Barren County Schools 6th Grade District Curriculum 2012 Update 6/21/2016
Barren County Schools
6
th
Grade Curriculum
2012 Update
Shari Alexander
District Curriculum Resource Teacher
Barren County Schools
Language Arts
Curriculum
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READING STANDARDS FOR LITERATURE
Key Ideas and Details
1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on
meaning and tone.
5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
6. Explain how an author develops the point of view of the narrator or speaker in a text.
Integration of Knowledge and Ideas
7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they
“see” and “hear” when reading the text to what they perceive when they listen or watch.
8. (Not applicable to literature)
9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed
at the high end of the range.
READING STANDARDS: INFORMATIONAL TEXT
Key Ideas and Details
1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Integration of Knowledge and Ideas
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7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
WRITING STANDARDS
Text Types and Purposes
1. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons and evidence clearly.
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic
or text.
c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from the argument presented.
2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from the information or explanation presented.
3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
e. Provide a conclusion that follows from the narrated experiences or events.
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Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1–3 above.)
5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for
conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.)
6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to
type a minimum of three pages in a single sitting.
Research to Build and Present Knowledge
7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while
avoiding plagiarism and providing basic bibliographic information for sources.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in
terms of their approaches to similar themes and topics”).
b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons
and evidence from claims that are not”).
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
SPEAKING AND LISTENING STANDARDS
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others’
ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and
reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
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3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Presentation of Knowledge and Ideas
4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact,
adequate volume, and clear pronunciation.
5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page
52 for specific expectations.)
LANGUAGE STANDARDS
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Ensure that pronouns are in the proper case (subjective, objective, possessive).
b. Use intensive pronouns (e.g., myself, ourselves).
c. Recognize and correct inappropriate shifts in pronoun number and person.*
d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.*
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
b. Spell correctly.
Knowledge of Language
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Vary sentence patterns for meaning, reader/ listener interest, and style.*
b. Maintain consistency in style and tone.*
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or
its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
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5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., personification) in context.
b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
*Penmanship/Handwriting
Student writes consistently and proficiently in cursive on the majority of class assignments.
*Legible penmanship, although not KCAS, will be taught/reinforced throughout elementary school.
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Barren County Schools
Mathematics Curriculum
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Ratios and Proportional Relationships
Understand ratio concepts and use ratio reasoning to solve problems.
6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird
house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
6.RP.2: Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe
has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”
(Note: Expectations for unit rates in this grade are limited to non-complex fractions.)
6.RP.3: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line
diagrams, or equations.
a. Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate
plane. Use tables to compare ratios.
b. Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns
could be mowed in 35 hours? At what rate were lawns being mowed?
c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and
the percent.
d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
The Number System
Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
6.NS.1: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to
represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication
and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2
lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
Compute fluently with multi-digit numbers and find common factors and multiples.
6.NS.2: Fluently divide multi-digit numbers using the standard algorithm.
6.NS.3: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
6.NS.4: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the
distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For
example, express 36 + 8 as 4 (9 + 2).
Apply and extend previous understandings of numbers to the system of rational numbers.
6.NS.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero,
elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts,
explaining the meaning of 0 in each situation.
6.NS.6: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the
line and in the plane with negative number coordinates.
a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the
number itself, e.g., –(–3) = 3, and that 0 is its own opposite.
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b.
Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs,
the locations of the points are related by reflections across one or both axes.
c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on
a coordinate plane.
6.NS.7: Understand ordering and absolute value of rational numbers.
a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement
that –3 is located to the right of –7 on a number line oriented from left to right.
b. Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3° C > –7° C to express the fact that –3° C is warmer
than –7° C.
c. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity
in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars.
d. Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt
greater than 30 dollars.
6.NS.8: Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find
distances between points with the same first coordinate or the same second coordinate.
Expressions and Equations
Apply and extend previous understandings of arithmetic to algebraic expressions.
6.EE.1: Write and evaluate numerical expressions involving whole-number exponents.
6.EE.2: Write, read, and evaluate expressions in which letters stand for numbers.
a. Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y.
b. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity.
For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.
c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations,
including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For
example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2.
6.EE.3: Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent
expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to
produce the equivalent expression 3y.
6.EE.4: Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the
expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.
Reason about and solve one-variable equations and inequalities.
6.EE.5: Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use
substitution to determine whether a given number in a specified set makes an equation or inequality true.
6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown
number, or, depending on the purpose at hand, any number in a specified set.
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6.EE.7: Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational
numbers.
6.EE.8: Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x
< c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
Represent and analyze quantitative relationships between dependent and independent variables.
6.EE.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the
dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables
using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and
times, and write the equation d = 65t to represent the relationship between distance and time.
Geometry
Solve real-world and mathematical problems involving area, surface area, and volume.
6.G.1: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply
these techniques in the context of solving real-world and mathematical problems.
6.G.2: Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the
volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms
with fractional edge lengths in the context of solving real-world and mathematical problems.
6.G.3: Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the
same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.
6.G.4: Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in
the context of solving real-world and mathematical problems.
Develop understanding of statistical variability.
6.SP.1: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not
a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.
6.SP.2: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
6.SP.3: Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary
with a single number.
Summarize and describe distributions.
6.SP.4: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
6.SP.5: Summarize numerical data sets in relation to their context, such as by:
a. Reporting the number of observations.
b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall
pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
d.
Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
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Barren County Schools
Science Curriculum
Please note content is different from 6th Grade POS and CC Version 4.1. Strands
were combined to allow for depth of instruction over 5th and 6th grade. 5th Grade is Earth and
portions of Life. 6th Grade is Physical and portions of Life.
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Structure and Transformation of Matter
Technology Tools: Microscope, balance, thermometer, graduated cyclinder)
All matter composed of parts
Mixtures can be separated by physical properties
Distinguish between mixtures and compounds
Conservation of matter in a closed system
Chemical changes in matter
Physical changes in matter
Classification of substances
Classification of materials by physical properties of matter
Boiling point
Density
Solubility
Motions and Forces
Tools: timer, meter stick, balance, spring scale
Relationship between force and mass
Effects of variables on straight line motion
Invisible and Visible forces
Unbalanced forces
Friction is a force that turns the energy of motion into heat causing moving objects to slow unless additional force (energy) is added)
Relationship between force and mass
Changes in motion of an objected related to its mass or the amount of force acting on it
Effect of friction on moving objects and mechanical systems
Effect of friction on speed or direction
Speed
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Energy Transformations
Classify energy phenomena (heat/thermal energy, electrical energy, energy of position)
Kinetic or potential energy
Solar Energy
Electrical circuits (altering variables)
Electrical energy (evidenced by heat, light, sound and magnetic effects
Predictable interaction of light (refraction, absorption, scattering including reflection)
Predictable movement of heat energy
Interdependence
Biotic and abiotic factors
Limiting factors
Global interconnection of Earth systems
Environmental decisions
Unity and Diversity
Behavior is a response to internal or environmental stimulus
Heredity and experience affect behavioral response
Behavioral response requires communication of cells, organ systems, and organisms.
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Biological Science
Geological time scale
Adaptations
Homeostasis
Diversity of species
Survival/reproductive success and biological adaptations
Parents and offspring
Behavior/environment
Genetics
Regulation
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Barren County Schools
Social Studies Curriculum
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Big Idea: Government and Civics
The study of government and civics equips students to understand the nature of government and the unique characteristics of American democracy, including its fundamental
principles, structure, and the role of citizens. Understanding the historical development of structures of power, authority, and governance and their evolving functions in
contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full
participation in society and is a central purpose of the social studies.
Big Idea: Cultures and Societies
Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music,
literature, religion); however, there are universals connecting all cultures. Culture influences viewpoints, rules, and institutions in a global society. Students should understand that
people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them.
Big Idea: Economics
Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others,
the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an
increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies, and
governments.
Big Idea: Geography
Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge
to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and
how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and
to prepare for the future.
Big Idea: Historical Perspective
History is an account of events, people, ideas, and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present
and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people.
Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over
time in Kentucky, the United States and the World.
Note to sixth grade teachers: It is very important when studying geography for students to understand the organizers and be able to apply them across world regions (e.g.,
Europe, Russia, Middle East, Asia, South Pacific, Africa, and the Americas). When teachers are studying Asia, for example, they should look for examples in Asia of the
geographic organizers and not focus on every country within Asia. For example, consider the organizer, “Regions.” When applying this organizer to the study of Asia, students
should explore the human and physical characteristics that help to define Asia as a world region. It would be impossible for teachers to explore every country within Asia, apply
each core content standard, and accomplish anything but a superficial study of the region. However, a deep study of the organizers supported by the core content standards is
recommended. The application of the organizers should be focused on the present day.
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Asia
Essential Questions:
1. How have geographic features influenced past decisions in Asia?
2. How can the 5 themes of geography be used to interpret and evaluate the impact of human settlement and the interaction of humans with their environment
in Asia?
3. How have economic factors impacted societies and governments in Asia?
4. What role does government play in Asia?
5. How can man benefit from developing a greater appreciation of Asia?
6. Why is it important to study the history of Ancient India and China?
7. What role did geography play in the development of Ancient India and China?
8. How are cultural elements and social institutions reflected in ancient civilizations of India and China?
9. What is the influence of government and economics on the rise and fall of Ancient China and India?
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The student will demonstrate an understanding of modern governments of Eastern Asia and be able to describe the structure of the national governments of
India, Indonesia, China, and Japan.
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The student will evaluate the impact of government policies and individual behaviors on Asia’s environment.
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The student will describe the factors that cause economic growth and examine their presence or absence in Southern and Eastern Asian countries such as
Pakistan, India, China, and Indonesia.
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The student will describe different economic systems (traditional, command, market, mixed) and how they answer the basic economic questions (What to
produce? How to produce? For whom to produce?) and explain the basic types of economic systems found in India, China, and Japan
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The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on Southern and Eastern Asian
countries.
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The student will describe the diverse cultural characteristics of the people who live in Southern and Eastern Asia.
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The student will explain the impact of location, climate, physical characteristics, natural resources on Asia.
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The student will describe the diverse cultural characteristics of the people who live in Asia. and population size on Asian countries.
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The student will be able to describe and locate important physical and human characteristics in Southern and Eastern Asia.
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The student will explain the growth and development of Southern and Eastern Asia.
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The student will describe the policies of China that led to isolation and the reaction to western desire to trade with China.
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The student will describe the major developments in eastern Asia during the 20th century.
Africa
Essential Questions:
1. How have geographic features influenced past decisions in Africa?
2. How can the 5 themes of geography be used to interpret and evaluate the impact of human settlement and the
interaction of humans with their environment in Africa?
3. How have economic factors impacted societies and governments in Africa?
4. What role does government play in Asia?
5. How can man benefit from developing a greater appreciation of Africa?
6. Why is it important to study the history of Ancient Egypt?
7. What role did geography play in the development of Ancient Egypt?
8. How are cultural elements and social institutions reflected in Ancient Egyptian civilization?
9. What is the influence of government and economics on the rise and fall of Ancient Egypt?
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The student will demonstrate an understanding of the modern governments of Africa.
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The student will describe different economic systems (traditional, command, market, mixed) and how they answer the basic economic questions
(What to produce? How to produce? For whom to produce?) and explain the basic types of economic systems found in South Africa, Egypt,
Nigeria, and Morocco.
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The student will give examples of how voluntary trade benefits buyers and sellers in Africa over time.
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The student will describe the factors that influence economic growth and examine their presence or absence in such African countries as Chad,
South Africa, Nigeria, and Kenya.
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The student will be able to describe and locate the important physical and human characteristics of Africa.
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The student will discuss the impact of government policies and individual behaviors on the African environment.
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The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on African countries.
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The student will describe the cultural characteristics of different people who live in Africa.

The student will identify important African empires.

The student will explain the reasons for the African independence movement.

The student will describe major developments in Africa since independence.
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Americas
Essential Questions:
1. How have geographic features influenced past decisions in the Americas?
2. How can the 5 themes of geography be used to interpret and evaluate the impact of human settlement and the
interaction of humans with their environment in the Americas?
3. How have economic factors impacted societies and governments in the Americas?
4. What role does government play in the Americas?
5. How can man benefit from developing a greater appreciation of Americas?
 The student will explain the structure of national governments in Latin America and the Caribbean and Canada.

The student will describe different economic systems (traditional, command, market, mixed) and how they answer the basic economic questions
(What to produce? How to produce? For whom to produce?) and explain the basic types of economic systems found in Canada, Mexico, Cuba,
and Argentina.

The student will give examples of how voluntary trade benefits buyers and sellers in Latin America and the Caribbean and Canada.

The student will describe the factors that influence economic growth and examine their presence or absence in countries such as Canada,
Mexico, Brazil, and Argentina.

The student will be able to describe and locate the important physical and human characteristics of Latin America and the Caribbean and
Canada.

The student will discuss the impact of government policies and individual behaviors on Latin American and the Caribbean and Canadian
environments.

The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on Latin America and
the Caribbean and Canada.

The student will describe the cultural characteristics of Latin America and the Caribbean and Canada.

The student will explain the development of Latin America and the Caribbean and Canada as colonies of European nations and on through their
independence.

The student will analyze important 20th century issues in Latin America and the Caribbean and in Canada.
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Europe
Essential Questions:
1. How have geographic features influenced past decisions in Europe?
2. How can the 5 themes of geography be used to interpret and evaluate the impact of human settlement and the
interaction of humans with their environment in Europe?
3. How have economic factors impacted societies and governments in Europe?
4. What role does government play in Europe?
5. How can man benefit from developing a greater appreciation of Europe?

The student will describe modern European governments.

The student will describe different economic systems (traditional, command, market, mixed) and how they answer the basic economic questions
(What to produce? How to produce? For whom to produce?) and explain the basic types of economic systems found in England, Germany, and
Russia.

The student will give examples of how voluntary trade benefits buyers and sellers in Europe.

The student will describe the factors that cause economic growth and examine their presence or absence in countries such as England,
Germany, Russia, Poland, and Romania.

The student will be able to describe and locate the important physical and human characteristics of Europe.

The student will discuss the impact of government policies and individual behaviors on the European environment.

The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on Europe.

The student will describe the cultural characteristics of Europe.

The student will describe the civilizations at the time of the Columbian Exchange and the impact of European exploration on those
civilizations.

The student will describe major developments in Europe during the 20th century.
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Middle East
Essential Questions:
1. How have geographic features influenced past decisions in the Middle East?
2. How can the 5 themes of geography be used to interpret and evaluate the impact of human settlement and the
interaction of humans with their environment in the Middle East?
3. How have economic factors impacted societies and governments in the Middle East?
4. What role does government play in the Middle East?
5. How can man benefit from developing a greater appreciation of the Middle East?

The student will describe the different political structures of the Middle East.

The student will describe different economic systems (traditional, command, market, mixed) and how they answer the basic economic questions
(What to produce? How to produce? For whom to produce?) and explain the basic types of economic systems found in Israel, Saudi Arabia,
and Turkey.

The student will describe the factors that influence economic growth and examine their presence or absence in Middle Eastern countries such
as Israel, Lebanon, Turkey, Israel, Saudi Arabia, and Iran.

The student will be able to describe and locate important physical and human characteristics in Southwestern Asia (Middle East).

The student will describe the development of the three major religions that originated in the Middle East.

The student will describe major developments in the Middle East during the 20th century.
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Oceania
Essential Questions:
1. How have geographic features influenced past decisions in Oceania?
2. How can the 5 themes of geography be used to interpret and evaluate the impact of human settlement and the
interaction of humans with their environment in Oceania?
3. How have economic factors impacted societies and governments in Oceania?
4. What role does government play in Oceania?
5. How can man benefit from developing a greater appreciation of Oceania?

The student will describe the political structures of Oceania.

The student will describe the factors that influence economic growth and examine their presence or absence in Australia and Oceania.

The student will describe different economic systems (traditional, command, market, mixed) and how they answer the basic economic questions
(What to produce? How to produce? For whom to produce?) and explain the basic types of economic systems found in Australia and the
Federated States of Micronesia

The student will give examples of how voluntary trade benefits buyers and sellers in Australia and Oceania.

The student will discuss the impact of government policies and individual behaviors on the environments of Australia and Oceania.

The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on Australia and
Oceania.

The student will describe the cultural characteristics of Australia and Oceania.

The student will be able to describe and locate the important physical and human characteristics of Australia and Oceania.

The student will describe the culture and development of Australia and Oceania prior to contact with Europeans.

The student will explain the impact European exploration and colonization had on Australia and Oceania.

The student will discuss the impact of important 20th century events on Australia and Oceania.
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Mountains and Mountain Ranges
 Major mountain ranges
South America: Andes
North America: Rockies and Appalachians
Asia: Himalayas and Urals
Africa: Atlas Mountains
Europe: Alps
 High mountains of the world
Asia: Everest
North America: McKinley
South America: Aconcagua
Europe: Mont Blanc
Africa: Kilimanjaro
Great Lakes of the World
 Eurasia: Caspian Sea
 Asia: Aral Sea
 Africa: Victoria, Tanganyika, Chad
 North America: Superior, Huron, Michigan
 South America: Maracaibo, Titicaca
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Barren County Schools
Practical Living
Practical Living
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HEALTH
Substance Abuse
 Know the consequences and risks of behavioral choices (e.g., tobacco, alcohol, and other drug use; sexual
involvement; violent behaviors) as well as alternatives to that behavior
 Know that guidance counselors, parents and teachers as resources if you know someone who is using drugs
Nutritional Education
 Review the 6 basic nutrients and their affect on proper growth and
development
 Review how dietary guidelines and calories from sugary and fatty foods should be included when making daily
food choices
 Review how exercise and dietary habits (vegetarian diets, eating out all the time) affect the way adolescents
look, feel, and perform
Physical Health and Wellness
 Review how diet, exercise, rest and other choices affect body systems
 Review how transmission and prevention of communicable diseases (hepatitis, mono, TB, influenza)
contribute to the health of the individual and community
 Introduce the identification, prevention, and treatment of
non-communicable diseases (cancer, asthma) by specialists vs.
general practice, second opinion, common sense
 Introduce that irregular exercise and unhealthy habits and behaviors that affect the physical health of
adolescents
 Review body changes that take place during a regular exercise program
 Review benefits (body shape, coordination, muscle development) of exercise to physical development
 Know that you must apply the principles of fitness training and conditioning (frequency, intensity,
time/duration) that are needed to get the most out of exercise
Physical Health and Wellness
 Do a self-assessment of health status (e.g., strength, flexibility,
cardiovascular endurance, body composition, President’s Physical
Fitness) for health maintenance
 Know the basic structures and functions of the reproductive system
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Know that physical, social, and emotional changes occur during adolescence
Know that abstinence is the only sure means of preventing pregnancy
Personal Health and Safety
 Recognize that health and safety hazards (e.g., firearms, traffic,
transportation, horseplay) can be life threatening
 Review traffic and transportation related safety issues on the ground and in the water contribute to a
reduction in injuries and death
 Apply safety strategies (e.g., walking in opposite direction of violence, staying calm in dangerous situations)
and wearing protective gear can reduce the incidence of injury or death
 Know basic first-aid procedures when responding to a variety of
life-threatening emergencies (e.g., choking, shock, poisons, burns,
temperature related emergencies, animal and insect bites) to help
reduce the severity of injuries
 Know that symptoms and causes of anxiety vary with the individual
 Know that the effects of eating disorders (e.g., weight loss, nervousness) indicate a need for counseling
 Know that decision-making techniques are positive ways to cope with peer pressure
Physical Education
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Demonstrate basic physiological principles of exercise (e.g., intensity, duration and frequency)
Describe the interrelationships of physiological changes in body systems
Recognize the benefits of self-assessment of health status
Analyze and apply strategies for achieving and maintaining self-esteem
Use strategies to manage stress
Evaluate available community health systems, services, and resources serving the needs of adolescents
Reflect on personal motivation for psychomotor skill development
Assess psychomotor skills (e.g., individual, dual and team) using movement, mechanics, and concepts
Demonstrate basic dance, team, and individual/duo sports skills
Combine fundamental movement activities into purposeful movement patterns
AH-M

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Create movement ideas that could be used to compose a dance based on a theme, using dance elements and
principles of choreography
Compose a dance using locomotor (skip, hop, grapevine, polka, waltz, 2 step) and nonlocomotor movements
(push, pull, rise, fall, dodge, sway) to express an idea or emotion
PL
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Analyze benefits (e.g., physical, mental, psychological, emotional) of involvement in lifetime physical activity
Explore ways to learn new lifetime physical activities
Apply rules and appropriate behavior in lifetime physical activities
Apply basic strategies in games and sports
AH-M

Introduce skills of body alignment, balance, isolation of body parts, elevation and landing while moving

Describe dance elements and steps from videotaped performance using appropriate dance vocabulary

Introduce and discuss dance elements: space (focus, size), time (accent, rhythmic pattern, duration), and force (heavy/light,
sharp/smooth, tension/relaxation, bound/flowing)

Discuss how dances are composed of a variety of motor and nonlocomotor movements

Explain dance movements and how they differ from other movements (athletic, pedestrian)
CONSUMERISM
Some of this will be in the social studies section under the Middle School sub domain of economics. Please refer to that as you
teach this sub domain.
 Know that a comparison of needs vs. wants will influence consumer decisions

Know that products and services are compared and evaluated based on a range of considerations (e.g., price
vs. quality, generic vs. name-brand, comparison shopping vs. impulse shopping, immediate availability vs.
advance ordering)
 Know that media, technology and cultural influences (method and
mechanics of presentation as well as advertising) have an impact
on consumer choices
 Know that there are positive and negative aspects of advertising strategies (e.g., providing accurate or
misleading information, gimmicks)
 Review environmental issues when making consumer decisions
achieving long and short term goals
 Continue working on community organizations (e.g., Public Health
Department, hospitals, family resource centers, American Heart
Association, American Red Cross, and American Cancer Society)
that provide health and safety resources
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VOCATIONAL STUDIES
Individual and Family relationships

Review that individuals have personal rights and responsibilities (e.g., cooperation, communication,
patience) when dealing with others (e.g., families, classmates, teams)

Review conflict resolution strategies

Review communication, cooperation, rules, and respect in effectively functioning groups

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Introduce that people work to provide for their wants (e.g., entertainment, hobbies, brand-name
clothing/shoes) and needs (e.g., food, clothing, shelter) and often for personal satisfaction (e.g., self-worth)
Introduce that work is important to society because it provides necessary goods and services for
individuals and groups
Introduce that jobs and career opportunities vary within and among communities and regions
Introduce that interests and abilities can be identified through a variety of means
Know that a person’s interests, aptitudes and career goals (e.g.,
salary, benefits, demands of the job, work environment) should
match the career they choose
Review good work habits and introduce the work ethics (cooperation, respect, time management,
team/individual responsibilities) and how it can impact the success of the group
Be aware that there are various postsecondary options available (e.g., technical college, vocational schools,
2 year colleges, 4 year colleges, apprenticeships and military service)
Know that identifying weak or negative habits and making changes will improve success
Know that certain academic skills (e.g., communication, research, math, science) are important to specific
careers
Know that individual and team skills (e.g., identifying goals, using listening skills, following directions,
communicating orally, asking questions about tasks, using problem solving skills) contribute to the
successful completion of a task
Know that there are strategies (e.g., studying in advance, talking with counselors, parents and/or friends,
planning, getting ample rest, eating properly) for managing stressful situations (e.g., test taking,
deadlines, change, grief, rejection) to reduce anxiety
Learn an additional strategy, such as communication, for preventing violence
Use appropriate coping strategies (e.g., realistic goal setting, effective
time management, decision-making processes) to promote
emotional and mental health
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Increase knowledge of principles of motor skill refinement (e.g.,
accuracy, technique, movement) require a logical and sequential
approach
Increase knowledge of combinations of locomotor and nonlocomotor
movements is necessary for improvement in the transitional motor
skills (e.g., punting, serving, vaulting)
Know emotional/mental benefits from leisure/recreational and/or
competitive physical activities (e.g., improved confidence, increased
self-esteem, stress reduction, and self-expression)
Begin a self-evaluation of techniques used in developing skills related
to performance in games and/or sports
Know that frequency, intensity, and time/duration are the principles of
fitness training and conditioning
Know that learning offensive and defensive strategies in games and/or
sports make them interesting and enjoyable
Know that the rules of behavior and fair play (e.g., accepting
authoritative decisions, assessing one’s own performance level,
accepting skills and abilities of others through verbal and nonverbal actions for spectators and/or participants)
during games are necessary
Community Resources and Services


Expand upon why people need to work to include wants (entertainment, hobbies, brand-name clothing/shoes)
Continue working on different types of work (e.g., manufacturing,
construction, health care, food services) is important to society
because it provides goods and services to individuals
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Barren County Schools
Arts and Humanities
Curriculum
Not complete Drama, Dance, Art
use POS interim
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Music
I.
Elements of Music - Through participation in creating and performing activities, become familiar with basic elements of music
A.
B.
Dynamics – Recognize crescendo and decrescendo and corresponding symbols
Discuss articulation and recognize legato and staccato
II.
Music Notation
A.
Rhythm – Read and notate music using sixteenth notes and sixteenth rests, and combinations of eighth notes and sixteenth
notes
B.
Rhythm – Identify and use mixed meters
C.
Melody – Identify and perform pitch notation in bass clef
D.
Harmony – Identify tonic (I), subdominant (IV), and dominant (V) chords
E.
Form – Identify rondo form
F.
Form – Identify the symphony as having four movements (see “Styles” below)
III.
Listening and Understanding
A.
Timbre
1.
Introduce vocal ranges: soprano, alto, tenor, bass
2.
Identify and understand the use of electronic keyboard instruments
B.
Composers
1.
Explore the life and music of Wolfgang Amadeus Mozart
2.
Explore the life and music of Franz Joseph Haydn
3.
Review the life and music of Ludwig van Beethoven
C.
Styles – Focus on music vocabulary, appreciation, and history
1.
Classical Era – Introduce the symphony
2.
Compare and contrast music from the Baroque and Classical Eras
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