District of Columbia Public Schools Social Studies ... · PDF fileDistrict of Columbia Public...
69
correlated to District of Columbia Public Schools Social Studies Learning Standards, Grade 6 World Geography and Cultures and Grades 6–8 Historical and Social Sciences Analysis Skills With Highlighted Power Standards
Transcript of District of Columbia Public Schools Social Studies ... · PDF fileDistrict of Columbia Public...
correlated to
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social Sciences Analysis Skills
With Highlighted Power Standards
Boldfaced italic standards are Power Standards. 1
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social Sciences Analysis Skills
correlated to
McDougal LittellWorld Cultures and Geography ©2007
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Unit 1Introduction to World Cultures and Geography
(pp. 2–51)Chapter 1 (pp. 14–31)Welcome to the World
The World at Your Fingertipspp. 17–21
6.1.2. Explain that maps contain spatial elementsof point, line, area, and volume.
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.3.1. Explain key migration patterns and theinterrelationships among migration, settlement,population distribution patterns, landforms, andclimates (e.g., East Indian-Polynesian).
6.3.4. Relate population growth rates to healthstatistics, food supply, or other measures of well-being.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 2
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
6.3.10. Identify international organizations ofglobal power and influence (e.g., the North AtlanticTreaty Organization/ NATO, the United Nations,the European Union, the African Union, theAssociation of Southeast Asian Nations/ASEAN,the Non-Aligned Movement) and form committeesto report on the influence and limits to influence ofeach one.
6.4.5. Map the worldwide occurrence of the threemajor economic systems: traditional, command,and market. Describe the characteristics of eachand identify influences leading to potential change.
6.4.6. Explain the meaning of the wordinfrastructure and analyze its relationship to acountry’s level of development.
6.4.7. Explain how change in communication andtransportation technology is contributing to bothcultural convergence and divergence. Explain howplaces and regions serve as cultural symbols (e.g.,Jerusalem as a sacred place for Jews, Christians,and Muslims).
Geographic Skills, 5. Students explain thehistorical migration of people, expansion anddisintegration of empires, and the growth ofeconomic systems. Identify spatial patterns in themovement of people, goods, and ideas throughouthistory.
Geographic Skills, 8. Students identify and explainprocess of conflict and cooperation (political,economic, religious, etc.) among people in thecontemporary world at local, national, regional, andinternational scales.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 3
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Many Regions, Many Culturespp. 24–26
6.1.7. Locate and define various large regions inthe Eastern and Western hemispheres, and dividethose regions into smaller regions based on race,language, nationality, or religion.
6.2.2. Give examples and analyze ways in whichpeople’s changing views of places and regionsreflect cultural change.
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.3.8. Identify the cultural contributions ofvarious ethnic groups in selected world regionsand countries, including the U.S.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 7. Students assess howpeople’s changing perceptions of geographicfeatures have led to changes in human societies.They study current events to describe how people’sexperiences of diverse cultures and placesinfluences their perceptions and viewpoints.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
Geographic Skills, 13. Students distinguish factfrom opinion in historical narratives and stories.They know facts are true statements because theyare supported by reliable evidence and can cease tobe facts if new evidence renders previous evidencewrong or unreliable.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 4
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Chapter 2 (pp. 32–51)The Geographer’s World
The Five Themes of Geographypp. 35–40
6.1.2. Explain that maps contain spatial elementsof point, line, area, and volume.
6.1.3. Locate cardinal directions, poles, equator,hemispheres, continents, oceans, major mountainranges, and other major geographical features ofthe Eastern and Western hemispheres.
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.3.1. Explain key migration patterns and theinterrelationships among migration, settlement,population distribution patterns, landforms, andclimates (e.g., East Indian-Polynesian).
6.5.4. Identify and account for the distributionpattern of the world’s climates.
6.5.5. Describe distinct patterns of naturalvegetation and biodiversity and their relations toworld climate patterns.
6.5.6. Integrate understandings concerning thephysical processes that shape Earth’s surface andresult in existing landforms: plate tectonics,mountain building, erosion, and deposition.
6.5.7. Give specific examples, in terms of placeswhere they occur, of the physical processes thatshape Earth’s surface.
6.5.8. Describe the ways in which Earth’s physicalprocesses are dynamic and interactive.
6.6.1. Identify human-caused threats to the world’senvironment: atmospheric and surface pollution,deforestation, desertification, salinization, over-fishing, urban sprawl, and species extinction.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 5
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
6.6.2. Identify ways in which occurrences in thenatural environment can be a hazard to humans:earthquakes, volcanic eruptions, tornadoes,flooding, hurricanes and cyclones, and lightningtriggered fires.
6.6.4. Evaluate how and why the ability of Earth tofeed its people has changed over time.
6.6.7. Explain and evaluate the relationshipsbetween agricultural land uses and the environment(grazing, grain cropping, and tree farming).
Geographic Skills, 1. Students explain Earth’s gridsystem and are able to locate places using degreesof latitude and longitude.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 5. Students explain thehistorical migration of people, expansion anddisintegration of empires, and the growth ofeconomic systems. Identify spatial patterns in themovement of people, goods, and ideas throughouthistory.
Geographic Skills, 8. Students identify and explainprocess of conflict and cooperation (political,economic, religious, etc.) among people in thecontemporary world at local, national, regional, andinternational scales.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 6
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
The Geographer’s Toolspp. 45–49
6.1.1. Demonstrate that, in attempting to representthe round Earth on flat paper, all maps distort.
6.1.3. Locate cardinal directions, poles, equator,hemispheres, continents, oceans, major mountainranges, and other major geographical features ofthe Eastern and Western hemispheres.
6.1.9. Give examples of how maps can be used toconvey a point of view, so that critical analysis ofmap sources is essential.
6.3.2. Explain the concept of population dynamicsand, through maps, establish current world patternsof population distribution, density, and growth.
6.5.1. Recall and apply knowledge concerningEarth/sun relationships, including “reasons forseasons” and time zones.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 7
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Unit 2The United States and Canada
(pp. 52–139)Chapter 3 (pp.66–83)Physical Geography of the United States and Canada
From Coast to Coastpp. 69–74
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.1.5. Explain how latitude affects climates ofcontinents.
6.2.1. Name and locate the world’s continents,major bodies of water, major mountain ranges,major river systems, major countries, and majorcities.
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.3.1. Explain key migration patterns and theinterrelationships among migration, settlement,population distribution patterns, landforms, andclimates (e.g., East Indian-Polynesian).
6.5.4. Identify and account for the distributionpattern of the world’s climates.
6.5.5. Describe distinct patterns of naturalvegetation and biodiversity and their relations toworld climate patterns.
6.5.6. Integrate understandings concerning thephysical processes that shape Earth’s surface andresult in existing landforms: plate tectonics,mountain building, erosion, and deposition.
6.5.7. Give specific examples, in terms of placeswhere they occur, of the physical processes thatshape Earth’s surface.
6.5.8. Describe the ways in which Earth’s physicalprocesses are dynamic and interactive.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 8
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
6.6.2. Identify ways in which occurrences in thenatural environment can be a hazard to humans:earthquakes, volcanic eruptions, tornadoes,flooding, hurricanes and cyclones, and lightningtriggered fires.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
Geographic Skills, 13. Students distinguish factfrom opinion in historical narratives and stories.They know facts are true statements because theyare supported by reliable evidence and can cease tobe facts if new evidence renders previous evidencewrong or unreliable.
A Rich Diversity in Climate and Resourcespp. 75–79
6.2.1. Name and locate the world’s continents,major bodies of water, major mountain ranges,major river systems, major countries, and majorcities.
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.2.5. Identify a region where natural disastersoccur frequently, and give examples of howinternational efforts bring aid to this region.
6.2.4. Give examples of critical issues that may beregion-specific and others that cross regionalboundaries within the United States.
6.3.1. Explain key migration patterns and theinterrelationships among migration, settlement,population distribution patterns, landforms, andclimates (e.g., East Indian-Polynesian).
6.5.2. Categorize elements of the naturalenvironment as belonging to one of the fourcomponents of Earth’s physical systems:atmosphere, lithosphere, biosphere, orhydrosphere.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 9
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
6.5.3. Explain the difference between weather andclimate.
6.5.5. Describe distinct patterns of naturalvegetation and biodiversity and their relations toworld climate patterns.
6.6.2. Identify ways in which occurrences in thenatural environment can be a hazard to humans:earthquakes, volcanic eruptions, tornadoes,flooding, hurricanes and cyclones, and lightningtriggered fires.
6.6.5. Analyze world patterns of resourcedistribution and utilization, and explain theconsequences of use of renewable andnonrenewable resources.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 5. Students explain thehistorical migration of people, expansion anddisintegration of empires, and the growth ofeconomic systems. Identify spatial patterns in themovement of people, goods, and ideas throughouthistory.
Geographic Skills, 8. Students identify and explainprocess of conflict and cooperation (political,economic, religious, etc.) among people in thecontemporary world at local, national, regional, andinternational scales.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 10
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Chapter 4 (pp. 84–115)The United States Today
We the Peoplepp. 87–91
6.3.1. Explain key migration patterns and theinterrelationships among migration, settlement,population distribution patterns, landforms, andclimates (e.g., East Indian-Polynesian).
6.3.2. Explain the concept of population dynamicsand, through maps, establish current world patternsof population distribution, density, and growth.
6.3.8. Identify the cultural contributions ofvarious ethnic groups in selected world regionsand countries, including the U.S.
6.4.7. Explain how change in communication andtransportation technology is contributing to bothcultural convergence and divergence. Explain howplaces and regions serve as cultural symbols (e.g.,Jerusalem as a sacred place for Jews, Christians,and Muslims).
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 5. Students explain thehistorical migration of people, expansion anddisintegration of empires, and the growth ofeconomic systems. Identify spatial patterns in themovement of people, goods, and ideas throughouthistory.
Geographic Skills, 8. Students identify and explainprocess of conflict and cooperation (political,economic, religious, etc.) among people in thecontemporary world at local, national, regional, andinternational scales.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 11
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
A Constitutional Democracypp. 94–98
6.2.4. Give examples of critical issues that may beregion-specific and others that cross regionalboundaries within the United States.
Chronology and Historical Interpretation, 7.Students recognize that interpretations of historyare subject to change as new information isuncovered.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
The United States Economypp. 102–107
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.2.4. Give examples of critical issues that may beregion-specific and others that cross regionalboundaries within the United States.
6.3.10. Identify international organizations ofglobal power and influence (e.g., the North AtlanticTreaty Organization/ NATO, the United Nations,the European Union, the African Union, theAssociation of Southeast Asian Nations/ASEAN,the Non-Aligned Movement) and form committeesto report on the influence and limits to influence ofeach one.
6.4.5. Map the worldwide occurrence of the threemajor economic systems: traditional, command,and market. Describe the characteristics of eachand identify influences leading to potential change.
Chronology and Historical Interpretation, 8.Students interpret basic indicators of economicperformance and conduct cost-benefit analyses ofeconomic and political issues.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 12
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Geographic Skills, 13. Students distinguish factfrom opinion in historical narratives and stories.They know facts are true statements because theyare supported by reliable evidence and can cease tobe facts if new evidence renders previous evidencewrong or unreliable.
United States Culture: Crossing Borderspp. 110–113
6.1.3. Locate cardinal directions, poles, equator,hemispheres, continents, oceans, major mountainranges, and other major geographical features ofthe Eastern and Western hemispheres.
6.2.2. Give examples and analyze ways in whichpeople’s changing views of places and regionsreflect cultural change.
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.2.4. Give examples of critical issues that may beregion-specific and others that cross regionalboundaries within the United States.
6.3.3. Identify the demographic structure of apopulation and reasons for variations betweenplaces, including developing and developednations.
6.4.7. Explain how change in communication andtransportation technology is contributing to bothcultural convergence and divergence. Explain howplaces and regions serve as cultural symbols (e.g.,Jerusalem as a sacred place for Jews, Christians,and Muslims).
6.4.8. Summarize how cultural norms in a regioninfluence different economic activities of men andwomen, including literacy, occupations, clothing,and property rights.
6.6.1. Identify human-caused threats to the world’senvironment: atmospheric and surface pollution,deforestation, desertification, salinization, over-fishing, urban sprawl, and species extinction.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 13
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Geographic Skills, 7. Students assess howpeople’s changing perceptions of geographicfeatures have led to changes in human societies.They study current events to describe how people’sexperiences of diverse cultures and placesinfluences their perceptions and viewpoints.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 14
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Chapter 5 (pp. 116–139)Canada Today
O Canada! Immigrant Rootspp. 119–123
6.2.2. Give examples and analyze ways in whichpeople’s changing views of places and regionsreflect cultural change.
6.3.1. Explain key migration patterns and theinterrelationships among migration, settlement,population distribution patterns, landforms, andclimates (e.g., East Indian-Polynesian).
6.3.2. Explain the concept of population dynamicsand, through maps, establish current world patternsof population distribution, density, and growth.
6.4.2. Understand the relationships betweenchanging transportation technologies andincreasing urbanization.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 5. Students explain thehistorical migration of people, expansion anddisintegration of empires, and the growth ofeconomic systems. Identify spatial patterns in themovement of people, goods, and ideas throughouthistory.
Geographic Skills, 7. Students assess howpeople’s changing perceptions of geographicfeatures have led to changes in human societies.They study current events to describe how people’sexperiences of diverse cultures and placesinfluences their perceptions and viewpoints.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 15
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
A Constitutional Monarchypp. 124–127
6.2.2. Give examples and analyze ways in whichpeople’s changing views of places and regionsreflect cultural change.
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.3.3. Identify the demographic structure of apopulation and reasons for variations betweenplaces, including developing and developednations.
Geographic Skills, 7. Students assess howpeople’s changing perceptions of geographicfeatures have led to changes in human societies.They study current events to describe how people’sexperiences of diverse cultures and placesinfluences their perceptions and viewpoints.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
Canada’s Economypp. 128–131
6.4.9. Identify patterns of economic activity interms of primary (growing or extracting),secondary (manufacturing), and tertiary(distributing and services) activities.
6.6.5. Analyze world patterns of resourcedistribution and utilization, and explain theconsequences of use of renewable andnonrenewable resources.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 16
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
A Multicultural Societypp. 132–136
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.3.7. Map the distribution pattern of the world’smajor languages and explain the concept of alingua franca (a widely used second language; alanguage of trade and communication).
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 17
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Unit 3Latin America(pp. 140–257)
Chapter 6 (pp. 150–169)Latin America: Its Land and History
Latin America: Physical Geographypp. 153–159
6.1.3. Locate cardinal directions, poles, equator,hemispheres, continents, oceans, major mountainranges, and other major geographical features ofthe Eastern and Western hemispheres.
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.1.5. Explain how latitude affects climates ofcontinents.
6.2.1. Name and locate the world’s continents,major bodies of water, major mountain ranges,major river systems, major countries, and majorcities.
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.2.5. Identify a region where natural disastersoccur frequently, and give examples of howinternational efforts bring aid to this region.
6.5.4. Identify and account for the distributionpattern of the world’s climates.
6.5.6. Integrate understandings concerning thephysical processes that shape Earth’s surface andresult in existing landforms: plate tectonics,mountain building, erosion, and deposition.
6.5.7. Give specific examples, in terms of placeswhere they occur, of the physical processes thatshape Earth’s surface.
6.5.8. Describe the ways in which Earth’s physicalprocesses are dynamic and interactive.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 18
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
6.5.9. Map with precision the occurrence ofearthquakes on Earth over a given period (at leastseveral months), and draw conclusions concerningregions of tectonic instability.
6.6.1. Identify human-caused threats to the world’senvironment: atmospheric and surface pollution,deforestation, desertification, salinization, over-fishing, urban sprawl, and species extinction.
6.6.2. Identify ways in which occurrences in thenatural environment can be a hazard to humans:earthquakes, volcanic eruptions, tornadoes,flooding, hurricanes and cyclones, and lightningtriggered fires.
6.6.5. Analyze world patterns of resourcedistribution and utilization, and explain theconsequences of use of renewable andnonrenewable resources.
Geographic Skills, 13. Students distinguish factfrom opinion in historical narratives and stories.They know facts are true statements because theyare supported by reliable evidence and can cease tobe facts if new evidence renders previous evidencewrong or unreliable.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 19
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Ancient Latin Americapp. 160–166
6.3.1. Explain key migration patterns and theinterrelationships among migration, settlement,population distribution patterns, landforms, andclimates (e.g., East Indian-Polynesian).
6.6.6. Assess how people’s perceptions of theirrelationship to natural phenomena have changedover time and analyze how these changingperceptions are reflected in human activity and landuse.
6.6.7. Explain and evaluate the relationshipsbetween agricultural land uses and the environment(grazing, grain cropping, and tree farming).
Chronology and Historical Interpretation, 4.Students understand and distinguish cause, effect,sequence, and correlation in historical events,including the short-term causes or sparks fromlong-term causes.
Geographic Skills, 5. Students explain thehistorical migration of people, expansion anddisintegration of empires, and the growth ofeconomic systems. Identify spatial patterns in themovement of people, goods, and ideas throughouthistory.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 20
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Chapter 7 (pp. 170–199)Mexico Today
The Roots of Modern Mexicopp. 173–178
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.3.1. Explain key migration patterns and theinterrelationships among migration, settlement,population distribution patterns, landforms, andclimates (e.g., East Indian-Polynesian).
6.3.3. Identify the demographic structure of apopulation and reasons for variations betweenplaces, including developing and developednations.
6.3.5. Map the distribution patterns of the world’smajor religions and identify architectural featuresassociated with each.
Geographic Skills, 5. Students explain thehistorical migration of people, expansion anddisintegration of empires, and the growth ofeconomic systems. Identify spatial patterns in themovement of people, goods, and ideas throughouthistory.
Government in Mexico: Revolution andReformpp. 179–184
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
Mexico’s Changing Economypp. 185–189
6.1.10. Explain that people develop their ownmental maps or personal perceptions of places inthe world, that their experiences and cultureinfluence their perceptions, and that theseperceptions tend to influence their decision-making.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 21
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
6.6.7. Explain and evaluate the relationshipsbetween agricultural land uses and the environment(grazing, grain cropping, and tree farming).
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 8. Students identify and explainprocess of conflict and cooperation (political,economic, religious, etc.) among people in thecontemporary world at local, national, regional, andinternational scales.
Mexico’s Culture Todaypp. 190–194
6.3.1. Explain key migration patterns and theinterrelationships among migration, settlement,population distribution patterns, landforms, andclimates (e.g., East Indian-Polynesian).
6.3.2. Explain the concept of population dynamicsand, through maps, establish current world patternsof population distribution, density, and growth.
6.3.8. Identify the cultural contributions ofvarious ethnic groups in selected world regionsand countries, including the U.S.
6.4.1. Describe the worldwide trend towardurbanization and graph this trend.
Geographic Skills, 5. Students explain thehistorical migration of people, expansion anddisintegration of empires, and the growth ofeconomic systems. Identify spatial patterns in themovement of people, goods, and ideas throughouthistory.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 22
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Chapter 8 (pp. 200–227)Central America and the Caribbean Islands
Establishing Independencepp. 203–207
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.3.1. Explain key migration patterns and theinterrelationships among migration, settlement,population distribution patterns, landforms, andclimates (e.g., East Indian-Polynesian).
Chronology and Historical Interpretation, 6.Students recognize the role of chance, oversight,and error in history.
Geographic Skills, 5. Students explain thehistorical migration of people, expansion anddisintegration of empires, and the growth ofeconomic systems. Identify spatial patterns in themovement of people, goods, and ideas throughouthistory.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 23
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Building Economies and Culturespp. 208–213
6.2.5. Identify a region where natural disastersoccur frequently, and give examples of howinternational efforts bring aid to this region.
6.6.2. Identify ways in which occurrences in thenatural environment can be a hazard to humans:earthquakes, volcanic eruptions, tornadoes,flooding, hurricanes and cyclones, and lightningtriggered fires.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 13. Students distinguish factfrom opinion in historical narratives and stories.They know facts are true statements because theyare supported by reliable evidence and can cease tobe facts if new evidence renders previous evidencewrong or unreliable.
Cuba Todaypp. 215–220
6.1.3. Locate cardinal directions, poles, equator,hemispheres, continents, oceans, major mountainranges, and other major geographical features ofthe Eastern and Western hemispheres.
6.1.10. Explain that people develop their ownmental maps or personal perceptions of places inthe world, that their experiences and cultureinfluence their perceptions, and that theseperceptions tend to influence their decision-making.
6.3.9. Point out specific situations where human orcultural factors are involved in global conflict andidentify different viewpoints in the struggle. Createscenarios under which these cultural factors wouldno longer trigger conflict.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 24
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Guatemala Todaypp. 221–225
6.3.1. Explain key migration patterns and theinterrelationships among migration, settlement,population distribution patterns, landforms, andclimates (e.g., East Indian-Polynesian).
6.3.5. Map the distribution patterns of the world’smajor religions and identify architectural featuresassociated with each.
6.6.7. Explain and evaluate the relationshipsbetween agricultural land uses and the environment(grazing, grain cropping, and tree farming).
Chronology and Historical Interpretation, 8.Students interpret basic indicators of economicperformance and conduct cost-benefit analyses ofeconomic and political issues.
Geographic Skills, 5. Students explain thehistorical migration of people, expansion anddisintegration of empires, and the growth ofeconomic systems. Identify spatial patterns in themovement of people, goods, and ideas throughouthistory.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 25
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Chapter 9 (pp. 228–257)South America
Establishing Independencepp. 231–235
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.3.1. Explain key migration patterns and theinterrelationships among migration, settlement,population distribution patterns, landforms, andclimates (e.g., East Indian-Polynesian).
6.3.3. Identify the demographic structure of apopulation and reasons for variations betweenplaces, including developing and developednations.
6.3.10. Identify international organizations ofglobal power and influence (e.g., the North AtlanticTreaty Organization/ NATO, the United Nations,the European Union, the African Union, theAssociation of Southeast Asian Nations/ASEAN,the Non-Aligned Movement) and form committeesto report on the influence and limits to influence ofeach one.
Chronology and Historical Interpretation, 1.Students explain how major events are related toone another in time.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 5. Students explain thehistorical migration of people, expansion anddisintegration of empires, and the growth ofeconomic systems. Identify spatial patterns in themovement of people, goods, and ideas throughouthistory.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 26
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Building Economics and Culturespp. 238–242
6.1.10. Explain that people develop their ownmental maps or personal perceptions of places inthe world, that their experiences and cultureinfluence their perceptions, and that theseperceptions tend to influence their decision-making.
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.3.1. Explain key migration patterns and theinterrelationships among migration, settlement,population distribution patterns, landforms, andclimates (e.g., East Indian-Polynesian).
6.3.3. Identify the demographic structure of apopulation and reasons for variations betweenplaces, including developing and developednations.
6.4.1. Describe the worldwide trend towardurbanization and graph this trend.
6.4.3. Explain that the internal structure of citiesvaries in different regions of the world and giveexamples.
6.4.5. Map the worldwide occurrence of the threemajor economic systems: traditional, command,and market. Describe the characteristics of eachand identify influences leading to potential change.
6.4.7. Explain how change in communication andtransportation technology is contributing to bothcultural convergence and divergence. Explain howplaces and regions serve as cultural symbols (e.g.,Jerusalem as a sacred place for Jews, Christians,and Muslims).
6.6.5. Analyze world patterns of resourcedistribution and utilization, and explain theconsequences of use of renewable andnonrenewable resources.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 27
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
6.6.7. Explain and evaluate the relationshipsbetween agricultural land uses and the environment(grazing, grain cropping, and tree farming).
Chronology and Historical Interpretation, 8.Students interpret basic indicators of economicperformance and conduct cost-benefit analyses ofeconomic and political issues.
Geographic Skills, 5. Students explain thehistorical migration of people, expansion anddisintegration of empires, and the growth ofeconomic systems. Identify spatial patterns in themovement of people, goods, and ideas throughouthistory.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
Brazil Todaypp. 243–247
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.3.1. Explain key migration patterns and theinterrelationships among migration, settlement,population distribution patterns, landforms, andclimates (e.g., East Indian-Polynesian).
6.3.2. Explain the concept of population dynamicsand, through maps, establish current world patternsof population distribution, density, and growth.
6.6.1. Identify human-caused threats to the world’senvironment: atmospheric and surface pollution,deforestation, desertification, salinization, over-fishing, urban sprawl, and species extinction.
6.6.7. Explain and evaluate the relationshipsbetween agricultural land uses and the environment(grazing, grain cropping, and tree farming).
Chronology and Historical Interpretation, 8.Students interpret basic indicators of economicperformance and conduct cost-benefit analyses ofeconomic and political issues.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 28
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 5. Students explain thehistorical migration of people, expansion anddisintegration of empires, and the growth ofeconomic systems. Identify spatial patterns in themovement of people, goods, and ideas throughouthistory.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
Geographic Skills, 13. Students distinguish factfrom opinion in historical narratives and stories.They know facts are true statements because theyare supported by reliable evidence and can cease tobe facts if new evidence renders previous evidencewrong or unreliable.
Peru Todaypp. 250–254
6.1.3. Locate cardinal directions, poles, equator,hemispheres, continents, oceans, major mountainranges, and other major geographical features ofthe Eastern and Western hemispheres.
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.3.1. Explain key migration patterns and theinterrelationships among migration, settlement,population distribution patterns, landforms, andclimates (e.g., East Indian-Polynesian).
6.6.5. Analyze world patterns of resourcedistribution and utilization, and explain theconsequences of use of renewable andnonrenewable resources.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 29
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 5. Students explain thehistorical migration of people, expansion anddisintegration of empires, and the growth ofeconomic systems. Identify spatial patterns in themovement of people, goods, and ideas throughouthistory.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 30
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Unit 4Europe, Russia, and the Independent Republics
(pp. 258–405)Chapter 10 (pp. 270–297)Western Europe: Its Land and Early History
A Land of Varied Richespp. 273–277
6.2.1. Name and locate the world’s continents,major bodies of water, major mountain ranges,major river systems, major countries, and majorcities.
6.5.4. Identify and account for the distributionpattern of the world’s climates.
Ancient Greecepp. 278–282
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.3.1. Explain key migration patterns and theinterrelationships among migration, settlement,population distribution patterns, landforms, andclimates (e.g., East Indian-Polynesian).
6.3.5. Map the distribution patterns of the world’smajor religions and identify architectural featuresassociated with each.
6.4.4. Analyze the changing structure and functionsof cities over time.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 5. Students explain thehistorical migration of people, expansion anddisintegration of empires, and the growth ofeconomic systems. Identify spatial patterns in themovement of people, goods, and ideas throughouthistory.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 31
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Geographic Skills, 13. Students distinguish factfrom opinion in historical narratives and stories.They know facts are true statements because theyare supported by reliable evidence and can cease tobe facts if new evidence renders previous evidencewrong or unreliable.
Ancient Romepp. 284–289
6.1.3. Locate cardinal directions, poles, equator,hemispheres, continents, oceans, major mountainranges, and other major geographical features ofthe Eastern and Western hemispheres.
6.4.4. Analyze the changing structure and functionsof cities over time.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 13. Students distinguish factfrom opinion in historical narratives and stories.They know facts are true statements because theyare supported by reliable evidence and can cease tobe facts if new evidence renders previous evidencewrong or unreliable.
Time of Change: The Middle Agespp. 290–295
6.4.4. Analyze the changing structure and functionsof cities over time.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 32
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Chapter 11 (pp. 298–325)The Growth of New Ideas
Renaissance Connectionspp. 301–306
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.2.2. Give examples and analyze ways in whichpeople’s changing views of places and regionsreflect cultural change.
6.2.3. Explain that the concept of “region” hasbeen devised bsy people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
Geographic Skills, 7. Students assess howpeople’s changing perceptions of geographicfeatures have led to changes in human societies.They study current events to describe how people’sexperiences of diverse cultures and placesinfluences their perceptions and viewpoints.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
Traders, Explorers, and Colonistspp. 307–311
6.1.3. Locate cardinal directions, poles, equator,hemispheres, continents, oceans, major mountainranges, and other major geographical features ofthe Eastern and Western hemispheres.
Chronology and Historical Interpretation, 6.Students recognize the role of chance, oversight,and error in history.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 33
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
The Age of Revolutionpp. 313–317
6.3.2. Explain the concept of population dynamicsand, through maps, establish current world patternsof population distribution, density, and growth.
6.6.1. Identify human-caused threats to the world’senvironment: atmospheric and surface pollution,deforestation, desertification, salinization, over-fishing, urban sprawl, and species extinction.
The Russian Empirepp. 318–322
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
Geographic Skills, 13. Students distinguish factfrom opinion in historical narratives and stories.They know facts are true statements because theyare supported by reliable evidence and can cease tobe facts if new evidence renders previous evidencewrong or unreliable.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 34
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Chapter 12 (pp. 326–349)Europe: War and Change
European Empirespp. 329–322
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Europe at Warpp. 333–338
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.3.10. Identify international organizations ofglobal power and influence (e.g., the North AtlanticTreaty Organization/ NATO, the United Nations,the European Union, the African Union, theAssociation of Southeast Asian Nations/ASEAN,the Non-Aligned Movement) and form committeesto report on the influence and limits to influence ofeach one.
Chronology and Historical Interpretation, 3.Students explain the central issues and problemsfrom the past, placing people and events in a matrixof time and place.
Geographic Skills, 13. Students distinguish factfrom opinion in historical narratives and stories.They know facts are true statements because theyare supported by reliable evidence and can cease tobe facts if new evidence renders previous evidencewrong or unreliable.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 35
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
The Soviet Unionpp. 342–347
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.1.10. Explain that people develop their ownmental maps or personal perceptions of places inthe world, that their experiences and cultureinfluence their perceptions, and that theseperceptions tend to influence their decision-making.
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.3.1. Explain key migration patterns and theinterrelationships among migration, settlement,population distribution patterns, landforms, andclimates (e.g., East Indian-Polynesian).
6.3.10. Identify international organizations ofglobal power and influence (e.g., the North AtlanticTreaty Organization/ NATO, the United Nations,the European Union, the African Union, theAssociation of Southeast Asian Nations/ASEAN,the Non-Aligned Movement) and form committeesto report on the influence and limits to influence ofeach one.
Geographic Skills, 5. Students explain thehistorical migration of people, expansion anddisintegration of empires, and the growth ofeconomic systems. Identify spatial patterns in themovement of people, goods, and ideas throughouthistory.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
Geographic Skills, 14. Students distinguishrelevant from irrelevant information, essential fromincidental information and verifiable fromunverifiable information in historical narratives andstories.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 36
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Chapter 13 (pp. 350–375)Modern Europe
Eastern Europe Under Communismpp. 353–358
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.3.3. Identify the demographic structure of apopulation and reasons for variations betweenplaces, including developing and developednations.
6.3.8. Identify the cultural contributions ofvarious ethnic groups in selected world regionsand countries, including the U.S.
6.3.10. Identify international organizations ofglobal power and influence (e.g., the North AtlanticTreaty Organization/ NATO, the United Nations,the European Union, the African Union, theAssociation of Southeast Asian Nations/ASEAN,the Non-Aligned Movement) and form committeesto report on the influence and limits to influence ofeach one.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
Geographic Skills, 13. Students distinguish factfrom opinion in historical narratives and stories.They know facts are true statements because theyare supported by reliable evidence and can cease tobe facts if new evidence renders previous evidencewrong or unreliable.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 37
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Eastern Europe and Russiapp. 360–366
6.1.3. Locate cardinal directions, poles, equator,hemispheres, continents, oceans, major mountainranges, and other major geographical features ofthe Eastern and Western hemispheres.
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.3.7. Map the distribution pattern of the world’smajor languages and explain the concept of alingua franca (a widely used second language; alanguage of trade and communication).
6.3.10. Identify international organizations ofglobal power and influence (e.g., the North AtlanticTreaty Organization/ NATO, the United Nations,the European Union, the African Union, theAssociation of Southeast Asian Nations/ASEAN,the Non-Aligned Movement) and form committeesto report on the influence and limits to influence ofeach one.
6.6.1. Identify human-caused threats to the world’senvironment: atmospheric and surface pollution,deforestation, desertification, salinization, over-fishing, urban sprawl, and species extinction.
6.6.5. Analyze world patterns of resourcedistribution and utilization, and explain theconsequences of use of renewable andnonrenewable resources.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 6. Students study currentevents to identify the characteristics, distribution,and complexity of earth’s cultural mosaics.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 38
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
The European Unionpp. 367–371
6.1.7. Locate and define various large regions inthe Eastern and Western hemispheres, and dividethose regions into smaller regions based on race,language, nationality, or religion.
6.1.10. Explain that people develop their ownmental maps or personal perceptions of places inthe world, that their experiences and cultureinfluence their perceptions, and that theseperceptions tend to influence their decision-making.
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.3.1. Explain key migration patterns and theinterrelationships among migration, settlement,population distribution patterns, landforms, andclimates (e.g., East Indian-Polynesian).
6.3.10. Identify international organizations ofglobal power and influence (e.g., the North AtlanticTreaty Organization/ NATO, the United Nations,the European Union, the African Union, theAssociation of Southeast Asian Nations/ASEAN,the Non-Aligned Movement) and form committeesto report on the influence and limits to influence ofeach one.
Geographic Skills, 5. Students explain thehistorical migration of people, expansion anddisintegration of empires, and the growth ofeconomic systems. Identify spatial patterns in themovement of people, goods, and ideas throughouthistory.
Geographic Skills, 6. Students study currentevents to identify the characteristics, distribution,and complexity of earth’s cultural mosaics.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 39
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
Chapter 14 (pp. 376–405)Europe Today
The United Kingdompp. 379–383
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.3.8. Identify the cultural contributions ofvarious ethnic groups in selected world regionsand countries, including the U.S.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
Swedenpp. 384–387
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.3.8. Identify the cultural contributions ofvarious ethnic groups in selected world regionsand countries, including the U.S.
Francepp. 390–393
6.1.3. Locate cardinal directions, poles, equator,hemispheres, continents, oceans, major mountainranges, and other major geographical features ofthe Eastern and Western hemispheres.
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 40
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Germanypp. 394–397
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.3.8. Identify the cultural contributions ofvarious ethnic groups in selected world regionsand countries, including the U.S.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
Polandpp. 399–403
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 41
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Unit 5North Africa and Southwest Asia
(pp. 406–481)Chapter 15 (pp. 416–445)
North Africa and Southwest Asia: Place and TimesPhysical Geographypp. 419–422
6.2.1. Name and locate the world’s continents,major bodies of water, major mountain ranges,major river systems, major countries, and majorcities.
6.5.4. Identify and account for the distributionpattern of the world’s climates.
6.5.5. Describe distinct patterns of naturalvegetation and biodiversity and their relations toworld climate patterns.
6.5.6. Integrate understandings concerning thephysical processes that shape Earth’s surface andresult in existing landforms: plate tectonics,mountain building, erosion, and deposition.
6.5.7. Give specific examples, in terms of placeswhere they occur, of the physical processes thatshape Earth’s surface.
6.5.8. Describe the ways in which Earth’s physicalprocesses are dynamic and interactive.
6.6.2. Identify ways in which occurrences in thenatural environment can be a hazard to humans:earthquakes, volcanic eruptions, tornadoes,flooding, hurricanes and cyclones, and lightningtriggered fires.
6.6.6. Assess how people’s perceptions of theirrelationship to natural phenomena have changedover time and analyze how these changingperceptions are reflected in human activity and landuse.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 42
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Geographic Skills, 13. Students distinguish factfrom opinion in historical narratives and stories.They know facts are true statements because theyare supported by reliable evidence and can cease tobe facts if new evidence renders previous evidencewrong or unreliable.
Ancient Mesopotamia and the FertileCrescentpp. 423–427Ancient Egyptpp. 429–433
6.1.10. Explain that people develop their ownmental maps or personal perceptions of places inthe world, that their experiences and cultureinfluence their perceptions, and that theseperceptions tend to influence their decision-making.
6.5.6. Integrate understandings concerning thephysical processes that shape Earth’s surface andresult in existing landforms: plate tectonics,mountain building, erosion, and deposition.
6.5.7. Give specific examples, in terms of placeswhere they occur, of the physical processes thatshape Earth’s surface.
6.5.8. Describe the ways in which Earth’s physicalprocesses are dynamic and interactive.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 43
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Birthplace of Three Religionspp. 435–439
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.3.5. Map the distribution patterns of the world’smajor religions and identify architectural featuresassociated with each.
6.4.7. Explain how change in communication andtransportation technology is contributing to bothcultural convergence and divergence. Explain howplaces and regions serve as cultural symbols (e.g.,Jerusalem as a sacred place for Jews, Christians,and Muslims).
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
Muslim Empirespp. 440–443
6.3.5. Map the distribution patterns of the world’smajor religions and identify architectural featuresassociated with each.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 44
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Chapter 16 (pp. 446–481)North Africa and Southwest Asia Today
A Troubled Centurypp. 449–453
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.3.6. Describe the effect of religion on worldeconomic development patterns, cultural conflict,and social integration.
6.3.10. Identify international organizations ofglobal power and influence (e.g., the North AtlanticTreaty Organization/ NATO, the United Nations,the European Union, the African Union, theAssociation of Southeast Asian Nations/ASEAN,the Non-Aligned Movement) and form committeesto report on the influence and limits to influence ofeach one.
Chronology and Historical Interpretation, 1.Students explain how major events are related toone another in time.
Chronology and Historical Interpretation, 2.Students construct various time lines of key events,people, and periods of the historical era they arestudying.
Chronology and Historical Interpretation, 3.Students explain the central issues and problemsfrom the past, placing people and events in a matrixof time and place.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 6. Students study currentevents to identify the characteristics, distribution,and complexity of earth’s cultural mosaics.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 45
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Geographic Skills, 8. Students identify and explainprocess of conflict and cooperation (political,economic, religious, etc.) among people in thecontemporary world at local, national, regional, andinternational scales.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
Resources and Religionpp. 455–459
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.3.1. Explain key migration patterns and theinterrelationships among migration, settlement,population distribution patterns, landforms, andclimates (e.g., East Indian-Polynesian).
6.3.5. Map the distribution patterns of the world’smajor religions and identify architectural featuresassociated with each.
6.4.7. Explain how change in communication andtransportation technology is contributing to bothcultural convergence and divergence. Explain howplaces and regions serve as cultural symbols (e.g.,Jerusalem as a sacred place for Jews, Christians,and Muslims).
6.4.8. Summarize how cultural norms in a regioninfluence different economic activities of men andwomen, including literacy, occupations, clothing,and property rights.
6.4.9. Identify patterns of economic activity interms of primary (growing or extracting),secondary (manufacturing), and tertiary(distributing and services) activities.
6.6.5. Analyze world patterns of resourcedistribution and utilization, and explain theconsequences of use of renewable andnonrenewable resources.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 46
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
6.6.5. Analyze world patterns of resourcedistribution and utilization, and explain theconsequences of use of renewable andnonrenewable resources.
6.6.9. Explain why oil, one of the major resourcesof North Africa, West Africa, and Middle East, isimportant to the economic and political stability ofthe hemisphere and the world.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 5. Students explain thehistorical migration of people, expansion anddisintegration of empires, and the growth ofeconomic systems. Identify spatial patterns in themovement of people, goods, and ideas throughouthistory.
Geographic Skills, 9. Students explain the effectsof interactions between humans and naturalsystems, including how humans depend uponnatural resources and adapt to and affect the naturalenvironment.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 47
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Egypt Todaypp. 462–467
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.3.1. Explain key migration patterns and theinterrelationships among migration, settlement,population distribution patterns, landforms, andclimates (e.g., East Indian-Polynesian).
6.3.2. Explain the concept of population dynamicsand, through maps, establish current world patternsof population distribution, density, and growth.
6.4.3. Explain that the internal structure of citiesvaries in different regions of the world and giveexamples.
6.4.4. Analyze the changing structure and functionsof cities over time.
6.4.8. Summarize how cultural norms in a regioninfluence different economic activities of men andwomen, including literacy, occupations, clothing,and property rights.
6.4.9. Identify patterns of economic activity interms of primary (growing or extracting),secondary (manufacturing), and tertiary(distributing and services) activities.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 5. Students explain thehistorical migration of people, expansion anddisintegration of empires, and the growth ofeconomic systems. Identify spatial patterns in themovement of people, goods, and ideas throughouthistory.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 48
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Israel Todaypp. 470–473
6.3.1. Explain key migration patterns and theinterrelationships among migration, settlement,population distribution patterns, landforms, andclimates (e.g., East Indian-Polynesian).
Chronology and Historical Interpretation, 4.Students understand and distinguish cause, effect,sequence, and correlation in historical events,including the short-term causes or sparks fromlong-term causes.
Geographic Skills, 4. Students categorizecharacteristics of places in terms of whether theyare physical (natural) or cultural (human). Knowand apply the sub-categories of physical andcultural characteristics when describing any givenplace.
Geographic Skills, 5. Students explain thehistorical migration of people, expansion anddisintegration of empires, and the growth ofeconomic systems. Identify spatial patterns in themovement of people, goods, and ideas throughouthistory.
Turkey Todaypp. 476–479
6.3.10. Identify international organizations ofglobal power and influence (e.g., the North AtlanticTreaty Organization/ NATO, the United Nations,the European Union, the African Union, theAssociation of Southeast Asian Nations/ASEAN,the Non-Aligned Movement) and form committeesto report on the influence and limits to influence ofeach one.
Geographic Skills, 13. Students distinguish factfrom opinion in historical narratives and stories.They know facts are true statements because theyare supported by reliable evidence and can cease tobe facts if new evidence renders previous evidencewrong or unreliable.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 49
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Unit 6Africa South of the Sahara
(pp. 482–569)Chapter 17 (pp. 494–519)Africa South of the Sahara: Geography and History
The Geography of Africa South of theSaharapp. 497–501
6.1.10. Explain that people develop their ownmental maps or personal perceptions of places inthe world, that their experiences and cultureinfluence their perceptions, and that theseperceptions tend to influence their decision-making.
6.2.1. Name and locate the world’s continents,major bodies of water, major mountain ranges,major river systems, major countries, and majorcities.
6.5.4. Identify and account for the distributionpattern of the world’s climates.
6.5.5. Describe distinct patterns of naturalvegetation and biodiversity and their relations toworld climate patterns.
6.5.6. Integrate understandings concerning thephysical processes that shape Earth’s surface andresult in existing landforms: plate tectonics,mountain building, erosion, and deposition.
6.5.7. Give specific examples, in terms of placeswhere they occur, of the physical processes thatshape Earth’s surface.
6.5.8. Describe the ways in which Earth’s physicalprocesses are dynamic and interactive.
6.6.1. Identify human-caused threats to the world’senvironment: atmospheric and surface pollution,deforestation, desertification, salinization, over-fishing, urban sprawl, and species extinction.
6.6.4. Evaluate how and why the ability of Earth tofeed its people has changed over time.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 50
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
6.6.6. Assess how people’s perceptions of theirrelationship to natural phenomena have changedover time and analyze how these changingperceptions are reflected in human activity and landuse.
Chronology and Historical Interpretation, 6.Students recognize the role of chance, oversight,and error in history.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 8. Students identify and explainprocess of conflict and cooperation (political,economic, religious, etc.) among people in thecontemporary world at local, national, regional, andinternational scales.
Geographic Skills, 9. Students explain the effectsof interactions between humans and naturalsystems, including how humans depend uponnatural resources and adapt to and affect the naturalenvironment.
Geographic Skills, 13. Students distinguish factfrom opinion in historical narratives and stories.They know facts are true statements because theyare supported by reliable evidence and can cease tobe facts if new evidence renders previous evidencewrong or unreliable.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 51
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
African Cultures and Empirespp. 502–506
6.3.1. Explain key migration patterns and theinterrelationships among migration, settlement,population distribution patterns, landforms, andclimates (e.g., East Indian-Polynesian).
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 5. Students explain thehistorical migration of people, expansion anddisintegration of empires, and the growth ofeconomic systems. Identify spatial patterns in themovement of people, goods, and ideas throughouthistory.
The Impact of Colonialism on African Lifepp. 507–511
6.1.3. Locate cardinal directions, poles, equator,hemispheres, continents, oceans, major mountainranges, and other major geographical features ofthe Eastern and Western hemispheres.
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
The Road to Independencepp. 513–516
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 52
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Chapter 18 (pp. 520–541)Western and Central Africa
History and Political Changepp. 523–527
6.3.10. Identify international organizations ofglobal power and influence (e.g., the North AtlanticTreaty Organization/ NATO, the United Nations,the European Union, the African Union, theAssociation of Southeast Asian Nations/ASEAN,the Non-Aligned Movement) and form committeesto report on the influence and limits to influence ofeach one.
Geographic Skills, 8. Students identify and explainprocess of conflict and cooperation (political,economic, religious, etc.) among people in thecontemporary world at local, national, regional, andinternational scales.
Economies and Culturespp. 530–534
6.4.3. Explain that the internal structure of citiesvaries in different regions of the world and giveexamples.
Nigeria Todaypp. 536–539
6.3.3. Identify the demographic structure of apopulation and reasons for variations betweenplaces, including developing and developednations.
6.6.5. Analyze world patterns of resourcedistribution and utilization, and explain theconsequences of use of renewable andnonrenewable resources.
6.6.9. Explain why oil, one of the major resourcesof North Africa, West Africa, and Middle East, isimportant to the economic and political stability ofthe hemisphere and the world.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 53
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Chapter 19 (pp. 542–569)Eastern and Southern Africa
History and Governmentspp. 545–549
6.1.3. Locate cardinal directions, poles, equator,hemispheres, continents, oceans, major mountainranges, and other major geographical features ofthe Eastern and Western hemispheres.
6.3.1. Explain key migration patterns and theinterrelationships among migration, settlement,population distribution patterns, landforms, andclimates (e.g., East Indian-Polynesian).
Geographic Skills, 5. Students explain thehistorical migration of people, expansion anddisintegration of empires, and the growth ofeconomic systems. Identify spatial patterns in themovement of people, goods, and ideas throughouthistory.
Geographic Skills, 13. Students distinguish factfrom opinion in historical narratives and stories.They know facts are true statements because theyare supported by reliable evidence and can cease tobe facts if new evidence renders previous evidencewrong or unreliable.
Economies and Culturespp. 552–556
6.6.1. Identify human-caused threats to the world’senvironment: atmospheric and surface pollution,deforestation, desertification, salinization, over-fishing, urban sprawl, and species extinction.
Chronology and Historical Interpretation, 8.Students interpret basic indicators of economicperformance and conduct cost-benefit analyses ofeconomic and political issues.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 54
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
South Africa Todaypp. 560–563
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.3.3. Identify the demographic structure of apopulation and reasons for variations betweenplaces, including developing and developednations.
6.6.5. Analyze world patterns of resourcedistribution and utilization, and explain theconsequences of use of renewable andnonrenewable resources.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
Kenya Todaypp. 564–567
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.6.1. Identify human-caused threats to the world’senvironment: atmospheric and surface pollution,deforestation, desertification, salinization, over-fishing, urban sprawl, and species extinction.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 55
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Unit 7Southern Asia(pp. 570–661)
Chapter 20 (pp. 580–605)Southern Asia: Place and Times
Physical Geographypp. 583–589
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.2.1. Name and locate the world’s continents,major bodies of water, major mountain ranges,major river systems, major countries, and majorcities.
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.5.4. Identify and account for the distributionpattern of the world’s climates.
6.5.6. Integrate understandings concerning thephysical processes that shape Earth’s surface andresult in existing landforms: plate tectonics,mountain building, erosion, and deposition.
6.5.7. Give specific examples, in terms of placeswhere they occur, of the physical processes thatshape Earth’s surface.
6.5.8. Describe the ways in which Earth’s physicalprocesses are dynamic and interactive.
6.6.1. Identify human-caused threats to the world’senvironment: atmospheric and surface pollution,deforestation, desertification, salinization, over-fishing, urban sprawl, and species extinction.
6.6.2. Identify ways in which occurrences in thenatural environment can be a hazard to humans:earthquakes, volcanic eruptions, tornadoes,flooding, hurricanes and cyclones, and lightningtriggered fires.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 56
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
6.6.7. Explain and evaluate the relationshipsbetween agricultural land uses and the environment(grazing, grain cropping, and tree farming).
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
Geographic Skills, 13. Students distinguish factfrom opinion in historical narratives and stories.They know facts are true statements because theyare supported by reliable evidence and can cease tobe facts if new evidence renders previous evidencewrong or unreliable.
Ancient Indiapp. 591–596
6.3.8. Identify the cultural contributions ofvarious ethnic groups in selected world regionsand countries, including the U.S.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 57
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Ancient Crossroadspp. 598–603
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.3.1. Explain key migration patterns and theinterrelationships among migration, settlement,population distribution patterns, landforms, andclimates (e.g., East Indian-Polynesian).
6.3.7. Map the distribution pattern of the world’smajor languages and explain the concept of alingua franca (a widely used second language; alanguage of trade and communication).
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 5. Students explain thehistorical migration of people, expansion anddisintegration of empires, and the growth ofeconomic systems. Identify spatial patterns in themovement of people, goods, and ideas throughouthistory.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 58
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Chapter 21 (pp. 606–639)India and Its Neighbors
Historypp. 609–613
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
Governmentspp. 615–619
6.4.8. Summarize how cultural norms in a regioninfluence different economic activities of men andwomen, including literacy, occupations, clothing,and property rights.
Economiespp. 622–625
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.4.5. Map the worldwide occurrence of the threemajor economic systems: traditional, command,and market. Describe the characteristics of eachand identify influences leading to potential change.
6.4.8. Summarize how cultural norms in a regioninfluence different economic activities of men andwomen, including literacy, occupations, clothing,and property rights.
The Culture of Indiapp. 626–629
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.3.7. Map the distribution pattern of the world’smajor languages and explain the concept of alingua franca (a widely used second language; alanguage of trade and communication).
6.4.7. Explain how change in communication andtransportation technology is contributing to bothcultural convergence and divergence. Explain howplaces and regions serve as cultural symbols (e.g.,Jerusalem as a sacred place for Jews, Christians,and Muslims).
6.4.8. Summarize how cultural norms in a regioninfluence different economic activities of men andwomen, including literacy, occupations, clothing,and property rights.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 59
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
Pakistanpp. 631–635
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.3.6. Describe the effect of religion on worldeconomic development patterns, cultural conflict,and social integration.
6.6.1. Identify human-caused threats to the world’senvironment: atmospheric and surface pollution,deforestation, desertification, salinization, over-fishing, urban sprawl, and species extinction.
6.6.5. Analyze world patterns of resourcedistribution and utilization, and explain theconsequences of use of renewable andnonrenewable resources.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 60
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Chapter 22 (pp. 640–661)Southeast Asia Today
History and Governmentspp. 643–647
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.3.5. Map the distribution patterns of the world’smajor religions and identify architectural featuresassociated with each.
6.3.10. Identify international organizations ofglobal power and influence (e.g., the North AtlanticTreaty Organization/ NATO, the United Nations,the European Union, the African Union, theAssociation of Southeast Asian Nations/ASEAN,the Non-Aligned Movement) and form committeesto report on the influence and limits to influence ofeach one.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
Geographic Skills, 13. Students distinguish factfrom opinion in historical narratives and stories.They know facts are true statements because theyare supported by reliable evidence and can cease tobe facts if new evidence renders previous evidencewrong or unreliable.
Economies and Culturespp. 650–653
6.4.6. Explain the meaning of the wordinfrastructure and analyze its relationship to acountry’s level of development.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 61
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Vietnam Todaypp. 655–659
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.3.9. Point out specific situations where human orcultural factors are involved in global conflict andidentify different viewpoints in the struggle. Createscenarios under which these cultural factors wouldno longer trigger conflict.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 62
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Unit 8East Asia, Australia, Oceania, and Antarctica
(pp. 662–749)Chapter 23 (pp. 672–697)East Asia, Australia, and Oceania: Land and History
Physical Geographypp. 675–680
6.2.1. Name and locate the world’s continents,major bodies of water, major mountain ranges,major river systems, major countries, and majorcities.
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.2.5. Identify a region where natural disastersoccur frequently, and give examples of howinternational efforts bring aid to this region.
6.5.4. Identify and account for the distributionpattern of the world’s climates.
6.5.6. Integrate understandings concerning thephysical processes that shape Earth’s surface andresult in existing landforms: plate tectonics,mountain building, erosion, and deposition.
6.5.7. Give specific examples, in terms of placeswhere they occur, of the physical processes thatshape Earth’s surface.
6.5.8. Describe the ways in which Earth’s physicalprocesses are dynamic and interactive.6.5.9. Map with precision the occurrence ofearthquakes on Earth over a given period (at leastseveral months), and draw conclusions concerningregions of tectonic instability.
6.6.2. Identify ways in which occurrences in thenatural environment can be a hazard to humans:earthquakes, volcanic eruptions, tornadoes,flooding, hurricanes and cyclones, and lightningtriggered fires.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 63
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
Ancient Chinapp. 681–686
Geographic Skills, 13. Students distinguish factfrom opinion in historical narratives and stories.They know facts are true statements because theyare supported by reliable evidence and can cease tobe facts if new evidence renders previous evidencewrong or unreliable.
Ancient Japanpp. 690–694
6.1.10. Explain that people develop their ownmental maps or personal perceptions of places inthe world, that their experiences and cultureinfluence their perceptions, and that theseperceptions tend to influence their decision-making.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 64
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Chapter 24 (pp. 698–729)China and Its Neighbors
Establishing Modern Chinapp. 701–705
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
Chronology and Historical Interpretation, 6.Students recognize the role of chance, oversight,and error in history.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
The Governments of East Asiapp. 708–711
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
The Economies of East Asiapp. 712–715The Cultures of East Asiapp. 716–721
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.4.8. Summarize how cultural norms in a regioninfluence different economic activities of men andwomen, including literacy, occupations, clothing,and property rights.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 65
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Establishing Modern Japanpp. 722–726
6.3.2. Explain the concept of population dynamicsand, through maps, establish current world patternsof population distribution, density, and growth.
6.3.3. Identify the demographic structure of apopulation and reasons for variations betweenplaces, including developing and developednations.
6.4.1. Describe the worldwide trend towardurbanization and graph this trend.
6.4.2. Understand the relationships betweenchanging transportation technologies andincreasing urbanization.
6.4.3. Explain that the internal structure of citiesvaries in different regions of the world and giveexamples.
Geographic Skills, 2. Students use a variety ofmaps and documents to identify physical andcultural features of neighborhoods, cities, states,and countries. Students interpret historical mapsand charts.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 66
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Chapter 25 (pp. 730–749)Australia, New Zealand, Oceania, and Antarctica
History and Governmentspp. 733–736
6.1.4. Locate major countries of the Eastern andWestern hemispheres and principal bodies ofwater, regions, and mountains.
6.2.3. Explain that the concept of “region” hasbeen devised by people as a way of categorizing,interpreting, and ordering complex informationabout Earth.
6.3.1. Explain key migration patterns and theinterrelationships among migration, settlement,population distribution patterns, landforms, andclimates (e.g., East Indian-Polynesian).
Geographic Skills, 5. Students explain thehistorical migration of people, expansion anddisintegration of empires, and the growth ofeconomic systems. Identify spatial patterns in themovement of people, goods, and ideas throughouthistory.
Geographic Skills, 10. Students apply the conceptof region and their patterns of change to the studyof the natural and human characteristics of places.
Geographic Skills, 13. Students distinguish factfrom opinion in historical narratives and stories.They know facts are true statements because theyare supported by reliable evidence and can cease tobe facts if new evidence renders previous evidencewrong or unreliable.
District of Columbia Public Schools Social Studies Learning Standards,Grade 6 World Geography and Cultures andGrades 6–8 Historical and Social Sciences Analysis Skills correlated toMcDougal Littell World Cultures and Geography ©2007
Boldfaced italic standards are Power Standards. 67
World Cultures and Geography
District of Columbia Public SchoolsSocial Studies Learning Standards,
Grade 6 World Geography and Culturesand
Grades 6–8 Historical and Social SciencesAnalysis Skills
Economies and Culturespp. 737–740
6.3.1. Explain key migration patterns and theinterrelationships among migration, settlement,population distribution patterns, landforms, andclimates (e.g., East Indian-Polynesian).
6.3.3. Identify the demographic structure of apopulation and reasons for variations betweenplaces, including developing and developednations.
Geographic Skills, 5. Students explain thehistorical migration of people, expansion anddisintegration of empires, and the growth ofeconomic systems. Identify spatial patterns in themovement of people, goods, and ideas throughouthistory.
Antarcticapp. 742–745
6.1.3. Locate cardinal directions, poles, equator,hemispheres, continents, oceans, major mountainranges, and other major geographical features ofthe Eastern and Western hemispheres.
6.2.1. Name and locate the world’s continents,major bodies of water, major mountain ranges,major river systems, major countries, and majorcities.
6.5.4. Identify and account for the distributionpattern of the world’s climates.
Geographic Skills, 13. Students distinguish factfrom opinion in historical narratives and stories.They know facts are true statements because theyare supported by reliable evidence and can cease tobe facts if new evidence renders previous evidencewrong or unreliable.
DC 2412/2006
2007CC2
![DISTRICT OF COLUMBIA Traffic and Parking Collateral · PDF fileDISTRICT OF COLUMBIA Traffic and Parking Collateral List 2012 Edition ... Issue NOI. Failure to permit ... [DCMR § 16-401.2]](https://static.fdocuments.in/doc/165x107/5aa216c97f8b9ab4208c8e0a/district-of-columbia-traffic-and-parking-collateral-of-columbia-traffic-and-parking.jpg)
