The physical geography of a location had a direct impact on the lives of people in the United States and how they adapted to their environment. Geographic themes include location place regions movement human-environment

interaction.

Acquire geographic information from a variety of sources, such as

o GIS (Geographic Information Systems) o field work o satellite images o photographs o maps, globes o charts and graphs o databases o primary sources o diagrams.

Analyze the relationship between physical and human geography (e.g., life in the New England, Mid-Atlantic, and Southern colonies).

Analyze geographic information related to the movement of people, products, resources, ideas, and language to determine patterns and trends throughout United States history.

Examine maps of a location before and after a major conflict to discuss how the conflict affected the social, political, and economic landscape of an area.

Use maps to explain how the location of resources influences the patterns, trends, and migration of populations.

Five themes of geography Location: Defined according to its position on the earth’s surface; where is it? Place: Locations having distinctive features that give them meaning and character that differ from other

locations; what is it like? Region: A unit on the earth’s surface that has unifying characteristics; how are places similar or

different? Movement: The way people, products, and information move from one place to another; how do

people, goods, and ideas move from one location to another? Human-Environment Interaction: The relationship between people and their environment; how do

people relate to the physical world?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1c

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history;

Essential Understandings Experiences may include but are not limited to the following: Interpreting involves using information found in charts, graphs, and pictures to develop an understanding of people, places, or events and draw conclusions. Close examination and interpretation of various data and images are essential to making informed decisions.

Use historical maps to analyze changes in population over time. Identify and sequence events that shaped colonial America. Interpret and draw conclusions from political cartoons about westward expansion. Compare an illustration of a historical event to a written account of the event. Gather information from a variety of sources to show the impact of colonial settlement on American

Indian homelands. Interpret photographs of the Civil War. Discuss the photographer’s potential bias. Discuss the potential

bias of the audience. Discuss the potential bias the photographs might cause. Use primary sources to interpret how inventions changed life in America.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1d

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making and responsible citizenship by d) using evidence to draw conclusions and make generalizations;

Essential Understandings Experiences may include but are not limited to the following: Critical examination and evaluation of historical evidence is essential to understanding the past. Drawing conclusions and making generalizations involves observing and considering all

the facts, arguments, and information

considering what is already known

determining the certainty of multiple answers based upon the information presented

predicting and adjusting predictions, questioning, restating main ideas, and summarizing supporting details.

Evaluate media and images as sources for drawing conclusions and making generalizations. Draw conclusions about propaganda used during a selected time period. Make generalizations using political cartoons in order to explain historical events. After reading about an historical event, use a chart to draw conclusions or make generalizations about

a point of view. Example:

Event: Westward Expansion Somebody Wanted But So What? Thomas Jefferson

to expand the United States into the territory west of the Mississippi River

the area was home to American Indians whose lifestyles varied.

The United States doubled in size, leading to a new understanding of the geography and resources. It also negatively affected American Indians and caused a greater divide between the North and South.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1e

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) comparing and contrasting historical, cultural, and political perspectives in United States history;

Essential Understandings Experiences may include but are not limited to the following: Examining the historical, cultural, and political perspectives of countries reveals the ideals, beliefs, values, and institutions of their people. Being able to compare and contrast helps us understand important similarities and differences between people, places, events, and times in United States history.

Compare and contrast historical events, using media, images, or text, to gain understanding of

historical, cultural, and political perspectives in United States history. Examples of historical events include o exploration (British, French, and Spanish) o creation of the Constitution of the United States o expansion of slavery.

Create a graphic organizer to analyze information about concepts or themes in multiple time periods. Examples of concepts or themes include o conflict o expansion o movement o interaction.

Create a graphic organizer to compare and contrast how people from different colonies interacted with the environment.

Create a graphic organizer to compare and contrast the political perspectives of two leaders in United States history.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1f

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by f) determining relationships with multiple causes or effects in United States history;

Essential Understandings Experiences may include but are not limited to the following: A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. People respond to and resolve conflicts in a variety of ways, resulting in relationships that have many causes and differing outcomes. Diversity includes a variety of perspectives, contributions, and challenges. Certain events in United States history have multiple causes and effects. Conflicts often have multiple causes and effects.

Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social,

economic, and political structure of the United States. Create flow charts, storyboards, and timelines to explore multiple causes and effects.

Example:

Event: Surrender at Yorktown Cause(s) Event Effect(s)

Strong colonial leadership Surrender at Yorktown End of the American RevolutionAdditional support from France Victory over Lord Cornwallis

Determine how the choices of selected individuals or groups influenced United States history.

Example:

Event: Constitutional Convention Cause(s) Event Effect(s)

Weakness of the Articles of Confederation

State delegates meet in Philadelphia

Draft of a new constitution Compromises over the structure and powers of the national and state government Creation of a new government

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1g

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by g) explaining connections across time and place;

Essential Understandings Experiences may include but are not limited to the following: Making connections includes understanding that people, events, and developments have brought changes to the United States. Everyday life in the United States today is different from everyday life long ago. Explaining includes justifying thinking with supporting details.

Create a flowchart to show connections between what explorers wanted to accomplish in the west

(e.g., find new land for farming) and the effect that these interests had on American Indians (e.g., American Indians were displaced from their land). Discuss how the relationship between the explorers and the American Indians changed over time.

Create a graphic organizer to outline how life for people in early United States history changed over time based on the human, natural, and capital resources available.

Use digital media to create a graphic organizer that explains the impact of westward expansion on American Indians over time.

Create a timeline to show the political, social, and economic factors that shaped colonial America and how they continue to shape our nation today.

Use images to explain how the physical or cultural landscape of the United States changed after a major event.

Create a graphic organizer that compares the technology used in the American Revolution with that used in the Civil War and how the changes affected specific events.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1h

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by h) using a decision-making model to identify the costs and benefits of a specific choice made;

Essential Understandings Experiences may include but are not limited to the following: The decision-making process involves seeing the problem from a variety of perspectives and considering the consequences. A cost is what you give up when you decide to do something. A benefit is what satisfies a want. People manage their lives by making choices. They choose the alternative that seems best to them because it involves the least cost and the greatest benefit.

Use a decision-making model to weigh the costs and benefits of making the follow choices:

o Explore North America. o Create laws for the colonies. o Interact with American Indian culture groups. o Settle in a colonial region. o Join the war effort or remain loyal to Great Britain. o Move west after the American Revolution. o Ratify the new constitution.

Choose a historical event. Determine the concern or issue. Use a decision-making model to develop and explain an alternative decision by weighing the costs and benefits of the event.

Historical event:

Costs Benefits

Actual decision made: Alternative decision:

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1i

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;

Essential Understandings Experiences may include but are not limited to the following: The research process requires the use of a variety of resources to ensure validity. In order to avoid plagiarism, credit must be given when using another person’s idea, opinion, or theory. Sources should be authentic and valid. Responsible citizens demonstrate a respect for the rights of others.

Explore the ethical and legal issues related to the access and use of information by

o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.

Exhibit the responsibilities of citizenship in the classroom by demonstrating o when it is appropriate to listen and when to speak o how to make necessary compromises o how to work together to accomplish goals o how to conduct oneself in a respectful manner.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1j

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) investigating and researching to develop products orally and in writing.

Essential Understandings Experiences may include but are not limited to the following: People communicate through oral and written language. Research is the search for knowledge, using a variety of materials and sources in order to discover facts, answer questions, and draw conclusions. Students present, listen critically, and provide evidence to support opinions by distinguishing between fact

and opinion comparing and contrasting

viewpoints presenting a convincing

argument paraphrasing and summarizing

what is heard using language and

vocabulary appropriate to audience, topic, and purpose

organizing a presentation.

Investigate people, places, and events in United States history to develop an understanding of

historical, cultural, economic, political, and geographical relationships by o exploring religious and economic decisions that led to the colonization of America o outlining and describing geographic factors that influenced battles during the American Revolution

or the Civil War o describing and providing evidence to support sources of colonial dissatisfaction that led to the

American Revolution o creating a digital map outlining the geographic and economic factors that influenced westward

movement. Create a chart outlining the costs and benefits of visiting different regions of the United States. Investigate an important event. Create the front page of a newspaper with headlines and articles

detailing the event. The newspaper may include the following features: o Articles summarizing the event o Timeline detailing actions leading up to the event o Quotes from participants o Images of the event

Create a social media page or blog about an event from United States history. Take a position on the topic, and use a variety of sources as evidence to support the stance. o French Explorer: Exploration of North America o Member of British Parliament: Declaration of Independence o American Indian: Manifest Destiny o Resident of the Kansas territory: Kansas Nebraska Act

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.8c

The student will apply social science skills to understand westward expansion and reform in America from 1801 to 1861 by c) explaining the impact of westward expansion on American Indians;

Essential Understandings Essential Knowledge American Indians clashed with United States settlers and the United States government during westward expansion.

Impact on American Indians The discovery of gold on American Indian land in the southern United States eventually led to the

removal of the Cherokee Indians in Georgia. The American Indian Removal Act authorized the federal government to negotiate treaties with

eastern tribes exchanging their lands for land in the West. Cherokee Nation v. Georgia was a Supreme Court decision that supported the Cherokee Indians’

rights to their land. “Trail of Tears”—As part of the American Indian removal policy, the Cherokee nation and other tribes

were forced to give up their lands east of the Mississippi River and to relocate to an area in present-day Oklahoma.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.8e

The student will apply social science skills to understand westward expansion and reform in America from 1801 to 1861 by e) explaining the main ideas of the abolitionist and women’s suffrage movements.

Essential Understandings Essential Knowledge The abolitionists worked to end slavery. The women’s suffrage movement helped women gain equal rights.

Abolitionist movement Most abolitionists demanded immediate freeing of enslaved African Americans. Abolitionists believed that slavery was wrong:

o Morally wrong o Cruel and inhumane o A violation of the principles of democracy

Abolitionist leaders included both men and women. o Harriet Tubman led hundreds of enslaved African Americans to freedom along the Underground

Railroad. o William Lloyd Garrison wrote the Liberator newspaper and worked for the immediate emancipation

of all enslaved African Americans. o Frederick Douglass wrote the North Star newspaper and worked for rights for African Americans

and women to better their lives. Women’s suffrage movement Seneca Falls Convention In the Declaration of Sentiments, supporters declared that “All men and women are created equal.” Supporters believed that women were deprived of basic rights:

o Denied the right to vote o Denied educational opportunities, especially higher education o Denied equal opportunities in business o Limited in the right to own property

The movement was led by strong women who began their campaign before the Civil War and continued after the war had ended. o Isabella (Sojourner) Truth, a former enslaved African American, was a nationally known advocate

for equality and justice. o Susan B. Anthony was an advocate to gain voting rights for women and equal rights for all. o Elizabeth Cady Stanton played a leadership role in the women’s rights movement.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

UNIT X: The American Civil War KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should emphasize:

the impact of major compromises and constitutional challenges leading to the Civil War. the issues of states rights’ and slavery that increased sectional tensions. the historical and political impact of political parties, debates, popular vote and electoral college during the 1860 presidential election. the cultural, political, constitutional and economic differences that divided the nation. the role of the president and executive powers during war. the different perspectives and impact of major figures, battles and events leading to and during the war. the general effects of the Civil war on daily life and civic participation for soldiers, women, and African Americans (ex. joining armed

forces or serving as civil war nurse). the impact that resources and scarcity had on the outcome of the war. the economic and political outcomes after the war ended.

STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL CE.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons; b) analyzing how political and economic trends influence public policy, using demographic information and other data sources; c) analyzing information to create diagrams, tables, charts, graphs, and spreadsheets; d) determining the accuracy and validity of information by separating fact and opinion and recognizing bias; e) constructing informed, evidence-based arguments from multiple sources; f) determining multiple cause-and-effect relationships that impact political and economic events; g) taking informed action to address school, community, local, state, national, and global issues; h) using a decision-making model to analyze and explain the costs and benefits of a specific choice; i) applying civic virtue and democratic principles to make collaborative decisions; and j) defending conclusions orally and in writing to a wide range of audiences, using evidence from sources. SOL CE.3 The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by a) describing the processes by which an individual becomes a citizen of the United States; b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws; and c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court. d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society SOL USI.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history; b) analyzing and interpreting geographic information to determine patterns and trends in United States history;

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history; d) using evidence to draw conclusions and make generalizations; e) comparing and contrasting historical, cultural, and political perspectives in United States history; f) determining relationships with multiple causes or effects in United States history; g) explaining connections across time and place; h) using a decision-making model to identify the costs and benefits of a specific choice made; i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and j) investigating and researching to develop products orally and in writing. SOL USI.9 The student will apply social science skills to understand the causes, major events, and effects of the Civil War by a) describing the cultural, economic, and constitutional issues that divided the nation; b) explaining how the issues of states’ rights and slavery increased sectional tensions; c) locating on a map the states that seceded from the Union and those that remained in the Union; d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and Frederick Douglass in events leading to and during the war; e) describing critical developments in the war, including the location of major battles; and f) describing the effects of war from the perspectives of Union and Confederate soldiers (including African American soldiers), women, and enslaved African Americans. ENDURING UNDERSTANDING: The Civil War divided and damaged the nation, but preserved the Union and its people. CONCEPTUAL UNIT QUESTIONS (Essential Questions): How did the American Civil War save and change the Union and its people? In what ways did President Lincoln execute his powers as President? (What impact did this have?) What duties and responsibilities of citizens are displayed during this time period? What were the economic and political differences between the North and South before, during, and after the American Civil War? PREVIEW ACTIVITY: Ask students to write down any recent disagreements they’ve had with their parent or sibling(s). They should describe the problem and solution and comment on whether or not the solution worked. Invite students to share one of their conflicts and how it was resolved, or not. Pose the question, “Why is it often hard to resolve conflict, especially between family members?” TEXTBOOK ALIGNMENT: SEE FILES PACING GUIDE:

UNITS I-V

WEEKS

UNITS VI-X

WEEKS

Early American Indians and European Exploration 4 weeks Virginia State and Local Government

3 weeks

Colonial America 4 weeks Early U.S. Presidents 3 weeks American Revolution 4 weeks Westward Expansion 3 weeks New Nation and Constitution 3 weeks Civic Action Leads to Reform 3 weeks Structure and Power Of Government 3 weeks American Civil War 4 weeks

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

LITERATURE AND OTHER RESOURCES: LITERATURE We Were There, Too! Young People in U.S. History by Hoose, Phillip Biographies of dozens of young people who made a mark in American history, including explorers, planters, spies, cowpunchers, sweatshop workers, and civil rights workers. Pink and Say by Polacco, Patricia The true story of the friendship between two Union soldiers and their capture in Georgia. Bull Run by Fleischman, Paul Northerners, Southerners, generals, couriers, dreaming boys, and worried sisters describe the glory, the horror, the thrill, and the disillusionment of the first Battle of the Civil War. Shades of Gray by Reeder, Carolyn At the end of the Civil War, twelve-year-old Will, having lost all his immediate family, reluctantly leaves his city home to live in the Virginia countryside with his aunt and uncle he considers a “traitor” because he refused to take part in the war. WEBSITES Library of Congress www.loc.gov National Archives http://www.archives.gov/ Smithsonian American Art Museum http://americanart.si.edu/ PBS Teachers http://www.pbs.org/teachers/ The Valley of the Shadow: Two Communities in the American Civil War http://valley.lib.virginia.edu/ SUMMARY OF KEY VOCABULARY AND PEOPLE: The following list of terms reflects some of the important vocabulary, people, and places students should know to successfully understand course content and pass the SOL exams. BOLDED terms are “must have” words or those most essential. Plain Font terms are “good to know” words for a deeper understanding.

HISTORICAL TERMS EVENTS / COMPROMISES MAJOR BATTLES CIVICS and ECONOMICS TERMS

KEY PEOPLE

Union Missouri Compromise, 1820 Fort Sumter, 1861 Agricultural Economy Clara Barton

Anaconda Plan Compromise of 1850 First Manassas / Bull Run, 1861

States’ Rights Robert E. Lee Jackson

Border States Fugitive Slave Act Richmond, 1865 Citizenship Abraham Lincoln

Slave States Gettysburg Address, 1863 Gettysburg, 1863 Constitutionality Jefferson Davis

Confederate States of America

Kansas-Nebraska Act, 1854 Vicksburg, 1863 Electoral College Frederick Douglass

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

Emancipation Bloody Kansas, 1855 Appomattox Courthouse, 1865

Industrialization Robert Smalls

King Cotton Dred Scott Decision, 1857 Interest Groups Ulysses S. Grant

Infantry Emancipation Proclamation, 1862

Secession Thomas “Stonewall”

Lincoln’s Election, 1860 Manufacturing

54th Massachusetts Nullification

Political Parties

Popular Sovereignty

Protest

CURRICULUM GUIDE: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdYTIzR01FUk85MWM&usp=sharing LESSONS AND RESOURCES: https://drive.google.com/open?id=0BySl24GaKHVdYTIzR01FUk85MWM SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1a The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by ll) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons;

Essential Understandings Experiences may include but are not limited to the following:

Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere. Analyzing and interpreting includes identifying the important elements of information sources in order to make inferences and generalizations and draw conclusions.

Use an analysis tool to analyze and interpret artifacts and primary and secondary sources. Sample Analysis Tool

Title of Informational Source:

Key Elements Evidence

Observation: What do you see?

Source: Who created the source?

Context: Where is the source located in terms of time and place?

Historical Perspective: Whose point of view does it represent?

Analysis: What is the source’s impact on history?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1b The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by mm) analyzing how political and economic trends influence public policy, using demographic information and other data sources;

Essential Understandings Experiences may include but are not limited to the following: Analysis includes identifying important trends based on demographic information and other data sources. Demographic information is often used by governments and businesses in the development of policies and decisions. Demographic information is presented in a variety of forms, including the following: Election data Economic data Census data

Use data to determine how a current issue (e.g., immigration, civil rights) has changed over time and

resulted in public policy actions. Determine how the role of the media changed over three different campaigns for an elected office.

Analyze the political and economic trends that influenced the media coverage. Determine how the function of political institutions has changed over time due to the influence of public

policy, demographics, and political ideals. Examine the role of media and its impact on public policy over time.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1c The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by nn) analyzing information to create diagrams, tables, charts, graphs, and spreadsheets;

Essential Understandings Experiences may include but are not limited to the following: Close examination and interpretation of various data and images are essential to making informed decisions. The type of information being presented determines the organizational format.

Organize the information presented in a founding document to illustrate the frequency with which a

specific fundamental political principle is referenced. Make inferences and draw conclusions about the significance of that political principle.

Organize information to illustrate the number and location of small businesses in a city, town, or county. Make inferences and draw conclusions about the reasons why those businesses are located in various areas, pinpointing specific political and economic reasons.

Chart the daily activities of the governor of Virginia as reported by a newspaper, the executive branch Web site, or an Internet blogger. Organize the information to determine which role the governor fills most frequently.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1d The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by oo) determining the accuracy and validity of information by separating fact and opinion and recognizing bias;

Essential Understandings

Experiences may include but are not limited to the following:

Not all primary and secondary sources are reliable and accurate. The context from the time period of the primary or secondary source can influence the information included. It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions. Facts can be verified with evidence while opinions cannot. Bias is partiality in favor of or against one thing, person, or group compared with another.

Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:

o Timeliness of the information o Importance of the information o Source of the information o Reliability, truthfulness, and correctness of the content o Reason the information exists

Select an event or issue. Explore multiple sources that report the same event or issue. Examine the information to determine the accuracy and validity of the sources. Events or issues may include the following: o Presidential election o School board election o Action taken by local district court o Legislation passed by the Virginia General Assembly o Expansion of an Internet company o Foreign acquisition of an American company o Trade agreement between the United States and another nation

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1e The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) constructing informed, evidence-based arguments from multiple sources;

Essential Understandings Experiences may include but are not limited to the following: Analyzing various types of sources with multiple points of view produces an understanding of ideas, concepts, and actions of individuals or groups. Critical evaluation and analysis of multiple resources influence interpretation of knowledge gained and the formation of opinions. Constructing an informed argument involves questioning the sources used. Evidence cited from multiple sources increases the validity of an argument.

Select an issue. Gather information from a variety of sources (e.g., executive orders; founding

documents; foreign policy; political or business Web sites; social or political blogs) to argue the costs and benefits of o a local community action involving the local school board o a state issue o a national issue o an international issue with local impact.

Gather information from a variety of sources, assume a particular perspective from one time period, and write a newspaper editorial persuading readers to adopt a chosen perspective.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1f The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by f) determining multiple cause-and-effect relationships that impact political and economic events;

Essential Understandings Experiences may include but are not limited to the following: A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. Relationships can have multiple causes and effects. Determining relationships involves drawing conclusions about the causes and effects. The relationships (interactions) between people, places, and ideas have an enduring influence on political and economic decision making and events. Diversity creates a variety of perspectives, contributions, and challenges. Explaining includes justifying why the evidence credibly supports the claim.

Compare charts, graphs, and/or maps to determine the role that diversity played in affecting the social,

economic, and political structure of the United States. Create flowcharts, storyboards, diagrams, or timelines to explore multiple causes and effects. Example:

Event: Addition of the Bill of Rights to the United States Constitution Cause Event Effect(s)

Debates between the Federalists and Anti-Federalists about the Constitution’s specific limits on government power

Bill of Rights added to the United States Constitution

Guarantee of individual rights Protections from state and federal infringements on individual rights

Determine how the choices of selected people or groups influenced United States history. Example:

Event: Election of 1920 Choice Event Effect

19th Amendment passed Election of 1920 Total popular vote increased from 18.5 million to 26.8 million

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1g The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by g) taking informed action to address school, community, local, state, national, and global issues;

Essential Understandings Experiences may include but are not limited to the following: Taking informed action includes implementing steps to influence change. Individuals and groups can influence the actions of others. Individual and/or group actions can make a difference in the community at all levels.

Research a local, state, national, or global issue. Create a timeline or graphic organizer to illustrate

how that issue has changed over time. Develop a plan of action that addresses the current status of the issue and its impact on the community. The plan may include but is not limited to: o Issue o Stakeholders involved o Action steps o Intended outcomes and potential impact on the community

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1h

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by h) using a decision-making model to analyze and explain the costs and benefits of a specific choice;

Essential Understandings Experiences may include but are not limited to the following: Decision-making models serve several purposes. They can help us make decisions for the future better understand the choices

people faced in the past analyze the outcomes of the

decisions that people already made.

Effective decision making requires weighing the expected costs and benefits and recommending solutions, using a decision-making model. Citizens manage their lives by making choices. Choices are based upon alternatives that seem to be the best because they involve the least cost and the greatest benefit.

Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid.

Use a cost-benefit analysis chart.

Decision: Should the Electoral College system be used to elect the president of the United States? Costs Level of

Importance 1-5

Benefits Level of Importance1-5

A candidate who has not earned a majority of the popular vote can become president

Guarantees that states with small populations have some representation in the election process

Discourages voter turnout with the winner-take-all scenario

Large-population states benefit because candidates make a special effort to win their electoral votes

Keeps third parties from having a greater influence in an election

Winner-take-all nature gives the impression of a greater majority than the popular vote

Total Total

Problem: Which of the following responsibilities of citizenship is most important (other than voting)? Criteria

Alternatives

Helps one with voting

decisions

Doesn’t take much time

Greatest impact

Affects a lot of people

Communicating with government officials

Participating in political campaigns Keeping informed about current issues

Respecting differing opinions in a diverse society

Decision:

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1i The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by i) applying civic virtue and democratic principles to make collaborative decisions;

Essential Understandings Experiences may include but are not limited to the following: Civic virtue is the cultivation of habits of personal living that are viewed as important for the success of the community. Examples include but are not limited to: Voting Volunteering Organizing a community

group Attending a city or school

board meeting Collaboration is necessary in order to be an effective learner and citizen.

Promote collaboration with others both inside and outside the classroom. Examples of collaboration

may include the following: o Socratic seminar o Two-way journaling o Digital media (e.g., videoconferences)

Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.

Provide other students with constructive feedback on written assignments via the peer-editing process. Include the use of proper reference citations and distinguish one’s own ideas from information created

or discovered by others.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.1j The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) defending conclusions orally and in writing to a wide range of audiences, using evidence from sources.

Essential Understandings Experiences may include but are not limited to the following: When presenting information in written and oral form, one should consider the purpose and point of view of the information, as well as the audience for whom it is intended. Information can be acquired from various sources. Research is the search for knowledge, using a variety of materials and sources in order to discover facts, answer questions, and draw conclusions. Students present, listen critically, and provide evidence to support opinions by distinguishing between fact

and opinion comparing and contrasting

viewpoints presenting a convincing

argument paraphrasing and

summarizing what is heard using language and

vocabulary appropriate to audience, topic, and purpose

organizing a presentation.

Investigate the economic impact of littering in the local community. Determine the sources needed for

the investigation, gather and analyze the data, and develop a position on the issue. Prepare a presentation for the student government association to persuade the council to get involved and support the chosen position.

Investigate school transportation routes of the local school division. Research the history of transportation in the local community. Determine the sources to gather information and data. Determine what issues or concerns there are for school transportation. Prepare a presentation to deliver to the local school board about your concerns, and offer possible solutions.

Survey campaign ads, both in print and on television or the Internet, for candidates running for a local, state, or national office. Create a guide for voters to use when making decisions on Election Day.

Investigate a school issue that has a community impact. Prepare a brief speech to deliver to the civic league, school board, or school administration about your concerns, and offer possible solutions.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.3a

The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by a) describing the processes by which an individual becomes a citizen of the United States;

Essential Understandings Essential Knowledge A citizen is an individual with certain rights and duties under a government who, by birth or by choice, owes allegiance to that government.

The 14th Amendment to the Constitution of the United States defines citizenship as follows: “All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and the state wherein they reside.” Means of obtaining citizenship By birth By naturalization Immigration and naturalization, particularly in the twentieth century, have led to an increasingly diverse society. To become a citizen through naturalization, a person must be at least 18 years old be a legal resident of the United States for 3–5 or more years be of good moral character and be loyal to the United States be able to read, write, and speak basic English pass a naturalization test take the Oath of Allegiance at a naturalization ceremony.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.3b

The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due

process and equal protection of the laws;

Essential Understandings Essential Knowledge The Constitution of the United States establishes and protects the citizens’ fundamental rights and liberties. Few rights, if any, are considered absolute.

First Amendment freedoms Religion: Government may not establish an official religion, endorse an official religion, or unduly

interfere with the free exercise of religion. Speech: Individuals are free to express their opinions and beliefs. Press: The press has the right to gather and publish information, including that which criticizes the

government. Assembly: Individuals may peacefully gather. Petition: Individuals have the right to make their views known to public officials. The Fifth and Fourteenth Amendments outline due process. Fifth Amendment The Fifth Amendment protects citizens from being held for committing a crime unless they have been

charged by the police. It also guarantees due process, which means that the state and the country have to respect a citizen’s legal rights.

Fourteenth Amendment The Fourteenth Amendment declares no state may deprive persons born or naturalized in the United

States equal protection of the laws.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.3c

The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court;

Essential Understandings Essential Knowledge

For government to be effective, citizens must fulfill their civic duties.

Duties of citizens Obey laws, including

o paying taxes o serving in the armed forces, if called o serving on a jury or as a witness in court, when summoned.

Citizens who choose not to fulfill these civic duties face legal consequences.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD CE.3d

The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials,

participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society;

Essential Understandings Essential Knowledge A basic responsibility of citizenship is to contribute to the common good.

Civic responsibilities are fulfilled by choice; they are voluntary. Responsibilities of citizens Register and vote Hold elective office Communicate with government officials to influence government actions Serve in voluntary, appointed government positions Participate in political campaigns Keep informed regarding current issues Respect others’ right to an equal voice in government

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1a

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by i) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history;

Essential Understandings Experiences may include but are not limited to the following: Primary and secondary sources enable us to examine evidence closely and to place it in a broader context. An artifact is an object or tool that tells us about the people from the past. A primary source is an artifact, document, image, or other source of information that was created during the time under study. A secondary source is a document, image, or other source of information that relates or discusses information originally presented elsewhere. Analyzing and interpreting includes identifying the important elements of information sources in order to make inferences and generalizations, and draw conclusions.

Use an analysis tool to analyze and interpret artifacts and primary and secondary sources. Sample Analysis Tool

Title of Informational Source:

Key Elements Evidence

Observation: What do you see?

Source: Who created the source?

Context: Where is the source located in terms of time and place?

Historical Perspective: Whose point of view does the source represent?

Analysis: What is the source’s impact on history?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1b

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) analyzing and interpreting geographic information to determine patterns and trends in United States history;

Essential Understandings Experiences may include but are not limited to the following: Analyzing and interpreting involves identifying the important elements of geographic sources in order to make inferences and generalizations and draw conclusions. The knowledge of geography and the application of geographic skills enable us to understand relationships between people, their behavior, places, and the environment in order to solve problems. The physical geography of a location had a direct impact on the lives of people in the United States and how they adapted to their environment. Geographic themes include location place regions movement human-environment

interaction.

Acquire geographic information from a variety of sources, such as

o GIS (Geographic Information Systems) o field work o satellite images o photographs o maps, globes o charts and graphs o databases o primary sources o diagrams.

Analyze the relationship between physical and human geography (e.g., life in the New England, Mid-Atlantic, and Southern colonies). Analyze geographic information related to the movement of people, products, resources, ideas, and language to determine patterns and trends throughout United States history. Examine maps of a location before and after a major conflict to discuss how the conflict affected the social, political, and economic landscape of an area. Use maps to explain how the location of resources influences the patterns, trends, and migration of populations. Five themes of geography Location: Defined according to its position on the earth’s surface; where is it? Place: Locations having distinctive features that give them meaning and character that differ from other locations; what is it like? Region: A unit on the earth’s surface that has unifying characteristics; how are places similar or different? Movement: The way people, products, and information move from one place to another; how do people, goods, and ideas move from one location to another? Human-Environment Interaction: The relationship between people and their environment; how do people relate to the physical world?

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1c

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history;

Essential Understandings Experiences may include but are not limited to the following: Interpreting involves using information found in charts, graphs, and pictures to develop an understanding of people, places, or events and draw conclusions. Close examination and interpretation of various data and images are essential to making informed decisions.

Use historical maps to analyze changes in population over time. Identify and sequence events that shaped colonial America. Interpret and draw conclusions from political cartoons about westward expansion. Compare an illustration of a historical event to a written account of the event. Gather information from a variety of sources to show the impact of colonial settlement on American Indian homelands. Interpret photographs of the Civil War. Discuss the photographer’s potential bias. Discuss the potential bias of the audience. Discuss the potential bias the photographs might cause. Use primary sources to interpret how inventions changed life in America.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1d

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making and responsible citizenship by d) using evidence to draw conclusions and make generalizations;

Essential Understandings Experiences may include but are not limited to the following: Critical examination and evaluation of historical evidence is essential to understanding the past. Drawing conclusions and making generalizations involves observing and considering all

the facts, arguments, and information

considering what is already known

determining the certainty of multiple answers based upon the information presented

predicting and adjusting predictions, questioning, restating main ideas, and summarizing supporting details.

Evaluate media and images as sources for drawing conclusions and making generalizations. Draw conclusions about propaganda used during a selected time period. Make generalizations using political cartoons in order to explain historical events. After reading about an historical event, use a chart to draw conclusions or make generalizations about a point of view. Example:

Event: Westward Expansion Somebody Wanted But So What? Thomas Jefferson

to expand the United States into the territory west of the Mississippi River

the area was home to American Indians whose lifestyles varied.

The United States doubled in size, leading to a new understanding of the geography and resources. It also negatively affected American Indians and caused a greater divide between the North and South.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1e

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) comparing and contrasting historical, cultural, and political perspectives in United States history;

Essential Understandings Experiences may include but are not limited to the following: Examining the historical, cultural, and political perspectives of countries reveals the ideals, beliefs, values, and institutions of their people. Being able to compare and contrast helps us understand important similarities and differences between people, places, events, and times in United States history.

Compare and contrast historical events, using media, images, or text, to gain understanding of historical, cultural, and political perspectives in United States history. Examples of historical events include

o exploration (British, French, and Spanish) o creation of the Constitution of the United States o expansion of slavery.

Create a graphic organizer to analyze information about concepts or themes in multiple time periods. Examples of concepts or themes include

o conflict o expansion o movement o interaction.

Create a graphic organizer to compare and contrast how people from different colonies interacted with the environment. Create a graphic organizer to compare and contrast the political perspectives of two leaders in United States history.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1f

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by f) determining relationships with multiple causes or effects in United States history;

Essential Understandings Experiences may include but are not limited to the following: A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. People respond to and resolve conflicts in a variety of ways, resulting in relationships that have many causes and differing outcomes. Diversity includes a variety of perspectives, contributions, and challenges. Certain events in United States history have multiple causes and effects. Conflicts often have multiple causes and effects.

Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social, economic, and political structure of the United States. Create flow charts, storyboards, and timelines to explore multiple causes and effects.

Example:

Event: Surrender at Yorktown Cause(s) Event Effect(s)

Strong colonial leadership Surrender at Yorktown End of the American RevolutionAdditional support from France Victory over Lord Cornwallis

Determine how the choices of selected individuals or groups influenced United States history.

Example:

Event: Constitutional Convention Cause(s) Event Effect(s)

Weakness of the Articles of Confederation

State delegates meet in Philadelphia

Draft of a new constitution Compromises over the structure and powers of the national and state government Creation of a new government

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1g

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by g) explaining connections across time and place;

Essential Understandings Experiences may include but are not limited to the following: Making connections includes understanding that people, events, and developments have brought changes to the United States. Everyday life in the United States today is different from everyday life long ago. Explaining includes justifying thinking with supporting details.

Create a flowchart to show connections between what explorers wanted to accomplish in the west (e.g., find new land for farming) and the effect that these interests had on American Indians (e.g., American Indians were displaced from their land). Discuss how the relationship between the explorers and the American Indians changed over time. Create a graphic organizer to outline how life for people in early United States history changed over time based on the human, natural, and capital resources available.

Use digital media to create a graphic organizer that explains the impact of westward expansion on American Indians over time. Create a timeline to show the political, social, and economic factors that shaped colonial America and how they continue to shape our nation today.

Use images to explain how the physical or cultural landscape of the United States changed after a major event. Create a graphic organizer that compares the technology used in the American Revolution with that used in the Civil War and how the changes affected specific events.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1h

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by h) using a decision-making model to identify the costs and benefits of a specific choice made;

Essential Understandings Experiences may include but are not limited to the following: The decision-making process involves seeing the problem from a variety of perspectives and considering the consequences. A cost is what you give up when you decide to do something. A benefit is what satisfies a want. People manage their lives by making choices. They choose the alternative that seems best to them because it involves the least cost and the greatest benefit.

Use a decision-making model to weigh the costs and benefits of making the follow choices:

o Explore North America. o Create laws for the colonies. o Interact with American Indian culture groups. o Settle in a colonial region. o Join the war effort or remain loyal to Great Britain. o Move west after the American Revolution. o Ratify the new constitution.

Choose a historical event. Determine the concern or issue. Use a decision-making model to develop and explain an alternative decision by weighing the costs and benefits of the event. Historical event:

Costs Benefits

Actual decision made: Alternative decision:

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1i

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property;

Essential Understandings Experiences may include but are not limited to the following: The research process requires the use of a variety of resources to ensure validity. In order to avoid plagiarism, credit must be given when using another person’s idea, opinion, or theory. Sources should be authentic and valid. Responsible citizens demonstrate a respect for the rights of others.

Explore the ethical and legal issues related to the access and use of information by

o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.

Exhibit the responsibilities of citizenship in the classroom by demonstrating o when it is appropriate to listen and when to speak o how to make necessary compromises o how to work together to accomplish goals o how to conduct oneself in a respectful manner.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.1j

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) investigating and researching to develop products orally and in writing.

Essential Understandings Experiences may include but are not limited to the following: People communicate through oral and written language. Research is the search for knowledge, using a variety of materials and sources in order to discover facts, answer questions, and draw conclusions. Students present, listen critically, and provide evidence to support opinions by distinguishing between fact

and opinion comparing and contrasting

viewpoints presenting a convincing

argument paraphrasing and

summarizing what is heard using language and

vocabulary appropriate to audience, topic, and purpose

organizing a presentation.

Investigate people, places, and events in United States history to develop an understanding of historical, cultural, economic, political, and geographical relationships by

o exploring religious and economic decisions that led to the colonization of America o outlining and describing geographic factors that influenced battles during the American

Revolution or the Civil War o describing and providing evidence to support sources of colonial dissatisfaction that led to the

American Revolution o creating a digital map outlining the geographic and economic factors that influenced

westward movement. Create a chart outlining the costs and benefits of visiting different regions of the United States. Investigate an important event. Create the front page of a newspaper with headlines and articles detailing the event. The newspaper may include the following features:

o Articles summarizing the event o Timeline detailing actions leading up to the event o Quotes from participants o Images of the event

Create a social media page or blog about an event from United States history. Take a position on the topic, and use a variety of sources as evidence to support the stance.

o French Explorer: Exploration of North America o Member of British Parliament: Declaration of Independence o American Indian: Manifest Destiny o Resident of the Kansas territory: Kansas Nebraska Act

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.9a

The student will apply social science skills to understand the causes, major events, and effects of the Civil War by a) describing the cultural, economic, and constitutional issues that divided the nation;

Essential Understandings Essential Knowledge Cultural, economic, and constitutional differences between the North and the South eventually resulted in the Civil War.

Issues that divided the nation Slavery

o While there were several differences between the North and the South, the issues related to slavery increasingly divided the nation and led to the Civil War.

o Much of America’s economy revolved around the institution of slavery. Cultural issues

o The North was mainly an urban society in which people held jobs in cities. o The South was primarily an agricultural society in which people lived in small villages and on farms

and plantations. o Because of their cultural differences, people of the North and South found it difficult to agree on

social and political issues. Economic issues

o The North was more of a manufacturing region, and its people favored tariffs that protected factory owners and workers from foreign competition.

o The South was largely agricultural. Southerners opposed tariffs that would cause prices of manufactured goods to increase. Planters were also concerned that Great Britain might stop buying cotton from the South if tariffs were added.

Constitutional issues o A major conflict was states’ rights versus strong central government.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.9b

The student will apply social science skills to understand the causes, major events, and effects of the Civil War by b) explaining how the issues of states’ rights and slavery increased sectional tensions;

Essential Understandings Essential Knowledge The South feared that the North would take control of Congress, and Southerners began to proclaim states’ rights as a means of self-protection. The North believed that the nation was a union that could not be divided. While the Civil War did not begin as a war to abolish slavery, issues surrounding slavery deeply divided the nation.

Issues that divided the nation An important issue separating the country related to the power of the federal government. Southerners believed that they had the power to declare any national law illegal. Northerners believed that the national government’s power was supreme over that of the states. Southerners felt that the abolition of slavery would destroy their region’s economy. Northerners believed that slavery should be abolished for moral reasons. Compromises attempting to resolve differences Missouri Compromise (1820): Missouri entered the Union as a slave state; Maine entered the Union as a free state. Compromise of l850:

o California entered the Union as a free state. o Southwest territories would decide the slavery issue for themselves. o A stricter fugitive slave law was enacted. o The slave trade was banned in Washington, D.C. o Kansas-Nebraska Act: People in each state would decide the slavery issue (“popular sovereignty”).

Southern secession Following Lincoln’s election, many southern states seceded from the Union. Confederate forces attacked Fort Sumter in South Carolina, marking the beginning of the Civil War. Lincoln and many Northerners believed that the United States was one nation that could not be separated or divided. Most Southerners believed that the states had freely created and joined the union and could freely leave it.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.9c

The student will apply social science skills to understand the causes, major events, and effects of the Civil War by c) locating on a map the states that seceded from the Union and those that remained in the Union;

Essential Understandings Essential Knowledge Southern states that were dependent upon labor-intensive cash crops seceded from the Union. Northernmost slave states (border states) and free states stayed in the Union.

States that seceded from the Union Alabama North Carolina Arkansas South Carolina Florida Tennessee Georgia Texas Louisiana Virginia Mississippi States that remained in the Union Border states (slave states)

– Delaware – Maryland – Kentucky – Missouri

Free states – California – New Hampshire – Connecticut – New Jersey – Illinois – New York – Indiana – Ohio – Iowa – Oregon – Kansas – Pennsylvania – Maine – Rhode Island – Massachusetts – Vermont – Michigan – West Virginia* – Minnesota – Wisconsin *Note: Western counties of Virginia that refused to secede from the Union

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.9d

The student will apply social science skills to understand the causes, major events, and effects of the Civil War by d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and

Frederick Douglass in events leading to and during the war;

Essential Understandings Essential Knowledge Lincoln and Lee were men who represented views of the nature of the United States that were very different; such views led to an unavoidable conflict.

Roles of Civil War leaders Abraham Lincoln

o Was president of the United States o Opposed the spread of slavery o Issued the Emancipation Proclamation o Was determined to preserve the Union, by force if necessary o Believed the United States was one nation, not a collection of independent states o Wrote the Gettysburg Address that said the Civil War was to preserve a government “of the people,

by the people, and for the people” Jefferson Davis

o Was president of the Confederate States of America Ulysses S. Grant

o Was general of the Union army that defeated Lee Robert E. Lee

o Was leader of the Army of Northern Virginia o Was offered command of the Union forces at the beginning of the war, but chose not to fight

against Virginia o Opposed secession, but did not believe the Union should be held together by force o Urged Southerners to accept defeat at the end of the war and reunite as Americans when some

wanted to fight on Thomas “Stonewall” Jackson

o Was a skilled Confederate general from Virginia Frederick Douglass

o Was a former enslaved African American who promoted African American involvement in the Civil War

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.9e

The student will apply social science skills to understand the causes, major events, and effects of the Civil War by e) describing critical developments in the war, including the location of major battles;

Essential Understandings Essential Knowledge Location and topography were critical elements influencing important developments in the Civil War, including major battles.

Major battles and events The firing on Fort Sumter, South Carolina, began the war. The First Battle of Bull Run (also known as the Battle of First Manassas) in northern Virginia was the first major battle. The signing of the Emancipation Proclamation made “freeing the slaves” the new focus of the war. Many freed African Americans joined the Union army. The Battle of Vicksburg in southern Mississippi divided the South; the North controlled the Mississippi River. The Battle of Gettysburg in southern Pennsylvania was the turning point of the war; the North repelled Lee’s invasion. Lee’s surrender to Grant at Appomattox Court House in 1865 ended the war. Influence of location and topography on critical developments in the war The Union blockade of southern ports (e.g., Savannah, Charleston, New Orleans) Control of the Mississippi River (e.g., Vicksburg) Battle locations influenced by the struggle to capture capital cities (e.g., Richmond; Washington, D.C.) Control of the high ground (e.g., Gettysburg)

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

STANDARD USI.9f

The student will apply social science skills to understand the causes, major events, and effects of the Civil War by f) describing the effects of war from the perspectives of Union and Confederate soldiers (including African American soldiers),

women, and enslaved African Americans.

Essential Understandings Essential Knowledge Life on the battlefield and on the home front was extremely harsh. Many soldiers died from disease and exposure.

General effects of the war Family members were often pitted against one another, as were friends against friends. As the war went on, Southern troops became increasingly younger and more poorly equipped and clothed. Much of the South was devastated at the end of the war (e.g., burning of Atlanta and Richmond). Disease was a major killer. Clara Barton, a Civil War nurse, created the American Red Cross. Combat was brutal and often man-to-man. Women were left to run businesses in the North and farms and plantations in the South. The collapse of the Confederacy made Confederate money worthless. Effects of the war on African Americans African Americans fought in the Union army. Some African Americans accompanied Confederate units in the field. The Confederacy used enslaved African Americans as ship workers, laborers, cooks, and camp workers. The Union moved to enlist African American sailors and soldiers during the war. African American soldiers were paid less than white soldiers. African American soldiers were discriminated against and served in segregated units under the command of white officers. Robert Smalls, an African American sailor and later a Union naval captain, was highly honored for his feats of bravery and heroism. He was elected to the United States House of Representatives after the war.

Textbook Alignment Chart

Arlington Public Schools Social Studies Curriculum 2016 GRADE 6: U.S. History, Civics & Economics to 1865

Grade 6- United States History Civics and Economics Part 1 Textbook: America: History of Our Nation: Beginnings through 1865 (Pearson)

Units Student Textbook Pages

I. Early American Indians and European Exploration II. Colonial America III. American Revolution IV. The New Nation and The Constitution V. Structure and Powers of Federal Government VI. Virginia State and Local Government

VII. Early United States Presidents VIII. Westward Expansion

IX. Civic Action Leads to Reform X. The American Civil War

Pages 2-53 Pages 62-118 Pages 136-191 Pages 200-251 Pages 200-251- Also reference Civics in Practice and Civics Online Pages 200-251- Also reference Civics in Practice and Civics Online Pages 278-327 Pages 306-362 Pages 410-431 Pages 378-401 and 478-533