6th GRADE

SOCIAL STUDIES

COURSE OF STUDY

SPECIAL EDUCATION

Mission Statement

The mission of the Findlay City Schools, a community partnership committed to educational excellence, is to instill in each student the knowledge, skills and virtues necessary to be lifelong learners who recognize their unique talents and purpose and use them in pursuit of their dreams and for service to a global society. This is accomplished through a passion for knowledge, discovery and vision shared by students, families, staff and community.

Beliefs Our beliefs form the ethical foundation of the Findlay City Schools. We believe….

• every person has worth • every individual can learn • family is the most important influence on the

development of personal values. • attitude is a choice and always affects performance • motivation and effort are necessary to achieve full

potential • honesty and integrity are essential for building

trust. • people are responsible for the choices they make. • performance is directly related to expectations. • educated citizens are essential for the survival of

the democratic process. • personal fulfillment requires the nurturing of mind,

body and spirit. • every individual has a moral and ethical obligation to

contribute to the well-being of society. • education is a responsibility shared by students,

family, staff and community. • the entire community benefits by investing its time,

resources and effort in educational excellence. • a consistent practice of shared morals and ethics is

essential for our community to thrive.

BENCHMARK O: Compare the defining characteristics of democracies, monarchies and dictatorships. TOPIC/UNIT: Government Time Line: Indicator (# 22): Explain the political concepts expressed in the United States Constitution.

KNOW

• The characteristics of a representative democracy.

• How checks and balances is

practiced.

• The characteristics of a democracy.

• The characteristics of a

monarchy.

• The characteristics of a dictatorship.

*Broad and current.

DO • Use a graphic organizer to

compare and contrast democracies, monarchies and dictatorships.

PRE-ASSESSMENT: ASSESSMENT:

GRAPHIC ORGANIZER & OR TECHNOLOGY:

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS:

BEST PRACTICES:

RESOURCES:

TESTING VOCABULARY: HISTORICAL/MODERN LINK:

BENCHMARK M: Explain why people institute governments, how they influence governments and how governments interact with each other. TOPIC/UNIT: Government Time Line: Indicator (#19): Analyze the principles of self-government and natural rights expressed in the Declaration of Independence and their relationship to Enlightenment ideas.

KNOW • That there is a Declaration of

Independence. • What is meant by the natural

rights including the right to life, liberty and the pursuit of happiness.

DO • Make aware of the Declaration of

Independence.

• Write an Individual Declaration of Independence.

• Discuss the Pledge of Allegiance

and its meaning. • Discuss the National Anthem and

its meaning.

PRE-ASSESSMENT: ASSESSMENT:

GRAPHIC ORGANIZER & OR TECHNOLOGY:

TESTING SKILL (S) & OR SAMPLE OGT TYPE QUESTIONS:

BEST PRACTICES:

RESOURCES:

TESTING VOCABULARY: HISTORICAL/MODERN LINK:

BENCHMARK N: Explain how the Declaration of Independence, the Articles of Confederation, the United States Constitution, including the Bill of Rights, and the Northwest Ordinance have provided for the protection of rights and the long-term future of a growing democracy. TOPIC/UNIT: Government Time Line: Indicator (# 24): Explain how specific provisions of the United States Constitution, including the Bill of Rights, limit the powers of government in order to protect the rights of individuals.

KNOW

• The characteristics of a

representative democracy. • How checks and balances are

used to prevent any one from gaining too much power.

• What protections are provided in the Bill of Rights.

• How the freedom of religion, speech, press, assembly and petition are protected in the First Amendment.

• How and why the accused are protected by the right to trial by jury and the right to counsel.

• What is meant by the concepts of due process and equal protection of the laws.

DO • Checks and Balances. • Group debate over local issues

such as curfew. • Apply the Bill Of Rights to

specific situations.

PRE-ASSESSMENT: ASSESSMENT:

GRAPHIC ORGANIZER & OR TECHNOLOGY:

TESTING SKILL (S) & OR SAMPLE OGT TYPE QUESTIONS:

BEST PRACTICES:

RESOURCES:

TESTING VOCABULARY: HISTORICAL/MODERN LINK:

BENCHMARK G: Analyze examples of interactions between cultural groups and explain the factors that contribute to cooperation and conflict. TOPIC/UNIT: People in Societies Time Line: Indicator (#10): Describe and explain the social, economic and political effects of stereotyping, prejudice, racism, and discrimination.

KNOW • What is meant by stereotyping

and prejudice (10). • The affects of stereotyping and

prejudice (10). • What are the harmful effects of

racism and discrimination (10). • What can cause institutionalized

racism and institutionalized discrimination (10).

DO

PRE-ASSESSMENT: ASSESSMENT:

GRAPHIC ORGANIZER & OR TECHNOLOGY:

TESTING SKILL (S) & OR SAMPLE OGT TYPE QUESTIONS:

BEST PRACTICES:

RESOURCES:

TESTING VOCABULARY: HISTORICAL/MODERN HOOK:

BENCHMARK H: Explain how contact between different cultures impacts the diffusion of belief systems, art, science, technology, language and forms of government. TOPIC/UNIT: People in Societies Time Line: Indicator (#14): Explain how the diverse peoples of the U.S. developed a common national identity.

KNOW

• The various religious groups and their impact on religion and culture in America. (9/11 impact)

• Each region has a unique way of

life and culture, but is joined together by a common spirit and cause.

DO

• Study a family’s ancestral heritage and ethnic roots.

PRE-ASSESSMENT: ASSESSMENT:

GRAPHIC ORGANIZER & OR TECHNOLOGY:

TESTING SKILL (S) & OR SAMPLE OGT TYPE QUESTIONS:

BEST PRACTICES:

RESOURCES:

TESTING VOCABULARY: HISTORICAL/MODERN HOOK:

BENCHMARK B: Describe the effects of interactions among civilizations during the 14th through the 18th centuries. TOPIC/UNIT: History/1st Global Age Time Line: Indicator (#2): Describe the political, religious and economic aspects of North American colonization.

KNOW

DO

• Describe the regional culture and tradition (of Findlay, family).

PRE-ASSESSMENT: ASSESSMENT:

GRAPHIC ORGANIZER & OR TECHNOLOGY:

TESTING SKILL (S) & OR SAMPLE OGT TYPE QUESTIONS:

BEST PRACTICES:

RESOURCES:

TESTING VOCABULARY:

HISTORICAL/MODERN HOOK:

BENCHMARK J: Explain how the endowment and development of productive resources affect economic decisions and global interactions. TOPIC/UNIT: Economics Time Line:

KNOW

• What is imported and exported (clothing, food). Local - Tall Timbers businesses.

• The varied ways of earning a

living.

DO

PRE-ASSESSMENT: ASSESSMENT:

GRAPHIC ORGANIZER & OR TECHNOLOGY:

TESTING SKILL (S) & OR SAMPLE OGT TYPE QUESTIONS:

BEST PRACTICES:

RESOURCES:

TESTING VOCABULARY: HISTORICAL/MODERN HOOK:

BENCHMARK C: Explain the causes and consequences of the American Revolution, with emphasis on both Colonial and British perspectives. TOPIC/UNIT: History Time Line: Indicator (#3): Identify and explain sources of conflict.

KNOW

DO

• Explain the significance (cause and effect) of each of the sources of conflict. (Current events, peer group).

• Chronological order in a

graphic organizer or timeline. • Debate the sources of conflict

using point of view.

PRE-ASSESSMENT: ASSESSMENT:

GRAPHIC ORGANIZER & OR TECHNOLOGY:

TESTING SKILL (S) & OR SAMPLE OGT TYPE QUESTIONS:

BEST PRACTICES:

RESOURCES:

TESTING VOCABULARY: HISTORICAL/MODERN LINK:

BENCHMARK A: Interpret relationships between events shown on multiple-tier time lines. TOPIC/UNIT: History/Chronology Time Line:

KNOW • Components necessary to design

an accurate timeline. Related to life timeline of paying bills.

• How to place events in sequential

order.

DO • Construct a current

timeline. • Interpret cause and effect

relationships of events.

PRE-ASSESSMENT: ASSESSMENT:

GRAPHIC ORGANIZER & OR TECHNOLOGY:

TESTING SKILL (S) & OR SAMPLE OGT TYPE QUESTIONS:

BEST PRACTICES:

RESOURCES:

TESTING VOCABULARY: HISTORICAL/MODERN LINK:

BENCHMARK: (A) Identify on a map the location of major physical and human features of each continent. TOPIC/UNIT: Geography/Location Time Line: Indicator (#__): On a map, identify places of relevance.

KNOW

• How to use the following types of maps:

Road map, distribution map, building maps, political map, weather map.

DO

• Locate & label: USA, Ohio, Hancock Co. & Findlay

• Find points of interest on a

road map. • Be able to navigate using a

map.

• Track weather, storm alerts, etc using a map.

PRE-ASSESSMENT: ASSESSMENT:

GRAPHIC ORGANIZER & OR TECHNOLOGY:

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS:

BEST PRACTICES:

RESOURCES:

TESTING VOCABULARY:

HISTORICAL/MODERN LINK:

BENCHMARK: (D) Explain reasons that people, products and ideas move from place to place and the effects of that movement on geographic patterns. TOPIC/UNIT: Geography/Places & regions Time Line: Indicator (#5): Identify charts and graphs that show patterns.

KNOW

• What a chart/graph represents.

• The parts of the

chart/graph.

DO

• Read a chart/graph. • Create & label a

chart/graph.

PRE-ASSESSMENT: ASSESSMENT:

GRAPHIC ORGANIZER & OR TECHNOLOGY:

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS:

BEST PRACTICES:

RESOURCES:

TESTING VOCABULARY:

HISTORICAL/MODERN LINK: