Course: Grade 6 Social Studies
2010 – 2011
Austin ISD Curriculum Road Map
6th 6 Weeks –April 18, 2011 – June 1, 2011 (32 days)
Concept (Big Idea): Conflict and Change
Enduring Understanding: Geographers use specific terms to describe
absolute and relative location. Factors of location and space influence
where and how people live. Societal, economic and environmental forces
cause conflict and change. The geographic focus in the 6th six weeks is
on Africa.
Unit 1: Geographic Focus on Africa
Vocabulary: Sub-Sahara Desert, Sahel, Nile River, Congo River, Lake Chad,
desertification, drought
Concept Pacing: 29 days
Essential Questions:
1. How is Africa organized geographically?
2. How does conflict change the organization of the world?
3. How do forms of conflict appear in your life, your community and the world?
4. How can the outcome of conflict be positive or negative?
5. How do economic and environmental forces cause conflict?
6. How do changes in society lead to conflict?
7. How does conflict cause turmoil in people’s lives?
8. How does conflict affect my place in the world?
Unit Pacing: 4 days
Mandated by Texas Administrative Code (19 TAC §74.4), the English
Language Proficiency Standards (ELPS), present standards that outline
the instruction school districts must provide to ELLs in order for them to
have the full opportunity to learn English and to succeed academically.
The rule also clarifies that the ELPS are to be implemented as an integral
part of the instruction in each foundation and enrichment subject of the
TEKS. Please review the standards at:
http://www.tea.state.tx.us/curriculum/biling/elps.ht
Resources: Glencoe, Our World Today, Chapters 15, 16, and 17; atlas and maps
Arc 1: Mapping Africa
Resources: Glencoe, Our World Today, Chapters 15, 16, and 17; atlas and maps
Matrix #
201
Established Goals
TEKS Knowledge & Skill
6.4 Geography. The student
understands the concept of
location.
227
231
234
© 2010 Austin Independent School District
Established Goals
TEKS Student Expectation
6.4A locate major historical and
contemporary societies on maps
and globes
6.4B identify and explain the
geographic al factors responsible
for patterns of population in places
and regions
6.4C explain ways in which human
migration influences the character
of places and regions
6.4D identify and explain the
geographic factors responsible for
the location of economic activities
in places and regions
Arc Pacing: 4 days
Students Will Know…
Students will be able to….






Key terms: Sub-Sahara
Desert, Sahel, Nile River,
Congo River, Lake Chad,
desertification, drought
How to locate political and
physical features in Africa
How the shrinking of Lake
Chad has affected the area
socially and economically
Why people choose to settle in
particular areas
The economic factors
responsible for the economic
activities in regions
Course Grade 6 Social Studies
Page 1 of 11




Identify major landforms and
political entities in Africa.
Explain why people choose to
settle in particular places.
Identify the ways that human
migration causes physical,
economic, social and political
change.
Describe the cause and effects
of the shrinking of Lake Chad.
Explain how the physical
environment influences the
economy of a region.
updated 11/19/10
Course: Grade 6 Social Studies
Matrix #
807
801
Established Goals
TEKS Knowledge & Skill
6.21 Social studies skills. The
student understands how to
organize and interpret information.
6.22 Social studies skills. The
student understands how to use
social studies terminology.
2010 – 2011
Austin ISD Curriculum Road Map
6th 6 Weeks –April 18, 2011 – June 1, 2011 (32 days)
Established Goals
TEKS Student Expectation
6.21C organize and interpret
information from outlines, reports,
databases, and visuals including
graphs, charts, timelines, and
maps
6.22A use social studies
terminology correctly
Students Will Know…
Students will be able to….
Student Work Products/Assessment Evidence
Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student
work samples, observations, etc.)
Performance Tasks
 Students will complete political and physical maps of Asia.

Student Interactive Notebooks or learning logs.
 Students will create a poster showing the cause and effects of the shrinking
of Lake Chad.

Vocabulary activities, skilled based quizzes and/or short-cycle
assessments

Student work samples

Written work demonstrates knowledge of vocabulary
Lesson/Activity/Module
Outline Map Activity
Shrinking of Lake Chad
Teacher Resource
Lesson plan and handouts in PDF
portfolio
Lesson plan and handouts in PDF
portfolio
Learning Plan
Student Resource
Instructional handout in PDF portfolio
Technology (Media, website, etc.)
Handouts and reading in PDF
portfolio
Climate Change (pages 12-18 of the
hyperlinked PDF)
Unit 2: Conflict
Unit Pacing: 25 days
Unit Vocabulary: conflict, protest, verses, conquest, conquistadors, colony,
colonization, imperialism, epidemic, viruses, indigenous, Renaissance,
Industrial Revolution, printing press, Protestant Reformation, Leonardo da
Vinci, Martin Luther, Eli Whitney, nonviolent, conflict resolution, passive
resistance
© 2010 Austin Independent School District
Other
Mandated by Texas Administrative Code (19 TAC §74.4), the English
Language Proficiency Standards (ELPS), present standards that outline
the instruction school districts must provide to ELLs in order for them to
have the full opportunity to learn English and to succeed academically.
The rule also clarifies that the ELPS are to be implemented as an integral
part of the instruction in each foundation and enrichment subject of the
TEKS. Please review the standards at:
http://www.tea.state.tx.us/curriculum/biling/elps.ht
Course Grade 6 Social Studies
Page 2 of 11
updated 11/19/10
Course: Grade 6 Social Studies
2010 – 2011
Austin ISD Curriculum Road Map
6th 6 Weeks –April 18, 2011 – June 1, 2011 (32 days)
Resources: Glencoe, Our World Today, Chapters 1, 5, 9, 10,11, 12, 14, 15, 17, 20, 21, 22, 23 ; atlas and maps; Guns, Germs and Steel – Episode 2 and 3
(video found in campus library); Washington, D.C. Holocaust museum; video- Paper Clips Documentary(can be found in some campus libraries or at the video
store); Atom Bomb Museum; BrainPop
Arc 1: Ways to Describe Conflict
Resources: Glencoe, Our World Today, Chapters 1, 15; atlas and maps
Matrix #
126
608
609
629
Established Goals
TEKS Knowledge & Skill
6.2 History. The student
understands the contributions of
individuals and groups from
various cultures to selected
historical and contemporary
societies.
6.15 Culture. The student
understands the similarities and
differences within and among
cultures in different societies.
6.17 Culture. The student
understands relationships that
exist among world cultures.
613
610
823
6.21 Social studies skills. The
student applies critical-thinking
skills to organize and use
information acquired from a variety
of sources including electronic
technology.
© 2010 Austin Independent School District
Established Goals
TEKS Student Expectation
6.2A explain the significance of
individuals or groups from selected
societies, past and present
Arc Pacing: 2 days
Students Will Know…
Students will be able to….




6.15D identify and explain
examples of conflict and
cooperation between and among
cultures within selected societies
such as Belgium, Canada, and
Rwanda
6.17A explain aspects that link or
separate cultures and societies
6.17B explain the impact of
political boundaries that cut across
culture regions
6.17C analyze how culture traits
spread
6.17F evaluate the consequences
of improved communication among
cultures
6.21B analyze information by
sequencing, categorizing,
identifying cause-and-effect
relationships, comparing,
contrasting, finding the main idea,
summarizing, making
generalizations and predictions,
and drawing inferences and
conclusions





Key terms: conflict, protest,
verses
Why conflict and cooperation
occur in various societies
How to describe conflict in
their lives, school, country, and
world
How to classify conflict into
three broad categories
What factors unify or divide
cultures and societies
How cultural traits spread
How political boundaries that
cut across culture regions
impact a society
How advancements in
communication have changed
cultures
Course Grade 6 Social Studies






Page 3 of 11
Create a graphic organizer
describing the levels of conflict
in the world.
Describe the categories and
be prepared to classify conflict
as it is discussed throughout
the six weeks.
Explain factors that unify or
divide cultures and societies.
Explain the effects of political
boundaries that separate
culture regions.
Identify and explain examples
of conflict and cooperation
around the world.
Identify groups of people who
have come in conflict with
each other and/or who have
worked to resolve conflict.
Explain how improvements in
communication have changed
cultures.
updated 11/19/10
Course: Grade 6 Social Studies
Matrix #
811
Established Goals
TEKS Knowledge & Skill
6.22 Social studies skills. The
student communicates in written,
oral, and visual forms.
2010 – 2011
Austin ISD Curriculum Road Map
6th 6 Weeks –April 18, 2011 – June 1, 2011 (32 days)
Students Will Know…
Established Goals
TEKS Student Expectation
6.22D create written and visual
material such as journal entries,
reports, graphic organizers,
outlines, and bibliographies
Students will be able to….
Student Work Products/Assessment Evidence
Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student
work samples, observations, etc.)
Performance Tasks

Students will create a graphic organizer such as a webbing or concentric
circles illustration of the levels of conflict in the world.

Students will set a three column chart for ongoing use.
Lesson/Activity/Module
What is Conflict?
Teacher Resource

Student Interactive Notebooks or learning logs.

Vocabulary activities, skilled based quizzes and/or short-cycle
assessments

Student work samples

Written work demonstrates knowledge of vocabulary
Learning Plan
Student Resource
Technology (Media, website, etc.)
Other
Arc 2: Conquest
Arc Pacing: 7 days
Resources: Guns, Germs and Steel – Episode 2 and 3 (video can be found in campus library); Glencoe, Our World Today, Chapters 20, 21, 22, 23; atlas and
maps
Matrix #
111
205
Established Goals
TEKS Knowledge & Skill
Established Goals
TEKS Student Expectation
Students Will Know…
Students will be able to….
6.1 History. The student
understands that historical events
influence contemporary events.
6.1A describe characteristics of
selected contemporary societies
such as Bosnia and Northern
Ireland that resulted from historical
events or factors such as invasion,
conquests, colonization,
immigration, and trade
6.3A create thematic maps,
graphs, charts, models, and
databases depicting various
aspects of world regions and
countries such as population,
disease, and economic activities


6.3 Geography. The student uses
maps, globes, graphs, charts,
models, and databases to answer
geographic questions.
© 2010 Austin Independent School District


Key terms: conquest,
conquistadors, colony,
colonization, imperialism,
epidemic, viruses, indigenous
How to recognize conquest in
the movie Guns Germs and
Steel - episode 2.
The Columbian exchange is
the interchange of goods and
people in the old world and
new world as seen in Guns
Germs and Steel - episode 3.
Course Grade 6 Social Studies
Page 4 of 11


Chart the advantages of the
Spanish conquistadors and
disadvantages of the Native
Americans during the
European conquest of Latin
America.
Diagram the Columbian
exchange on a map.
Trace the effects of the
European scramble for Africa
to the current country borders
in existence today.
updated 11/19/10
Course: Grade 6 Social Studies
Matrix #
311
321
603
811
2010 – 2011
Austin ISD Curriculum Road Map
6th 6 Weeks –April 18, 2011 – June 1, 2011 (32 days)
Established Goals
TEKS Knowledge & Skill
Established Goals
TEKS Student Expectation
Students Will Know…
Students will be able to….
6.8 Economics. The student
understands the various ways in
which people organize economic
systems.
6.9 Economics. The student
understands the role factors of
production play in a society’s
economy.
6.15 Culture. The student
understands the similarities and
differences within and among
cultures in different societies.
6.22 Social studies skills. The
student communicates in written,
oral, and visual forms.
6.8C explain the impact of scarcity
on international trade and
economic interdependence among
societies
6.9B identify problems and issues
that may arise when one or more
of the factors of production is in
relatively short supply
6.15C analyze the similarities and
differences among selected world
societies




How Africa was conquered
during the age of European
imperialism.
How scarcity impacts
international trade and
economic interdependence
The ways selected world
societies are similar and
different
Compare and contrast
selected world societies.
6.22D create written and visual
material such as journal entries,
reports, graphic organizers,
outlines, and bibliographies
Student Work Products/Assessment Evidence
Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student
work samples, observations, etc.)
Performance Tasks

Students will create a chart listing the advantages of the Spanish
conquistadors and disadvantages of the Native America’s during the
European conquest of Latin America.

Student Interactive Notebooks or learning logs.


Vocabulary activities, skilled based quizzes and/or short-cycle
assessments
Students will create a map foldable including a map and diagram showing
the exchange from the Old World to the New World.

Student work samples

Students will analyze a map of colonial Africa and a map showing current
borders with countries independence dates to determine the relationship
between the two maps.

Written work demonstrates knowledge of vocabulary
Lesson/Activity/Module
Columbian Exchange
Imperialism in Africa
Teacher Resource
Learning Plan
Student Resource
Technology (Media, website, etc.)
Arc 3: Rise to Revolution
Resources: Glencoe, Our World Today, Chapters 9 and 10; atlas and maps
© 2010 Austin Independent School District
Course Grade 6 Social Studies
Other
Arc Pacing: 2 days
Page 5 of 11
updated 11/19/10
Course: Grade 6 Social Studies
Matrix #
126
127
412
413
410
415
406
Established Goals
TEKS Knowledge & Skill
Established Goals
TEKS Student Expectation
Students Will Know…
Students will be able to….
6.2 History. The student
understands the contributions of
individuals and groups from
various cultures to selected
historical and contemporary
societies.
6.2A explain the significance of
individuals or groups from selected
societies, past and present
6.2B describe the influence of
individual and group achievement
on selected historical or
contemporary societies
6.11A describe characteristics of
limited and unlimited governments
6.11B identify examples of limited
and unlimited governments
6.11C identify reasons for limiting
the power of government
6.11D compare limited and
unlimited governments
6.12A identify alternative ways of
organizing governments such as
rule by one, few, or many
6.12B identify examples of
governments with rule by one, few,
or many
6.12D compare how governments
function in selected world societies
such as China, Germany, India,
and Russia
6.20A give examples of scientific
discoveries and technological
innovations, including the roles of
scientists and inventors, that have
transcended the boundaries of
society and have shaped the world
6.20B explain how resources,
belief systems, economic factors,
and political decisions have
affected the use of technology
from place to place, culture to
culture, and society to society


6.11 Government. The student
understands the concepts of
limited governments, such as
constitutional and democratic
governments, and unlimited
government, such as totalitarian
and nondemocratic governments.
6.12 Government. The student
understands alternative ways of
organizing governments.
414
416
705
2010 – 2011
Austin ISD Curriculum Road Map
6th 6 Weeks –April 18, 2011 – June 1, 2011 (32 days)
6.20 Science, technology, and
society. The student understands
the relationships among science
and technology and political,
economic, and social issues and
events.
711
© 2010 Austin Independent School District







Key terms: Renaissance,
Industrial, Revolution, printing
press, Protestant Reformation,
Leonardo da Vinci, Martin
Luther, Eli Whitney
How the present relates to the
past through the European
progression from the
Renaissance to the Age of
Revolution
The characteristics of limited
and unlimited governments
Why governmental power is
limited
The similarities and
differences between limited
and unlimited governments
The various ways in which
governments are structured
How governments function in
selected countries around the
world
The point of view of
participants in historical events
from the Renaissance to the
Age of Revolution
Course Grade 6 Social Studies
Page 6 of 11
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




Profile three significant
individuals whose
contributions represent the
main ideas of the Renaissance
(da Vinci), Protestant
Reformation (Martin Luther)
and the Industrial Revolution
(Eli Whitney).
Compare and contrast limited
and unlimited governments.
Provide examples of different
types of governments.
Compare and contrast how
governments function in
countries around the world.
Explain why the power of the
government is limited.
List the characteristics of
limited and unlimited
governments.
Identify various points of view
on historical events from the
Renaissance to the Age of
Revolution.
updated 11/19/10
Course: Grade 6 Social Studies
Matrix #
823
Established Goals
TEKS Knowledge & Skill
6.21 Social studies skills. The
student applies critical-thinking
skills to organize and use
information acquired from a variety
of sources including electronic
technology.
818
819
2010 – 2011
Austin ISD Curriculum Road Map
6th 6 Weeks –April 18, 2011 – June 1, 2011 (32 days)
Established Goals
TEKS Student Expectation
6.21B analyze information by
sequencing, categorizing,
identifying cause-and-effect
relationships, comparing,
contrasting, finding the main idea,
summarizing, making
generalizations and predictions,
and drawing inferences and
conclusions
6.21D identify different points of
view about an issue or topic
6.21E identify the elements of
frame of reference that influenced
participants in an event
Students Will Know…
Students will be able to….
Student Work Products/Assessment Evidence
Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student
work samples, observations, etc.)
Performance Tasks

Students will gather facts and information to create a flip book detailing
the main ideas of movements and the individual’s contributions.
Lesson/Activity/Module
Renaissance to Revolution
Teacher Resource
© 2010 Austin Independent School District

Student Interactive Notebooks or learning logs.

Vocabulary activities, skilled based quizzes and/or short-cycle
assessments

Student work samples

Written work demonstrates knowledge of vocabulary
Learning Plan
Student Resource
Technology (Media, website, etc.)
Course Grade 6 Social Studies
Page 7 of 11
Other
updated 11/19/10
Course: Grade 6 Social Studies
2010 – 2011
Austin ISD Curriculum Road Map
6th 6 Weeks –April 18, 2011 – June 1, 2011 (32 days)
Arc 4: War
Arc Pacing: 8 days
Resources: Glencoe, Our World Today, Chapters 10, 11, 12, 14; Washington, D.C. Holocaust museum; video- Paper Clips Documentary (check in campus
library or at the video store); Atom Bomb Museum
Established Goals
TEKS Knowledge & Skill
Established Goals
TEKS Student Expectation
Students Will Know…
Students will be able to….
112
6.1 History. The student
understands that historical events
influence contemporary events.


235
6.5 Geography. The student
understands how geographic
factors influence the economic
development, political
relationships, and policies of
societies.
6.1 B analyze the historical
background of selected
contemporary societies to evaluate
relationships between past
conflicts and current conditions
6.5A explain factors such as
location, physical features,
transportation corridors and
barriers, and distribution of natural
resources that influence the
economic development and foreign
policies of societies
6.5B identify geographic factors
that influence a society's ability to
control territory and that shape the
domestic and foreign policies of
the society
6.12D compare how governments
function in selected world societies
such as China, Germany, India,
and Russia
6.20A give examples of scientific
discoveries and technological
innovations, including the roles of
scientists and inventors, that have
transcended the boundaries of
society and have shaped the world
6.20B explain how resources,
belief systems, economic factors,
and political decisions have
affected the use of technology
from place to place, culture to
culture, and society to society
Matrix #
233
416
6.12 Government. The student
understands alternative ways of
organizing governments.
705
6.20 Science, technology, and
society. The student understands
the relationships among science
and technology and political,
economic, and social issues and
events.
711
© 2010 Austin Independent School District





Key terms: propaganda,
Holocaust, regime, Mein
Kampf, swastika, Axis and
Allies, nuclear weapon,
Hiroshima, Nagasaki
The who, what, where, when
and why of World War I and
World War II and their
outcomes
Propaganda techniques by
groups to gain support for their
movements.
The history of Hitler’s rise to
power in Germany
The causes and effects of the
Holocaust
Examine the relationship
between Pearl Harbor and the
atomic bombing of Japan
Course Grade 6 Social Studies
Page 8 of 11




Read and analyze written text
to determine the causes,
events and outcomes of the
World Wars.
Identify examples of
propaganda techniques used
during World War I and World
War II.
Answer the question, how
Hitler rose to absolute power
in World War II.
Engage in discussion of the
Holocaust.
Express their opinions on the
use of nuclear weapons to end
World War II.
updated 11/19/10
Course: Grade 6 Social Studies
Matrix #
Established Goals
TEKS Knowledge & Skill
703
815
6.21 Social studies skills. The
student applies critical-thinking
skills to organize and use
information acquired from a variety
of sources including electronic
technology.
807
819
825
6.23 Social studies skills. The
student uses problem-solving and
decision-making skills, working
independently and with others, in a
variety of settings.
Austin ISD Curriculum Road Map
6th 6 Weeks –April 18, 2011 – June 1, 2011 (32 days)
Students Will Know…
Established Goals
TEKS Student Expectation
2010 – 2011
Students will be able to….
6.20C make predictions about
future social, economic, and
environmental consequences that
may result from future scientific
discoveries and technological
innovations
6.21A differentiate between,
locate, and use primary and
secondary sources such as
computer software; interviews;
biographies; oral, print, and visual
material; and artifacts to acquire
information about selected world
cultures
6.21C organize and interpret
information from outlines, reports,
databases, and visuals including
graphs, charts, timelines, and
maps
6.21E identify the elements of
frame of reference that influenced
participants in an event
6.23A use a problem-solving
process to identify a problem,
gather information, list and
consider options, consider
advantages and disadvantages,
choose and implement a solution,
and evaluate the effectiveness of
the solution
Student Work Products/Assessment Evidence
Performance Tasks



Students will read written text to fill in a who, what, where, when and why
graphic organizer.
Students will use notes to summarize Hitler’s rise to power and discuss
the probability of a similar situation in the future.
Students will express their opinion of the use of nuclear weapons in a
format such as a speech, political cartoon, debate, or letter.
© 2010 Austin Independent School District
Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student
work samples, observations, etc.)
 Student Interactive Notebooks or learning logs.
 Vocabulary activities, skilled based quizzes and/or short-cycle
assessments
 Student work samples
 Written work demonstrates knowledge of vocabulary
Course Grade 6 Social Studies
Page 9 of 11
updated 11/19/10
Course: Grade 6 Social Studies
Lesson/Activity/Module
World War I and II
2010 – 2011
Austin ISD Curriculum Road Map
6th 6 Weeks –April 18, 2011 – June 1, 2011 (32 days)
Teacher Resource
Learning Plan
Student Resource
Technology (Media, website, etc.)
Other
Arc 5: Peace and Conflict Resolution
Arc Pacing: 2 days
Resources: Brainpop- (on Mahatma Gandhi, Nelson Mandela, Martin Luther King, Jr., and Cesar Chavez); Glencoe, Our World Today, Chapters 5, 17; atlas
and maps
Matrix #
112
126
115
508
Established Goals
TEKS Knowledge & Skill
6.1 History. The student
understands that historical events
influence contemporary events.
6.2 History. The student
understands the contributions of
individuals and groups from
various cultures to selected
historical and contemporary
societies.
6.13 Citizenship. The student
understands that the nature of
citizenship varies among societies.
523
524
801
6.22 Social studies skills. The
student communicates in written,
oral, and visual forms.
© 2010 Austin Independent School District
Established Goals
TEKS Student Expectation
6.1B analyze the historical
background of selected
contemporary societies to evaluate
relationships between past
conflicts and current conditions
6.2A explain the significance of
individuals or groups from selected
societies, past and present
6.2B describe the influence of
individual and group achievement
on selected historical or
contemporary societies
6.13A describe roles and
responsibilities of citizens in
selected world societies including
the United States
6.13B explain how opportunities
for citizens to participate in and
influence the political process vary
among selected contemporary
societies
6.13C compare the role of citizens
in the United States with the role of
citizens from selected democratic
and nondemocratic contemporary
societies
6.22A use social studies
terminology correctly
Students Will Know…
Students will be able to….





Key terms: nonviolent conflict
resolution, passive resistance
Significant individuals:
Mahatma Gandhi, Nelson
Mandela, Martin Luther King,
Jr., and Cesar Chavez
The notable accomplishments
of Gandhi, Mandela, Martin
Luther King, Jr., and Cesar
Chavez in fostering world
peace
The ways citizens can
participate in and influence the
political process in
contemporary society
.
Course Grade 6 Social Studies
Page 10 of 11


Understand significant
excerpts from Mahatma
Gandhi, Nelson Mandela,
Martin Luther King Jr., and
Cesar Chavez, and rewrite the
excerpt in student-friendly
language.
Explain how Mahatma Gandhi,
Nelson Mandela, Martin Luther
King Jr., and Cesar Chavez
influenced past and present
historical events.
Identify opportunities for civic
participation in contemporary
world societies.
updated 11/19/10
Course: Grade 6 Social Studies
Matrix #
827
Established Goals
TEKS Knowledge & Skill
6.23 The student uses poblemsolving and decision-making skills,
working independently and with
others, in a variety of settings.
2010 – 2011
Austin ISD Curriculum Road Map
6th 6 Weeks –April 18, 2011 – June 1, 2011 (32 days)
Established Goals
TEKS Student Expectation
6.23B use a decision-making
process to identify a situation that
requires a decision, gather
information, identify options,
predict consequences, and take
action to implement a decision
Students Will Know…
Students will be able to….
Student Work Products/Assessment Evidence
Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student
work samples, observations, etc.)
Performance Tasks
 Students will read quotes from Mahatma Gandhi, Nelson Mandela, Martin
Luther King, Jr., and Cesar Chavez. Student will select one quote from
each to rewrite in student language.
Lesson/Activity/Module
Creating a Peace Chain
Teacher Resource
© 2010 Austin Independent School District

Student Interactive Notebooks or learning logs.

Vocabulary activities, skilled based quizzes and/or short-cycle
assessments

Student work samples

Written work demonstrates knowledge of vocabulary
Learning Plan
Student Resource
Course Grade 6 Social Studies
Technology (Media, website, etc.)
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Other
updated 11/19/10